the climate change film pack– · the climate change film pack ... science 6 2.1 an inconvenient...
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The climatechange filmpack–
Guidance for teaching staff
The climate change film pack – Guidance for teaching staff
1
Contents
1. Introduction – using this guidance 3
2. Science 62.1 An Inconvenient Truth – Scene links to the science curriculum 6 2.2 Teaching climate change in science 21
3. Geography 303.1 An Inconvenient Truth – Scene links to the geography curriculum 303.2 Teaching climate change in geography 48
4. Citizenship 534.1 Climate change debate topics 534.2 Planning a whole day event on climate change 58
5. FAQs 62
6. Further resources 66
The climate change film pack – Guidance for teaching staff
3
In recent years climate change has become an issue of global significance. It has moved from being a subject covered in science magazines to one that is approached and discussed by governments, world leaders and the United Nations. It is recognised as one of the most significant challenges facing the world and international community today. However, many of the facts surrounding climate change and the evidence relating to the issues involved have been presented in ways that may be confusing or distracting. Climate change is in fact not one subject but a number of interwoven themes that together create an overall picture. Breaking down those themes and understanding and interpreting those facts can be confusing for all of us, especially young people. That is why this resource has sought to pull together some of the central arguments and apply them to the National Curriculum of science, geography and citizenship to encourage pupils to explore questions in a way that is familiar to them.
An Inconvenient Truth (“AIT”) is a film that has had a big impact. Its aim is to make the science and the arguments about global warming and climate change and its effects accessible to all audiences. It also presents a powerful case in favour of one particular type of political response to climate change. The Film has a huge potential for engaging pupils on a complex subject. There are four central scientific hypotheses which underlie the film: global average temperatures have been rising significantly over the past half century and are likely to continue to rise; this is mainly attributable to man-made emissions of greenhouse gases; if unchecked, this will have significant adverse effects on the world and its populations; and there are measures which individuals and governments can take which will help to reduce climate change or mitigate its effects. All of these hypotheses are regarded as valid by the great majority of scientific opinion worldwide. However, in parts of the film, Gore presents evidence and arguments which do not accord with mainstream scientific opinion. This guidance points out, on a scene by scene basis, the areas where further input will be required from teaching staff. This guidance is designed to help teaching staff encourage their pupils to assess the validity and credibility of different information sources and explore different points of view so as to form their own opinions.
The film takes the audience through the themes with each one presented in its own segment. Holding the films segments together is Al Gore’s narrative of his own journey in trying to come to terms with this information and then trying to get the rest of the world to do the same.
The two styles enable the audience to relate to the global facts and to the individual person, helping to introduce the questions ‘What are the facts?’ ‘What does this mean to me?’ ‘What differences can I make? ‘Should I be doing anything?’ – Questions with real significance to pupils.
This pack seeks to help teaching staff to engage pupils with those questions, discuss the facts and test the science. The film is divided into parts or scenes that can be applied to different parts of the curriculum. This pack intends to help teaching staff draw on their own expertise and use the film as a stimulus for teaching existing subject issues. The information presented here is not intended to replace current teaching activities. Instead it is intended to illustrate areas of existing
1. Introduction – Using this guidance
The climate change film pack – Guidance for teaching staff
4
programmes of study. The pack is intended to provide a useful resource. However, teaching staff should feel free to supplement the information in this Pack with their own materials and resources as they consider appropriate.
Throughout this guidance the film has been broken down into scenes, which match the scene selection on the DVD. Before using the scenes advised by any of the subjects it is advisable for teaching staff to watch the whole film to become familiar with the scene separations and the overall delivery style.
Legal obligations of teaching staff under ss. 406 and 407 of the Education Act 1996 Section 406 of the Education Act 1996 provides:
“The local [education] authority, governing body and head teachers shall forbid... the promotion of partisan political views in the teaching of any subject in the school”.
Section 407 provides:
“The local [education] authority, governing body and head teacher shall take such steps as are reasonably practicable to secure that, where political issues are brought to the attention of pupils while they are:
in attendance at a maintained school, orzz
taking part in extra-curricular activities which are provided or organised for registered pupils zz
at the school by or on behalf of the school,
they are offered a balanced presentation of opposing views”.zz
The High Court has indicated that schools can lawfully show AIT to pupils without breaching ss. 406 or 407 of the Education Act 1996, but that, in doing so they must bear in mind the following points:
AIT promotes partisan political views (that is to say, one sided views about political issues)zz
teaching staff must be careful to ensure that they do not themselves promote those views;zz
in order to make sure of that, they should take care to help pupils examine the scientific zz
evidence critically (rather than simply accepting what is said at face value) and to point out where Gore’s view may be inaccurate or departs from that of mainstream scientific opinion;
where the film suggests that viewers should take particular action at the political level (e.g. zz
to lobby their democratic representatives to vote for measures to cut carbon emissions), teaching staff must be careful to offer pupils a balanced presentation of opposing views and not to promote either the view expressed in the film or any other particular view.
The sceptical viewTeaching staff will be aware that a minority of scientists disagree with the central thesis that climate change over the past half-century is mainly attributable to man-made greenhouse gases. However, the High Court has made clear the law does not require teaching staff to adopt a
The climate change film pack – Guidance for teaching staff
5
position of neutrality between views which accord with the great majority of scientific opinion and those which do not.
The notes set out in this guidance have been drafted in accordance with the Fourth Assessment Reports of the Intergovernmental Panel on Climate Change, published in 2007 under the auspices of the United Nations and the World Meteorological Organisation. AIT was made before these latest reports had been published, but it is important that pupils should have access to the latest and most authoritative scientific information. The IPCC derives its credibility from the fact that its conclusions are drawn from a “meta-review” of a massive number of independently peer-reviewed journal articles, and from the expertise and diversity of those on the reviewing panels.
The Citizenship componentThe citizenship opportunity with this film has been addressed in three ways:
In each of the subject grids there is an additional column providing information as to zz
how citizenship needs can be met discretely by science and geography teachers. That information can also help citizenship teaching staff with an arts background understand how the arguments may apply to other subjects.
Topic debates – sections of the film have been selected that could be used to illustrate or zz
introduce a short debate, taking about 15 to 20 minutes in total. Those segments can be used in tutor group time or using 2 or three together can help deliver a whole citizenship lesson.
A structure for holding a whole day examining climate change that can be supported by the zz
other subject areas and using other resources in addition to the ‘An Inconvenient Truth’ film.
Use of this film can help meet the current citizenship schemes of work in:
Key Stage 3: Units 1, 5, 9, 10, 18 and 21
Key Stage 4: units 5, 7, 8 and 12
Visit www.standards.dcsf.gov.uk/schemes for the schemes listed above.
For non-specialist citizenship teaching staff: the questions that are raised are often as important as finding answers. Encouraging pupils to seek solutions or formulate responses is important.
There is also a section at the end of this pack looking at FAQs and links to further resources.
The climate change film pack is just one of the resources being produced as part of the DCSF Sustainable Schools Year of Action. Sustainable Schools offers a National Framework and supporting materials to help schools on their journey to embed sustainable development – not only across the curriculum but also through how the school operates (e.g. energy and water use) and its links with the wider community. To find out more about Sustainable Schools visit www.teachernet.gov.uk/sustainableschools.
The climate change film pack – Guidance for teaching staff
6
2. Science
2.1 An Inconvenient Truth – Scene links to the science curriculumThis grid sets out where scenes from the film can be applied to explore scientific enquiry and develop knowledge, understanding and skills and how that can be applied to the information and the facts surrounding climate change. Curriculum content is paraphrased for brevity. Some suggestions are made for questions which can be used to approach the topic in this context. The final column encourages the use of citizenship issues and techniques to be used whilst teaching aspects of this curriculum. This can enrich the science content.
The climate change film pack – Guidance for teaching staff
7
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
3B
asic
Sci
ence
of
Glo
bal
War
min
g (1
min
)D
isti
nct
ion
bet
wee
n
tem
per
atu
re a
nd
hea
t.
Diff
eren
ces
in
tem
per
atu
re c
an le
ad
to t
ran
sfer
of e
ner
gy.
Ener
gy
is t
ran
sfer
red
d
irec
tly
by
rad
iati
on
.
Ener
gy
tran
sfer
by
rad
iati
on
.
The
atm
osp
her
e –
its
com
po
siti
on
an
d
his
tory
.
Elec
tro
mag
net
ic
rad
iati
on
an
d
its
tran
smis
sio
n,
scat
teri
ng
an
d
abso
rpti
on
.
Ener
gy
flow
s th
rou
gh
ec
o s
yste
ms.
Act
ivit
ies
do
cum
ent
refe
ren
ces
See
2.2
– Te
ach
ing
clim
ate
chan
ge
in s
cien
ce –
En
erg
y tr
ansf
er b
y ra
dia
tio
n
4G
lob
al W
arm
ing
Car
too
n (2
min
)Th
e Su
n a
s th
e u
ltim
ate
sou
rce
of m
ost
of
the
Eart
h’s
en
erg
y re
sou
rces
.
Dis
cuss
if c
arto
on
s ca
n h
elp
to
u
nd
erst
and
th
e sc
ien
ce o
r d
o t
hey
d
istr
act
fro
m t
he
mes
sag
e. D
o t
hey
cr
eate
a ‘d
um
bin
g d
ow
n’ o
f th
e sc
ien
ce?
This
wo
uld
hel
p u
nd
erst
and
med
ia
rep
rese
nta
tio
ns
of i
ssu
es.
Act
ivit
ies
do
cum
ent
refe
ren
ces
See
2.2
– Te
ach
ing
clim
ate
chan
ge
in s
cien
ce –
En
erg
y tr
ansf
er b
y ra
dia
tio
n
The climate change film pack – Guidance for teaching staff
8
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
6C
O2 M
easu
re s
ince
195
8 (2
min
)El
emen
ts c
om
bin
e th
rou
gh
ch
emic
al
reac
tio
ns
to fo
rm
com
po
un
ds
(e.g
. wat
er,
carb
on
dio
xid
e).
Poss
ible
eff
ects
of
bu
rnin
g fo
ssil
fuel
s o
n t
he
envi
ron
men
t –
way
s in
wh
ich
en
erg
y ca
n b
e u
sefu
lly
tran
sfer
red
an
d s
tore
d.
That
pla
nts
nee
d
carb
on
dio
xid
e,
wat
er a
nd
lig
ht
for
ph
oto
syn
thes
is, a
nd
p
rod
uce
bio
mas
s an
d
oxy
gen
.
To s
um
mar
ise
ph
oto
syn
thes
is in
a
wo
rd e
qu
atio
n.
Form
atio
n o
f fo
ssil
fuel
s
Extr
acti
on
an
d u
ses
of
cru
de
oil
New
mat
eria
ls fr
om
ra
w m
ater
ials
by
chem
ical
rea
ctio
ns.
Ch
ang
es in
su
rfac
e an
d a
tmo
sph
ere
of t
he
Eart
h s
ince
form
atio
n.
Pho
tosy
nth
esis
Dyn
amic
eq
uili
bri
um
b
etw
een
livi
ng
o
rgan
ism
s an
d t
hei
r en
viro
nm
ent.
Rais
e th
e q
ues
tio
n: D
oes
th
e sc
ien
ce
hel
p p
eop
le u
nd
erst
and
th
e is
sue
of c
limat
e ch
ang
e? H
ow
can
we
rela
te t
his
info
rmat
ion
to
ou
r ev
eryd
ay li
ves?
Ask
th
em t
o p
rovi
de
exam
ple
s.
The climate change film pack – Guidance for teaching staff
9
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
7G
laci
ers
Rec
ede
(2m
in)
No
te: O
pp
ort
un
ity
to e
xplo
re t
he
links
b
etw
een
gla
cial
rec
essi
on
an
d c
limat
e ch
ang
e –
cou
ld t
he
mel
tin
g o
f g
laci
ers
in s
om
e p
arts
o
f th
e w
orl
d b
e d
ow
n t
o o
ther
fac
tors
? D
o
glo
bal
tre
nd
s in
gla
cial
rec
essi
on
pro
vid
e ev
iden
ce t
o s
ug
ges
t th
e in
flu
ence
of
clim
ate
chan
ge?
Alt
ho
ug
h m
any
of
the
exam
ple
s in
th
is s
cen
e ar
e w
ell c
ho
sen
to
illu
stra
te t
he
effe
cts
of
hu
man
-in
du
ced
clim
ate
chan
ge,
th
e ca
use
s o
f th
e re
cess
ion
of
sno
ws
on
K
ilim
anja
ro a
re c
om
ple
x an
d r
elat
ed t
o lo
cal
fact
ors
. It
can
no
t b
e es
tab
lish
ed t
hat
th
is
is m
ain
ly a
ttri
bu
tab
le t
o h
um
an-i
nd
uce
d
clim
ate
chan
ge.
[IP
CC
AR
4 W
GII
SPM
p8]
[IP
CC
AR
4 W
GII,
TS
p48
an
d C
h 9
, p 4
39-4
40]
Part
icle
mo
del
s an
d
chan
ge
of s
tate
.
The
rock
cyc
le
Wha
t is
happ
enin
g to
the
part
icle
s in
the
glac
ier a
s it
mov
es
dow
nhill
?
Wha
t has
cha
nged
ab
out t
his
over
the
last
20
yea
rs?
Why
is th
is im
port
ant?
The
rock
cyc
leD
raw
ou
t th
e d
iscu
ssio
n a
rou
nd
th
e im
pac
t o
f gla
cial
rec
essi
on
–
wh
ere
do
es t
he
resp
on
sib
ility
lie
for
mak
ing
th
at in
form
atio
n k
no
wn
? W
hat
is t
he
sig
nifi
can
ce o
f th
e fa
ct
that
AIT
has
incl
ud
ed a
n e
xam
ple
(K
ilim
anja
ro) w
hic
h is
no
t g
ener
ally
th
ou
gh
t to
be
attr
ibu
tab
le t
o
hu
man
-in
du
ced
clim
ate
chan
ge?
Act
ivit
ies
Do
cum
ent
refe
ren
ces
See
2.2
– Te
ach
ing
clim
ate
chan
ge
in s
cien
ce –
Sta
tes
of
mat
ter
The climate change film pack – Guidance for teaching staff
10
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
8Ic
e C
ore
s (2
min
)In
vest
igat
ion
Stat
es o
f mat
ter
Solu
bili
ty
Ho
w c
an ic
e co
res
tell
scie
nti
sts
abo
ut:
Car
bo
n d
ioxi
de
yco
nce
ntr
atio
ns
tho
usa
nd
s o
f yea
rs
ago
The
tem
per
atu
re o
f yth
e Ea
rth
th
ou
san
ds
of y
ears
ag
o
Air
po
lluti
on
in t
he
yla
st 5
0 ye
ars
In w
hat w
ay is
the
ice
like
sedi
men
tary
rock
?
Co
mp
osi
tio
n o
f th
e at
mo
sph
ere
Iso
top
es
Iso
top
es
Act
ivit
ies
Do
cum
ent
refe
ren
ces
See
2.2
– Te
ach
ing
clim
ate
chan
ge
in s
cien
ce –
Sta
tes
of
mat
ter
The climate change film pack – Guidance for teaching staff
11
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
9C
O2 L
evel
s B
ack
650,
000
Yea
rs (4
min
)
No
te: P
up
ils w
atch
ing
th
is s
egm
ent
mig
ht
get
th
e im
pre
ssio
n t
hat
th
e g
rap
h p
lott
ing
C
O2 a
gai
nst
tem
per
atu
re o
ver
650,
000
year
s p
rove
s th
at r
ecen
t ri
ses
in t
emp
erat
ure
ar
e ca
use
d b
y C
O2. T
he
latt
er c
on
clu
sio
n is
ac
cep
ted
by
the
gre
at m
ajo
rity
of
the
wo
rld
’s
clim
ate
scie
nti
sts,
bu
t ca
nn
ot
be
pro
ved
by
refe
ren
ce t
o t
his
gra
ph
. Clo
ser
exam
inat
ion
sh
ow
s th
at, f
or
mo
st o
f th
e la
st 6
50,0
00 y
ears
, te
mp
erat
ure
incr
ease
s p
rece
de
CO
2 incr
ease
s b
y se
vera
l hu
nd
red
yea
rs. S
om
e sc
epti
cs h
ave
use
d t
his
to
su
pp
ort
th
eir
clai
m t
hat
rec
ent
tem
per
atu
re r
ises
may
no
t b
e ca
use
d b
y C
O2.
Bu
t it
is g
ener
ally
acc
epte
d t
hat
th
e ca
usa
tive
re
lati
on
ship
bet
wee
n C
O2 a
nd
tem
per
atu
re
ove
r th
e la
st 6
50,0
00 y
ears
go
es b
oth
way
s an
d t
hat
, no
w, i
t is
CO
2 wh
ich
is d
rivi
ng
te
mp
erat
ure
. Th
e re
lati
on
ship
bet
wee
n
incr
ease
s in
CO
2 an
d in
crea
ses
in t
emp
erat
ure
is
no
t lin
ear,
it is
log
arit
hm
ic. T
he
IPC
C
esti
mat
es t
hat
th
e eq
uili
bri
um
war
min
g if
CO
2 co
nce
ntr
atio
ns
wer
e d
ou
ble
d is
like
ly t
o b
e in
th
e ra
ng
e o
f 2°
C t
o 4
.5°C
wit
h a
bes
t es
tim
ate
of
3°C
.
[IP
CC
AR
4 W
G1
TS p
24-2
7 an
d S
PM
1-1
0]
Co
mp
osi
tio
n o
f th
e at
mo
sph
ere
Iso
top
es
Iso
top
es, h
alf l
ives
.A
sk t
he
pu
pils
wh
at G
ore
mea
ns
by
‘mo
ral a
nd
eth
ical
’ – w
ho
is
resp
on
sib
le fo
r th
ose
mo
ral a
nd
et
hic
al q
ues
tio
ns?
Wh
at r
ole
do
sci
enti
sts
hav
e in
tac
klin
g m
ora
l an
d e
thic
al
qu
esti
on
s? A
re s
cien
tist
s ju
st t
her
e to
pre
sen
t th
e ev
iden
ce?
Cal
cula
te t
hei
r o
wn
co
ntr
ibu
tio
ns
to r
isin
g C
O2 le
vels
an
d t
hen
ask
th
em t
o s
ee if
th
ey c
an f
ind
way
s to
cu
t it
. Is
it p
oss
ible
to
set
tar
get
s in
th
eir
ow
n li
ves?
V
isit
ww
w.e
sd.r
gs.
org
Act
ivit
ies
Do
cum
ent
refe
ren
ces
See
2.2
– Te
ach
ing
clim
ate
chan
ge
in s
cien
ce –
Sta
tes
of
mat
ter
and
C
om
bu
stio
n o
f fo
ssil
fuel
s an
d P
rod
uct
ion
of
Car
bo
n d
ioxi
de
11R
isin
g T
emp
erat
ure
s (2
min
)H
eat
ener
gy
and
te
mp
erat
ure
Dat
a an
alys
isA
re in
div
idu
al c
ou
ntr
ies
resp
on
sib
le
for
mo
nit
ori
ng
ris
ing
tem
per
atu
res
or
sho
uld
it b
e an
inte
rnat
ion
al
arra
ng
emen
t? W
ho
sh
ou
ld
co-o
rdin
ate
it?
Wh
o s
ho
uld
be
told
ab
ou
t th
e ev
iden
ce a
nd
ho
w?
The climate change film pack – Guidance for teaching staff
12
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
Act
ivit
ies
Do
cum
ent
refe
ren
ces
See
2.2
– Te
ach
ing
clim
ate
chan
ge
in s
cien
ce –
Sta
tes
of
mat
ter,
En
erg
y tr
ansf
er b
y ra
dia
tio
n a
nd
An
imal
s &
ad
apta
tio
n
12N
ote
: Th
ere
is in
suff
icie
nt
evid
ence
to
es
tab
lish
cle
arly
th
at p
arti
cula
r o
ne-
off
w
eath
er e
ven
ts, s
uch
as
Hu
rric
ane
Kat
rin
a,
are
attr
ibu
tab
le t
o c
limat
e ch
ang
e. H
ow
ever
, th
e IP
CC
co
ncl
ud
es t
hat
it is
like
ly t
hat
th
ere
has
bee
n a
n in
crea
se in
inte
nse
tro
pic
al
cycl
on
e ac
tivi
ty in
so
me
reg
ion
s an
d m
ore
lik
ely
than
no
t th
at h
um
ans
hav
e co
ntr
ibu
ted
to
th
is: s
ee w
ww
.ipcc
.ch
[IP
CC
AR
4 W
G1
SPM
p8
and
IPC
C A
R4
WG
1 TS
p
41 a
nd
IPC
C A
R4
WG
1 FA
Q 9
.1]
Is G
ore
’s u
se o
f H
urr
ican
e K
atri
na
(wit
h it
s em
oti
ve im
ages
) fai
r,
giv
en t
he
gen
eral
ly a
ccep
ted
sc
ien
tifi
c p
osi
tio
n?
The climate change film pack – Guidance for teaching staff
13
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
14P
reci
pit
atio
n a
nd
Eva
po
rati
on
(2m
in)
No
te: I
t is
gen
eral
ly a
ccep
ted
th
at t
he
evid
ence
rem
ain
s in
suff
icie
nt
to e
stab
lish
a
clea
r at
trib
uti
on
fo
r th
e d
ryin
g o
ut
of
Lake
C
had
.
[IP
CC
AR
4 W
G1
FAQ
9.1
]
No
te: T
her
e is
insu
ffic
ien
t ev
iden
ce t
o
esta
blis
h t
hat
par
ticu
lar
on
e-o
ff w
eath
er
even
ts (a
nd
th
e lo
sses
th
at f
ollo
w f
rom
p
arti
cula
r ev
ents
) are
att
rib
uta
ble
to
cl
imat
e ch
ang
e. H
ow
ever
, th
e ef
fect
of
clim
ate
chan
ge
on
th
e in
sura
nce
sec
tor
is
a co
mp
lex
area
, wh
ich
th
e IP
CC
dea
ls w
ith
at
th
e fo
llow
ing
pla
ces
[AR
4, W
G2,
Ch
1
pag
es 1
10-1
11; A
R4,
WG
2, C
h 1
9, p
age
790;
an
d A
R4,
WG
2, C
h 7
pp
361
and
379
.]. T
he
IPC
C c
on
clu
des
at
WG
2 C
h 1
9.3.
2.2
that
fo
r so
me
sect
ors
, su
ch a
s in
sura
nce
, th
e im
pac
ts
of
clim
ate
chan
ge
are
likel
y to
res
ult
in
incr
ease
d d
amag
e p
aym
ents
an
d p
rem
ium
s.
Part
icle
mo
del
of
mat
ter
Stat
es o
f mat
ter
Wou
ld y
ou e
xpec
t hi
gher
tem
pera
ture
s to
lead
to m
ore
or
less
rain
fall?
– w
hat
expe
rien
ces
do y
ou
have
to h
elp
mak
e th
is
pred
icti
on?
Gor
e p
oint
s to
are
as o
f the
wor
ld
asso
ciat
ed w
ith p
rob
lem
s of
con
flict
su
ch a
s D
arfu
r.
Rais
e th
e is
sue
that
like
man
y co
nflic
ts
one
of th
e un
der
lyin
g fa
ctor
s in
th
e D
arfu
r con
flict
orig
inat
es in
a
com
pet
ition
ove
r res
ourc
es (w
ater
, fe
rtile
land
etc
). W
hat c
ould
be
the
long
term
con
seq
uenc
es fo
r pea
ce
arou
nd th
e gl
obe
if cl
imat
e ch
ange
co
ntin
ues
and
thre
aten
s na
tura
l re
sour
ces?
Wha
t sho
uld
be
the
prio
rity
for
scie
ntis
ts –
find
ing
the
evid
ence
or
find
ing
solu
tions
?
In v
iew
of t
he IP
CC
’s c
oncl
usio
ns th
at:
1) th
ere
is in
suff
icie
nt e
vid
ence
to
esta
blis
h th
at p
artic
ular
one
off
w
eath
er e
vent
s ar
e at
trib
utab
le to
cl
imat
e ch
ange
(see
not
e to
sce
ne 1
2 ab
ove
and
AR4
, WG
1, F
AQ
9.1
); an
d
2) it
is li
kely
that
in th
e la
te 2
0th
C
entu
ry, t
here
has
bee
n an
incr
ease
in
– tr
opic
al c
yclo
ne a
ctiv
ity; h
eavy
p
reci
pita
tion
even
ts; w
arm
sp
ells
/hea
t w
aves
and
are
as a
ffec
ted
by
dro
ught
Is th
e us
e of
his
toric
al in
sura
nce
stat
istic
s in
this
sce
ne fa
ir? D
oes
it
invi
te th
e vi
ewer
to d
raw
con
clus
ions
th
at c
anno
t be
dra
wn
on th
e ev
iden
ce a
vaila
ble
or d
oes
it p
rovi
de
an il
lust
ratio
n of
the
pot
entia
l cos
ts o
f cl
imat
e ch
ange
?
Act
ivit
ies
Do
cum
ent
refe
ren
ces
See
2.2
– Te
ach
ing
clim
ate
chan
ge
in s
cien
ce –
Sta
tes
of
mat
ter
The climate change film pack – Guidance for teaching staff
14
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
16Th
e A
rcti
c (4
min
)
No
te: I
t is
no
t cl
ear
wh
ich
stu
dy
Go
re is
re
ferr
ing
to
wh
en h
e ta
lks
abo
ut
Po
lar
Bea
rs d
row
nin
g. H
ow
ever
, a 2
005
stu
dy
by
Mo
nn
et, G
lees
on
an
d R
ott
erm
an (s
ee t
he
Furt
her
Res
ou
rces
sec
tio
n a
t th
e en
d o
f th
is
do
cum
ent)
su
gg
ests
th
at 4
po
lar
bea
rs h
ad
dro
wn
ed b
ecau
se o
f a
sto
rm. I
t al
so p
red
icts
th
at d
row
nin
g-r
elat
ed d
eath
s o
f p
ola
r b
ears
m
ay in
crea
se in
th
e fu
ture
if t
he
tren
d o
f re
gre
ssio
n o
f p
ack
ice
and
/or
lon
ger
op
en
wat
er c
on
tin
ues
.
Stat
es o
f mat
ter
Wha
t is
happ
enin
g to
th
e ic
e th
at is
floa
ting
?
Why
is th
is im
port
ant?
(r
educ
es re
flect
ion
of
light
, pol
ar b
ear h
abit
at)
Wha
t is
happ
enin
g to
th
e ic
e th
at is
on
land
?
Why
is th
is im
port
ant
(incl
udin
g lo
ss o
f pe
rmaf
rost
and
risi
ng
sea-
leve
ls)?
Inte
rdep
end
ence
an
d
adap
tati
on
Hyd
rog
en b
on
din
g a
nd
th
e st
ruct
ure
of i
ce.
To w
hat
ext
ent
is t
he
imp
act
on
w
ildlif
e a
scie
nti
fic c
on
cern
? W
ho
ar
e th
e p
eop
le r
esp
on
sib
le fo
r p
rote
ctin
g a
nd
man
agin
g w
ildlif
e?
Wh
o h
as t
he
po
wer
to
mak
e a
diff
eren
ce?
Wh
at a
re t
he
diff
eren
t al
tern
ativ
es?
Extr
a in
form
atio
n c
an b
e fo
un
d a
t w
ww
.ww
f.org
.uk/
new
s/n
_000
0003
769.
asp
and
ww
w.u
nep
-wcm
c.o
rg.
Act
ivit
ies
Do
cum
ent
refe
ren
ces
See
2.2
– Te
ach
ing
clim
ate
chan
ge
in s
cien
ce –
Sta
tes
of
mat
ter
17Th
e O
cean
Co
nve
yor
(3m
in)
No
te: T
he
IPC
C a
sses
s th
at it
is v
ery
un
likel
y th
at t
he
“oce
an c
on
veyo
r” (a
lso
kn
ow
n a
s th
e “m
erid
ion
al o
vert
urn
ing
cir
cula
tio
n”
or
“th
erm
oh
alin
e ci
rcu
lati
on
”) w
ill u
nd
erg
o a
la
rge
abru
pt
tran
siti
on
th
is c
entu
ry, a
lth
ou
gh
it
is v
ery
likel
y to
slo
w d
ow
n. M
ost
sci
enti
sts
wo
uld
reg
ard
tal
k o
f an
imm
inen
t ic
e-ag
e as
sp
ecu
lati
on
.
[IP
CC
AR
4 W
G1
SPM
p16
]
Phys
ical
pro
per
ties
o
f mat
ter
– d
ensi
ty,
solu
tio
ns.
In w
hat w
ay d
o th
e oc
eans
act
like
a
dom
esti
c ce
ntra
l he
atin
g sy
stem
?
Dra
w o
ut
a d
iscu
ssio
n a
bo
ut
usi
ng
sc
ien
tific
mo
del
s to
pre
dic
t fu
ture
ev
ents
– w
hat
can
th
ey c
on
trib
ute
to
peo
ple
s ac
tio
ns
tod
ay?
Ho
w m
igh
t th
ey b
e u
sed
to
u
nd
erst
and
th
e in
tern
atio
nal
d
imen
sio
ns
of c
limat
e ch
ang
e?
Act
ivit
ies
Do
cum
ent
refe
ren
ces
See
2.2
– Te
ach
ing
clim
ate
chan
ge
in s
cien
ce –
Sta
tes
of
mat
ter
The climate change film pack – Guidance for teaching staff
15
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
19Tr
ou
blin
g S
ign
s (3
min
)
No
te: T
he
IPC
C r
epo
rts
pre
dic
t th
at, i
f th
e te
mp
erat
ure
wer
e to
ris
e b
y 1-
3C, t
her
e w
ou
ld b
e in
crea
sed
co
ral b
leac
hin
g a
nd
w
ides
pre
ad c
ora
l mo
rtal
ity
un
less
co
rals
co
uld
ad
apt
or
accl
imat
ise,
bu
t w
hile
th
ere
is in
crea
sin
g e
vid
ence
fo
r cl
imat
e ch
ang
e im
pac
ts o
n c
ora
l ree
fs t
he
IPC
C c
on
clu
ded
th
at s
epar
atin
g t
he
imp
acts
of
clim
ate
chan
ge-
rela
ted
str
esse
s fr
om
oth
er s
tres
ses
such
as
ove
r-fi
shin
g a
nd
po
lluti
on
was
d
iffi
cult
.
[IP
CC
WG
II C
HA
PTE
R 1
p81
]
[IP
CC
AR
4 W
GII
SPM
p6]
.
Ad
apta
tio
n –
foo
d
web
s et
c.In
terd
epen
den
ce a
nd
ad
apta
tio
n
Hu
man
eff
ects
on
en
viro
nm
ent
can
b
e m
easu
red
usi
ng
liv
ing
an
d n
on
-liv
ing
in
dic
ato
rs.
Inte
rdep
end
ence
an
d
adap
tati
on
sW
hat
res
po
nsi
bili
ty d
o h
um
ans
hav
e to
th
e en
viro
nm
ent
in w
hic
h t
hey
liv
e?
Wh
at e
vid
ence
of c
limat
e ch
ang
e o
n t
he
envi
ron
men
t ca
n b
e fo
un
d
in o
ur
ow
n c
om
mu
nit
ies?
Wh
o is
re
spo
nsi
ble
for
rese
arch
ing
th
is
info
rmat
ion
an
d w
ho
sh
ou
ld b
e re
spo
nsi
ble
for
rep
ort
ing
th
is
info
rmat
ion
?
Act
ivit
ies
Do
cum
ent
refe
ren
ces
See
2.2
– Te
ach
ing
clim
ate
chan
ge
in s
cien
ce –
An
imal
s an
d
adap
tati
on
s
The climate change film pack – Guidance for teaching staff
16
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
20A
nta
rcti
ca (3
min
)
No
te: I
t is
no
t cl
ear
wh
at “
Pac
ific
nat
ion
s”
Go
re is
ref
erri
ng
to
in t
he
sect
ion
dea
ling
w
ith
eva
cuat
ion
s to
New
Zea
lan
d. I
t is
n
ot
clea
r th
at t
her
e is
an
y ev
iden
ce o
f ev
acu
atio
ns
in t
he
Pac
ific
du
e to
hu
man
-in
du
ced
clim
ate
chan
ge.
Tea
chin
g s
taff
may
w
ish
to
use
th
is a
s an
exa
mp
le o
f th
e n
eed
in
sci
enti
fic
pre
sen
tati
on
to
giv
e p
rop
er
refe
ren
ces
for
evid
ence
use
d. H
ow
ever
, th
e IP
CC
do
es p
red
ict
that
fo
r sm
all i
slan
ds
sea
leve
l ris
es w
ill e
xace
rbat
e st
orm
su
rges
an
d
oth
er c
oas
tal h
azar
ds
and
th
at, b
y th
e m
idd
le
of
this
cen
tury
, clim
ate
chan
ge
will
red
uce
w
ater
res
ou
rces
to
th
e p
oin
t w
her
e th
ey
bec
om
e in
suff
icie
nt
to m
eet
dem
and
s in
low
-ra
infa
ll p
erio
ds.
[IP
CC
AR
4 W
GII
SPM
p15
]
Sate
llite
tec
hn
olo
gy
Stat
es o
f mat
ter
Foo
d w
ebs
Wh
at is
hap
pen
ing
to
th
e ic
e th
at is
flo
atin
g?
Wh
at is
hap
pen
ing
to
th
e ic
e th
at is
on
lan
d?
Wh
y is
th
is im
po
rtan
t (in
c lo
ss o
f per
maf
rost
an
d r
isin
g s
ea-l
evel
s)
Inte
rdep
end
ence
an
d
adap
tati
on
The
info
rmat
ion
pre
sen
ted
in t
his
sc
ene
crea
tes
a p
arad
ox
that
can
co
nfu
se p
eop
le a
bo
ut
clim
ate
chan
ge
– d
iscu
ss if
th
is c
an c
ause
p
eop
le t
o t
ry t
o ig
no
re w
hat
is
hap
pen
ing
.
Act
ivit
ies
Do
cum
ent
refe
ren
ces
See
2.2
– Te
ach
ing
clim
ate
chan
ge
in s
cien
ce –
An
imal
s an
d
adap
tati
on
s
The climate change film pack – Guidance for teaching staff
17
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
21Se
a-Le
vel R
ise
(4m
in)
No
te: P
up
ils m
igh
t g
et t
he
imp
ress
ion
th
at
sea-
leve
l ris
es o
f u
p t
o 7
m (c
ause
d b
y th
e co
mp
lete
mel
tin
g o
f G
reen
lan
d o
r h
alf
of
Gre
enla
nd
an
d h
alf
of
the
Wes
t A
nta
rcti
c sh
elf)
co
uld
hap
pen
in t
he
nex
t d
ecad
es. T
he
IPC
C p
red
icts
th
at it
wo
uld
tak
e m
illen
nia
fo
r ri
ses
of
that
mag
nit
ud
e to
occ
ur.
Ho
wev
er,
pu
pils
sh
ou
ld b
e aw
are
that
eve
n s
mal
ler
rise
s in
sea
leve
l are
pre
dic
ted
to
hav
e ve
ry
seri
ou
s ef
fect
s. T
he
IPC
C s
ays
that
“m
any
mill
ion
s m
ore
peo
ple
are
pro
ject
ed t
o b
e fl
oo
ded
eve
ry y
ear
du
e to
sea
-lev
el r
ise
by
the
2080
s” (i
.e. w
ith
in p
up
ils’ o
wn
life
tim
es).
[IP
CC
AR
4 W
GII
SPM
p 1
2 an
d IP
CC
AR
4 W
GI
SPM
p17
]
Den
sity
Phys
ical
pro
per
ties
of
mat
eria
ls (e
xpan
sio
n).
Ener
gy
tran
sfer
by
rad
iati
on
(war
min
g o
f se
awat
er)
Hyd
rog
en b
on
din
gG
lob
al r
esp
on
sib
ility
.
Wh
at is
th
e re
spo
nsi
bili
ty o
f th
e in
tern
atio
nal
co
mm
un
ity
to t
ho
se
soci
etie
s m
ost
aff
ecte
d b
y cl
imat
e ch
ang
e? S
ho
uld
co
un
trie
s le
ss
affe
cted
by
clim
ate
chan
ge
mak
e ch
ang
es t
o h
elp
th
e o
ther
s –
wh
o
sho
uld
org
anis
e th
ose
ch
ang
es a
nd
w
hat
sh
ou
ld t
hey
be?
The
info
rmat
ion
pre
sen
ted
in t
his
sc
ene
crea
tes
a p
arad
ox
that
co
uld
co
nfu
se p
eop
le a
bo
ut
clim
ate
chan
ge
– d
iscu
ss if
th
at is
wh
y p
eop
le h
ave
trie
d t
o ig
no
re w
hat
is
hap
pen
ing
.
Act
ivit
ies
Do
cum
ent
refe
ren
ces
See
2.2
– Te
ach
ing
clim
ate
chan
ge
in s
cien
ce –
Sta
tes
of
mat
ter
22C
hin
a (2
min
)Re
new
able
an
d n
on
-re
new
able
en
erg
y so
urc
es.
Dra
w o
ut
a d
iscu
ssio
n o
n t
he
pre
ssu
res
pu
t o
n s
cien
tist
s to
fin
d
alte
rnat
ives
to
foss
il fu
els.
Act
ivit
ies
Do
cum
ent
refe
ren
ces
See
2.2
– Te
ach
ing
clim
ate
chan
ge
in s
cien
ce –
En
erg
y tr
ansf
er b
y ra
dia
tio
n
The climate change film pack – Guidance for teaching staff
18
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
26Is
Th
ere
a C
on
tro
vers
y? (2
min
)Pr
op
ose
d `h
ow
sci
ence
w
ork
s’ a
pp
roac
h.
Who
has
obs
erve
d th
e ch
ange
s in
clim
ate?
(a
very
ope
n qu
esti
on a
s al
l of
us
have
exp
erie
nced
th
e cl
imat
e tr
ends
)
Whi
ch s
cien
tist
s ar
e re
sear
chin
g cl
imat
e ch
ange
and
who
co
-ord
inat
es th
is
rese
arch
? W
ho is
co
llect
ing
data
, how
, w
here
and
why
?
Ho
w S
cien
ce W
ork
s
Usi
ng
th
e q
uo
te:
“Rep
osit
ioni
ng G
loba
l w
arm
ing
as a
theo
ry
rath
er th
an fa
ct”
– w
hat
is th
e sc
ient
ific
use
of
the
wor
d ‘th
eory
’ and
ho
w is
this
diff
eren
t to
eve
ryda
y us
e of
the
wor
d?
Wh
ere
did
th
e co
ntr
ove
rsy
com
e fr
om
?
Usi
ng
th
e q
uo
te: “
Rep
osi
tio
nin
g
Glo
bal
war
min
g a
s a
theo
ry r
ath
er
than
fact
”
Wh
at a
re t
he
imp
licat
ion
s fo
r th
e sc
ien
ce c
om
mu
nit
y fr
om
th
is
stat
emen
t?
In M
arch
200
7 ‘T
he
Gre
at G
lob
al
War
min
g S
win
dle
’ was
sh
ow
n
on
Ch
ann
el 4
. Th
e im
pac
t o
f th
e p
rog
ram
me
pro
vid
es a
go
od
o
pp
ort
un
ity
to e
xplo
re a
lter
nat
ive
view
s o
n c
limat
e ch
ang
e, t
he
role
of
the
med
ia a
nd
rea
ctio
n o
f th
e w
ider
sc
ien
tific
co
mm
un
ity,
vis
it w
ww
.g
reat
glo
bal
war
min
gsw
ind
le.c
o.u
k.
Alt
ern
ativ
e th
eori
es o
n t
he
cau
ses
of c
limat
e ch
ang
e, s
uch
as
tho
se s
et
ou
t in
th
e C
H4
do
cum
enta
ry, a
re
no
t ac
cep
ted
by
the
vast
maj
ori
ty
of t
he
scie
nti
fic c
om
mu
nit
y. A
n
anal
ysis
of t
hes
e al
tern
ativ
e th
eori
es
is in
clu
ded
on
th
e Ro
yal S
oci
ety
web
site
, vis
it w
ww
.roya
lso
c.ac
.uk/
pag
e.as
p?i
d=
6229
&g
clid
=C
NH
6k_
OPz
IsC
FQ3o
lAo
dd
1UH
Aw
.
Act
ivit
ies
Do
cum
ent
refe
ren
ces
See
2.2
– Te
ach
ing
clim
ate
chan
ge
in s
cien
ce –
An
imal
s an
d
adap
tati
on
s
27Sc
ien
ce F
rau
d (2
min
)In
vest
igat
ive
skill
s –
fair
te
st
Inve
stig
ativ
e sk
ills
, H
ow
Sci
ence
Wo
rks
Use
an
d in
terp
reta
tio
n
of d
ata
(sta
tist
ics)
Use
th
e m
ater
ial f
rom
sce
ne
26
abo
ve.
Act
ivit
ies
Do
cum
ent
refe
ren
ces
See
2.2
– Te
ach
ing
clim
ate
chan
ge
in s
cien
ce –
An
imal
s an
d
adap
tati
on
s
The climate change film pack – Guidance for teaching staff
19
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
28B
alan
cin
g t
he
Eco
no
my
and
En
viro
nm
ent
(2m
in)
Ener
gy
reso
urc
es
Ren
ewab
le/n
on
re
new
able
en
erg
y.
Ener
gy
effic
ien
cy
– ec
on
om
ic a
nd
en
viro
nm
enta
l co
sts.
Dis
cuss
wh
at r
ole
do
es s
cien
ce
hav
e fo
r b
uild
ing
an
d s
up
po
rtin
g
sust
ain
able
co
mm
un
itie
s?
Act
ivit
ies
Do
cum
ent
refe
ren
ces
See
2.2
– Te
ach
ing
clim
ate
chan
ge
in s
cien
ce –
An
imal
s an
d
adap
tati
on
s
30Th
e So
luti
on
s ar
e in
Ou
r H
and
s (2
min
)En
erg
y ef
ficie
ncy
Ener
gy
in a
ctio
n
Ener
gy
tran
sfer
s ca
n
be
mea
sure
d a
nd
ef
ficie
ncy
cal
cula
ted
–
asse
ssm
ent
of c
ost
/b
enef
it.
Nu
clea
r p
ow
erW
hat
are
th
e ar
gu
men
ts a
rou
nd
th
e u
se o
f alt
ern
ativ
e en
erg
y so
urc
es?
Wh
y ar
e so
me
peo
ple
ag
ain
st s
om
e o
f th
e al
tern
ativ
es?
Is t
her
e ev
iden
ce
for
ren
ewab
le e
ner
gy
bei
ng
use
d
in t
he
com
mu
nit
y ar
ou
nd
yo
u?
Wh
o s
ho
uld
be
resp
on
sib
le fo
r in
tro
du
cin
g t
hes
e in
itia
tive
s?
Act
ivit
ies
Do
cum
ent
refe
ren
ces
See
2.2
– Te
ach
ing
clim
ate
chan
ge
in s
cien
ce –
An
imal
s an
d
adap
tati
on
s an
d D
efra
film
My
CO
2
31A
re W
e C
apab
le o
f D
oin
g G
reat
Th
ing
s?
(2m
in)
Ener
gy
effic
ien
cyO
zon
e la
yer
init
iati
ves
Ener
gy
and
en
erg
y ef
ficie
ncy
The
ozo
ne
laye
r in
itia
tive
s w
ere
a co
-op
erat
ion
of s
cien
ce a
nd
mas
s p
op
ula
r su
pp
ort
– w
hat
can
th
is t
ell
us
for
futu
re in
itia
tive
s?
See
2.2
– Te
ach
ing
clim
ate
chan
ge
in s
cien
ce –
An
imal
s an
d
adap
tati
on
s an
d D
efra
film
My
CO
2
The climate change film pack – Guidance for teaching staff
20
Clim
ate
chan
ge:
sh
ort
film
s fr
om
Def
ra
This
gri
d s
ets
ou
t h
ow
eac
h D
efra
film
lin
ks t
o k
ey a
reas
in t
he
scie
nce
cu
rric
ulu
m a
nd
bey
on
d. T
he
film
s ar
e av
aila
ble
in t
he
clim
ate
chan
ge
film
pac
k.
Film
D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
KS3
KS4
A
S/A
2
1. T
om
orr
ow
’s C
limat
e To
day
’s
Ch
alle
ng
e (2
min
s)
Gas
em
issi
on
so
urc
esRe
new
able
an
d n
on
ren
ewab
le
ener
gy.
Foss
il fu
el fo
rmat
ion
an
d u
se
Elec
tric
ity
gen
erat
ion
an
d
tran
sfer
Rear
ran
gem
ent
of a
tom
s in
ch
emic
al r
eact
ion
s.
Nu
clea
r p
ow
er
2. M
y C
O2 (2
min
s)El
ectr
icit
y u
seEn
erg
y tr
ansf
erG
ener
atio
n o
f ele
ctri
city
3. C
ham
pio
ns’
Dia
ries
(ap
pro
x.
8 m
ins)
Yo
un
g a
mb
assa
do
rs
4. C
arb
on
Cyc
le a
nim
atio
n
(3 m
ins)
The
Car
bo
n c
ycle
Pho
tosy
nth
esis
Resp
irat
ion
Co
mb
ust
ion
Foss
il fu
els
Pho
tosy
nth
esis
Resp
irat
ion
Co
mb
ust
ion
Foss
il fu
els
– co
mb
ust
ion
s an
d u
se –
incl
ud
ing
frac
tio
nal
d
isti
llati
on
, cra
ckin
g a
nd
p
oly
mer
isat
ion
.
Use
s o
f gas
es (C
O2)
Iso
top
es, o
rgan
ic c
hem
istr
y.
The climate change film pack – Guidance for teaching staff
21
2.2 Teaching Climate Change in Science Key Stage 3
Purpose and key aspects of this unit
Teaching staff may want to use the film in short sections to support pupil investigations or to show longer sections prior to or after pupil investigations.
By completing these units pupils will have an overall learning objective of:
Evidence (including symptoms) Science Actions
Within this, a range of approaches and activities will be used to tackle the misconceptions which may be held by both teaching staff and pupils, to engage and involve pupils in their own contribution to investigating the issue and to develop the understanding of the links between personal actions and global effects.
Intended outcomes
Pupils will:
Understand the science of global warming to help identify small changes and action to help zz
solve the problem
Consider the impact of climate change on different communities and habitatszz
Evidence
The evidence includes both the scientific numerical data regarding temperature and CO2
concentration, as illustrated in the film and symptoms of rising temperatures, rising sea-levels and effects on the lives of plants and animals. The obtaining, interpretation and questions raised by data and other observations is a theme that should run through many of the learning activities associated with ‘An Inconvenient Truth’ (AIT). Data and Evidence forms a key part of the KS4 programme of study (How science works) and also form part of the revised KS3 programme of study (available September 2007).
The AIT film has aspects which cover all these areas of ‘How science works’ in the KS4 programme of study and could be used, as a whole, to illustrate the vocabulary and how the vocabulary can be misused. Misuse of the word ‘theory’ is an example. AIT refers to the move by some to reposition the global warming science as ‘theory’. This takes advantage of the colloquial use of the word to mean little more than a guess. (In theory, a bus should be here soon). However the science use of the word `theory’ is for something that is backed up by a significant amount of evidence provided by scientifically obtained data (e.g. the ‘theory’ of evolution, relativity ‘theory’).
The climate change film pack – Guidance for teaching staff
22
Key Resources
Web based resources
BBC www.bbc.co.uk/climate
Met Office www.metoffice.gov.uk/education
Royal Society of Chemistry www.chemsoc.org/networks/learnnet/climate.htm
Science UPD8 www.upd8.org teaching materials based on current issues
Science across the world www.scienceacross.org class linking programme with climate change resources
Curriculum links
Current Key Stage 3 curriculum
States of Matter (solids, liquids and gases) and the particle theory of matter (Sc3 1a, 1b, 2a-c)zz
Combustion of fossil fuels and Production of Carbon dioxide (Sc3 1e, 1f, 2i)zz
Energy transfer by radiation (Sc4 5b, 5d, 5f)zz
Adaptation of animals and plants to their environment (Sc2 5a-e)zz
Key Stage 3 curriculum from September 2008
Energy can be transferred usefully, stored, or dissipated, but cannot be created or destroyed zz
(3.1a)
The particle model provides explanations for the different physical properties and behaviour zz
of matter (3.2a)
All living things show variation, can be classified and are interdependent, interacting with zz
each other and their environment (3.3d)
Human activity and natural processes can lead to changes in the environment (3.4c)zz
For KS4 students, viewing the film whilst trying to identify examples of data, evidence, phenomena, models and ideas would emphasise the scientific nature of the issue of global warming.
The climate change film pack – Guidance for teaching staff
23
1. S
tate
s o
f M
atte
r
Lear
nin
g o
bje
ctiv
es
Po
ssib
le t
each
ing
act
ivit
ies
Lin
ks t
o A
n In
con
ven
ien
t Tr
uth
Pu
pils
sh
ou
ld le
arn
:
abo
ut
mat
eria
ls
yan
d t
hei
r p
rop
erti
es
– cl
assi
fyin
g
and
ch
ang
ing
m
ater
ials
Act
ivit
ies
and
Inve
stig
atio
ns
bas
ed o
n b
ehav
iou
r o
f wat
er in
its
thre
e st
ates
(par
ticl
e m
od
el p
rio
r le
arn
ing
an
d v
oca
bu
lary
of c
han
ges
of
stat
e).
Cla
ss in
vest
igat
ion
s to
an
swer
th
e q
ues
tio
ns:
Q1:
Wh
at a
ffec
ts t
he
rate
at
wh
ich
ice
mel
ts?
Act
ivit
y co
uld
incl
ud
e th
e ch
oic
e o
f in
dep
end
ent
vari
able
(e.g
. air
te
mp
erat
ure
, wat
er t
emp
erat
ure
if t
he
ice
is fl
oat
ing
(or
hel
d in
a
stra
iner
), n
um
ber
of p
iece
s o
f ice
(i.e
. do
tw
o s
mal
l ice
cu
bes
mel
t fa
ster
th
an o
ne
larg
e ic
e cu
be?
). Th
e d
esig
n o
f exp
erim
ent
wo
uld
al
so in
clu
de
the
cho
ice
of m
eth
od
of m
easu
rin
g t
he
rate
: per
iod
ic
wei
gh
ing
, vis
ual
to
en
d p
oin
t, an
d t
he
un
its
(e.g
. gra
mm
es/m
inu
te,
volu
me
of m
elt/
min
ute
)
Q2:
Wh
at d
oes
ice
loo
k lik
e?
Dis
trib
ute
ice
blo
cks
fro
m fr
eeze
r. Pu
pils
exa
min
e ic
e th
rou
gh
m
agn
ifyin
g g
lass
es T
her
e w
ill b
e b
ub
ble
s o
f gas
in t
he
ice.
Qu
esti
on
s to
an
swer
/dis
cuss
– w
ere
ther
e b
ub
ble
s w
hen
th
e w
ater
was
pu
t in
to
the
free
zer?
Wh
at c
ou
ld a
sci
enti
st fi
nd
ou
t fr
om
th
e b
ub
ble
s ab
ou
t th
e p
lace
an
d t
ime
wh
en t
he
wat
er w
as p
ou
red
into
th
e ic
emak
er?
(Th
e fir
st ic
e th
at fo
rms
is o
n t
he
surf
ace
– th
us
any
gas
th
at c
om
es o
ut
of s
olu
tio
n a
s th
e lo
wer
leve
ls c
oo
l an
d fr
eeze
is t
rap
ped
in t
he
bo
dy
of
the
ice.
)
Rel
ated
sce
nes
Scen
e 07
Ret
reat
ing
Gla
cier
s
Scen
es 1
6 an
d 2
0 A
rcti
c an
d A
nta
rcti
c ic
e m
elti
ng
Scen
e 16
Dru
nke
n t
rees
Scen
e 16
an
d 2
0 Th
e n
atu
re o
f th
e ic
e ca
ps
Scen
e 21
Ris
ing
sea
-lev
els
Scen
e 14
Eva
po
rati
on
an
d p
reci
pit
atio
n
Scen
e 17
Oce
an c
urr
ent
con
veyo
r b
elt
Scen
e 8
Ice
core
s
Act
ivit
y
Scen
es t
o il
lust
rate
Th
e Sc
ien
tific
Pro
cess
:
Is t
he
rela
tio
nsh
ip b
etw
een
CO
2 co
nce
ntr
atio
n a
nd
th
e Ea
rth
’s
tem
per
atu
re o
ne
of c
ause
an
d e
ffec
t o
r o
ne
of c
oin
cid
ence
?
As
pre
par
atio
n, l
oo
k at
a m
ap o
f th
e w
orl
d (a
s in
Sce
ne
2) –
th
e p
revi
ou
sly
stu
pid
qu
esti
on
of w
het
her
th
e co
nti
nen
ts fi
tted
to
get
her
. W
egen
er o
r G
ore
’s c
lass
mat
e lo
oke
d a
nd
saw
th
e sp
atia
l rel
atio
nsh
ip.
Ask
pu
pils
wh
at t
hey
th
ink
abo
ut
the
shap
es o
f S. A
mer
ica
and
Afr
ica,
o
r A
ust
ralia
an
d In
dia
. Th
en p
lay
scen
e 2.
Qu
esti
on
s fo
r p
up
il in
vest
igat
ion
/lea
rnin
g t
o b
e an
swer
ed b
y w
atch
ing
th
e re
leva
nt
sect
ion
s:
Bet
wee
n w
hic
h t
wo
var
iab
les
is t
her
e cl
aim
ed t
o b
e a
rela
tio
nsh
ip?
y
Ho
w d
o ic
e co
res
enab
le u
s to
inve
stig
ate
this
rel
atio
nsh
ip o
ver
lon
g
yp
erio
ds
of t
ime?
The
two
gra
ph
s (C
O y
2 an
d t
emp
erat
ure
) fo
llow
th
e sa
me
pat
tern
. W
hat
do
es t
his
tel
l us
and
wh
at d
oes
it n
ot
tell
us?
The climate change film pack – Guidance for teaching staff
24
Q3.
Do
es a
‘gre
enh
ou
se’ a
ffec
t th
e sp
eed
at
wh
ich
ice
mel
ts?
Plac
e a
blo
ck o
f ice
in e
ach
of t
wo
bea
kers
. On
e b
eake
r w
ith
clin
g
film
ove
r it
. Pla
ce b
oth
bea
kers
on
bla
ck c
ard
(or
idea
lly, m
etal
) an
d
po
siti
on
a h
ot
lam
p t
o s
hin
e o
n b
oth
so
th
at t
he
rad
iati
ve h
eat
app
lies
equ
ally
to
bo
th. D
oes
th
e cl
ing
film
gre
enh
ou
se p
rote
ct t
he
ice
fro
m
mel
tin
g o
r m
ake
it m
elt
fast
er. N
ote
, th
is is
an
ad
apte
d v
ersi
on
of t
he
‘Gre
enh
ou
se e
ffec
t’ d
emo
nst
rati
on
in t
he
Roya
l So
ciet
y o
f Ch
emis
try
pu
blic
atio
n ‘C
lass
ic D
emo
nst
rati
on
s’. T
he
pu
blis
hed
exp
erim
ent
use
s C
O2 t
o c
reat
e th
e g
reen
ho
use
eff
ect
and
if t
his
co
uld
be
do
ne,
th
en t
he
inve
stig
atio
n w
ou
ld b
e m
ore
an
alo
go
us
to t
he
Eart
h.
Q4.
Is h
ot
or
cold
wat
er m
ore
den
se?
Slo
wly
po
ur
colo
ure
d v
ery
cold
wat
er in
to a
bea
ker
of c
olo
url
ess
war
m
wat
er –
th
is c
an b
e d
on
e to
sh
ow
th
e d
iffer
ence
in d
ensi
ty a
nd
to
sh
ow
th
e ef
fect
s d
escr
ibed
in A
IT r
egar
din
g t
he
oce
an c
on
veyo
r. Th
is
can
als
o c
an b
e d
on
e w
ith
co
lou
red
‘fre
sh’ w
ater
on
co
lou
rles
s b
rin
e.
Wh
at o
ther
kn
ow
led
ge
and
cre
ativ
e th
ou
gh
t h
elp
s u
s m
ake
mo
re
yse
nse
of t
he
rela
tio
nsh
ip (k
no
win
g t
hat
fuel
bu
rnin
g s
tart
ed t
o
incr
ease
gre
atly
th
rou
gh
th
e in
du
stri
al r
evo
luti
on
, th
e u
se o
f el
ectr
icit
y, a
nd
gre
ater
use
of t
ran
spo
rt a
nd
kn
ow
ing
th
at t
he
curr
ent
rate
s o
f in
crea
se a
re g
reat
er t
han
his
tori
cal d
ata)
.
Wh
o h
as c
olle
cted
dat
a su
ch a
s h
isto
rica
l tem
per
atu
re r
eco
rdin
gs,
yic
e co
re d
ata,
nu
mb
ers
of e
xtre
me
wea
ther
eve
nts
, CO
2 co
nce
ntr
atio
n, p
hen
olo
gic
al d
ata.
Ho
w h
as it
all
bee
n c
olle
cted
?
Ho
w c
an li
nks
be
mad
e b
etw
een
dat
a se
ts s
uch
as
the
geo
log
ical
yh
isto
rica
l dat
a fo
r C
O2 c
on
cen
trat
ion
an
d t
emp
erat
ure
for
the
Eart
h.
(By
plo
ttin
g b
oth
ag
ain
st t
ime)
Ho
w is
th
is r
elat
ion
ship
exp
lain
ed b
y th
e m
od
el o
f th
e ‘g
reen
ho
use
’ yg
ases
an
d t
hei
r ef
fect
on
rad
iati
on
of h
eat
fro
m t
he
Eart
h in
to s
pac
e.
The climate change film pack – Guidance for teaching staff
25
2. C
om
bu
stio
n o
f fo
ssil
fuel
s an
d P
rod
uct
ion
of
Car
bo
n d
ioxi
de
Lear
nin
g o
bje
ctiv
es
Po
ssib
le t
each
ing
act
ivit
ies
Lin
ks t
o A
n In
con
ven
ien
t Tr
uth
Pu
pils
sh
ou
ld le
arn
:
abo
ut
the
yp
oss
ible
eff
ects
o
f b
urn
ing
fo
ssil
fuel
s o
n t
he
envi
ron
men
t an
d
ho
w t
hes
e ef
fect
s ca
n b
e m
inim
ised
Man
y sc
ho
ols
hav
e a
carb
on
dio
xid
e m
on
ito
r u
sed
in u
pp
er s
cho
ol
inve
stig
atio
ns
of c
arb
on
dio
xid
e an
d p
ho
tosy
nth
esis
. Lo
wer
sch
oo
l id
enti
ficat
ion
of c
arb
on
dio
xid
e is
no
rmal
ly a
qu
alit
ativ
e te
chn
iqu
e o
f b
ub
blin
g g
as t
hro
ug
h li
mew
ater
. If a
sch
oo
l do
es h
ave
a C
O2 d
etec
tor,
then
stu
dy
of c
limat
e ch
ang
e/g
lob
al w
arm
ing
will
gre
atly
incr
ease
th
eir
ben
efit
fro
m t
he
equ
ipm
ent.
If th
e sc
ho
ol h
as a
car
bo
n d
ioxi
de
det
ecto
r as
par
t o
f its
dat
a lo
gg
ing
eq
uip
men
t –
inst
all i
t w
ith
th
e m
easu
rem
ent
gra
ph
pro
ject
ed o
n
bo
ard
. Clo
se a
ll th
e d
oo
rs a
nd
win
do
ws
and
:
Exp
lain
th
e u
nit
s (e
ith
er %
or
par
ts p
er m
illio
n) a
nd
wh
at t
hat
mea
ns.
yIt
is p
oss
ible
to
co
mp
are
the
figu
res
wit
h t
ho
se o
n t
he
gra
ph
in A
IT
(pro
bab
ly b
etw
een
300
0 –
4000
par
ts p
er m
illio
n).
Exp
lain
th
at t
he
det
ecto
r is
mea
suri
ng
a g
as c
alle
d c
arb
on
dio
xid
e yth
at is
co
lou
rles
s an
d o
do
url
ess.
Ask
for
pre
dic
tio
ns
and
rea
son
s fo
r w
hat
will
hap
pen
to
th
e re
adin
g
ysh
ow
n. I
f po
ssib
le, a
llow
pu
pils
to
pre
dic
t b
y d
raw
ing
on
th
e b
oar
d.
Leav
e th
e m
on
ito
r ru
nn
ing
. y
Aft
er a
len
gth
of t
ime
to e
stab
lish
a t
ren
d, s
ay t
hat
yo
u w
ill li
gh
t yso
me
Bu
nse
n b
urn
ers
and
ag
ain
ask
for
pre
dic
tio
ns.
The
tren
d s
ho
wn
will
be
stea
dily
, bu
t sl
ow
ly u
pw
ard
s w
ith
a c
lass
in a
ro
om
. Th
e q
ues
tio
ns
to a
sk a
re:
Wh
at is
it t
hat
is c
han
gin
g in
th
e ro
om
? y
Wh
at o
ther
gas
mig
ht
be
chan
gin
g in
co
nce
ntr
atio
n?
(oxy
gen
, wat
er
yva
po
ur)
?
Wh
y ca
n’t
we
see
that
ch
ang
e? y
Wh
ere
is t
he
gas
co
min
g fr
om
? (c
an in
tro
du
ce o
r re
min
d o
f th
e w
ord
yeq
uat
ion
for
resp
irat
ion
)?
Rel
ated
sce
nes
Scen
es 5
an
d 6
Ris
ing
tre
nd
of
CO
2 co
nce
ntr
atio
n
Scen
e 22
Ris
ing
use
of
foss
il fu
el in
Ch
ina
Scen
e 24
Imp
act
of
risi
ng
po
pu
lati
on
on
th
e en
viro
nm
ent
(fo
od
, d
efo
rest
atio
n)
Car
bo
n d
ioxi
de
is d
iscu
ssed
in t
erm
s o
f its
incr
easi
ng
co
nce
ntr
atio
n
in t
he
atm
osp
her
e an
d it
s co
ntr
ibu
tio
n t
o e
nh
ance
d g
lob
al w
arm
ing
. Th
ere
is n
ot,
tho
ug
h, a
n e
xpla
nat
ion
of i
ts p
rove
nan
ce fr
om
th
e b
urn
ing
of f
oss
il fu
els
to p
rovi
de
ener
gy.
Th
ese
links
are
imp
lied
an
d
take
n a
s re
ad. F
or
sch
oo
ls, t
her
e w
ou
ld n
eed
to
be
pri
or
lear
nin
g
reg
ard
ing
en
erg
y re
sou
rces
an
d fo
ssil
fuel
s.
Act
ivit
y
Scen
es t
o il
lust
rate
Th
e Sc
ien
tific
Met
ho
d:
Wat
ch s
ecti
on
s o
n P
rofe
sso
r Re
velle
an
d t
he
gra
ph
sce
nes
6 a
nd
9.
The
follo
win
g q
ues
tio
ns
can
be
the
focu
s.
Wh
at d
id R
evel
le d
ecid
e to
mea
sure
? y
Wh
ere
did
he
do
th
e m
easu
rem
ents
, an
d w
hy?
y
Ho
w lo
ng
did
he
do
his
mea
sure
men
ts fo
r? y
Wh
y is
th
e g
rap
h a
saw
too
th s
hap
e? (s
top
th
e fil
m a
t th
is p
oin
t).
yTh
is is
an
op
po
rtu
nit
y fo
r p
up
ils t
o t
hin
k cr
eati
vely
to
see
if t
hey
can
p
ut
forw
ard
idea
s. P
rom
pts
su
ch a
s ‘W
hat
pro
cess
red
uce
s ca
rbo
n
dio
xid
e co
nce
ntr
atio
ns?
Wh
en d
oes
th
is h
app
en m
ost
?’ c
ou
ld b
e u
sed
.
Wh
y is
th
e g
ener
al t
ren
d o
f th
e g
rap
h g
oin
g u
p?
– A
gai
n, p
up
ils
yco
uld
giv
e th
eir
ow
n id
eas.
Is C
O y
2 th
e ca
use
of r
isin
g t
emp
erat
ure
s o
r is
ris
ing
CO
2 cau
sed
by
risi
ng
tem
per
atu
res.
Sce
pti
cs s
ay w
e d
on
’t kn
ow
– w
hat
do
es t
he
IPC
C s
ay?
Wat
ch t
he
Def
ra fi
lm ‘M
y C
O2’.
Wh
at is
th
e co
nn
ecti
on
bet
wee
n
elec
tric
ity
use
an
d c
arb
on
dio
xid
e em
issi
on
s?
The climate change film pack – Guidance for teaching staff
26
Lear
nin
g o
bje
ctiv
es
Po
ssib
le t
each
ing
act
ivit
ies
Lin
ks t
o A
n In
con
ven
ien
t Tr
uth
Wh
at w
ou
ld s
top
th
e co
nce
ntr
atio
n o
f th
e g
as in
crea
sin
g?
– If
the
ysu
gg
esti
on
is t
o o
pen
th
e w
ind
ow
s, t
he
nex
t q
ues
tio
n is
wh
y is
th
e co
nce
ntr
atio
n lo
wer
ou
tsid
e? (t
his
can
lead
to
dis
cuss
ion
of t
he
bal
ance
bet
wee
n p
ho
tosy
nth
esis
an
d r
esp
irat
ion
in t
he
nat
ura
l ec
osy
stem
) – a
nd
th
at if
th
ere
wer
e en
ou
gh
gre
en p
lan
ts in
th
e cl
assr
oo
m, t
hen
th
e co
nce
ntr
atio
n w
ou
ldn
’t in
crea
se.
Turn
ing
on
th
e B
un
sen
bu
rner
s w
ill in
crea
se t
he
rate
of i
ncr
ease
yo
f car
bo
n d
ioxi
de.
Th
e w
ord
eq
uat
ion
for
bu
rnin
g fu
el c
an b
e in
tro
du
ced
.
If th
e cl
assr
oo
m h
ad h
ad e
no
ug
h g
reen
pla
nts
to
bal
ance
th
e yb
reat
hin
g, w
hat
wo
uld
no
w b
e h
app
enin
g?
(ext
ra C
O2 fr
om
bu
rnin
g
fuel
wo
uld
exc
eed
th
e ca
pac
ity
of t
he
gre
en p
lan
ts t
o r
emo
ve it
by
ph
oto
syn
thes
is).
Trad
itio
nal
act
ivit
ies:
Bre
ath
ing
ou
t th
rou
gh
lim
ewat
er a
nd
dra
win
g g
ases
fro
m a
bu
rnin
g
yca
nd
le t
hro
ug
h li
mew
ater
to
illu
stra
te t
hat
bo
th c
on
tain
car
bo
n
dio
xid
e.
If C
O y
2 det
ecto
r is
ava
ilab
le, u
se it
in a
co
nta
iner
of g
reen
pla
nts
in a
p
lace
exp
ose
d t
o s
un
ligh
t in
th
e d
ayti
me.
Lo
g d
ata
ove
r 24
ho
urs
. Th
is w
ou
ld h
elp
to
exp
lain
th
e zi
g-z
ag g
rap
h s
hap
e sh
ow
n o
n A
IT.
Oth
er u
ses
of c
arb
on
dio
xid
e (t
o il
lust
rate
th
at it
is n
ot
a to
xic
yp
ollu
tan
t)
fire
exti
ng
uis
her
s (w
hy
wo
uld
th
is b
e?)
−
fizzy
dri
nks
−
dry
ice
− Th
e ca
rbo
n c
ycle
: use
of a
nd
lear
nin
g o
f dia
gra
m a
nd
exp
lan
atio
n o
f yw
hy
it is
no
lon
ger
an
eq
uili
bri
um
.
The climate change film pack – Guidance for teaching staff
27
3. E
ner
gy
tran
sfer
by
rad
iati
on
Lear
nin
g o
bje
ctiv
es
Po
ssib
le t
each
ing
act
ivit
ies
Lin
ks t
o A
n In
con
ven
ien
t Tr
uth
Pu
pils
sh
ou
ld le
arn
:
Ab
ou
t th
e Su
n
yas
th
e u
ltim
ate
sou
rce
of
mo
st
of
the
Eart
h’s
en
erg
y re
sou
rces
The
dis
tin
ctio
n
yb
etw
een
te
mp
erat
ure
an
d
hea
t
Ho
w e
ner
gy
is
ytr
ansf
erre
d
Prio
r le
arn
ing
wo
uld
incl
ud
e p
ho
tosy
nth
esis
– h
ow
su
nlig
ht
ener
gy
is
use
d b
y p
lan
ts t
o c
on
vert
car
bo
n d
ioxi
de
and
wat
er in
to fo
od
(wo
rd
equ
atio
n a
nd
tra
dit
ion
al p
ract
ical
act
ivit
y o
f mea
suri
ng
sta
rch
in le
aves
w
hic
h h
ave
had
par
t o
f th
e su
rfac
e co
vere
d)
If th
e sc
ho
ol h
as a
n In
frar
ed (I
R) d
etec
tor,
a d
emo
nst
rati
on
wo
uld
sh
ow
th
at ‘c
oo
ler’
ob
ject
s su
ch a
s th
e h
um
an h
and
do
rad
iate
d
etec
tab
le le
vels
of I
R, b
ut
that
th
ese
wav
es a
re e
asily
blo
cked
by
a tr
ansp
aren
t m
ater
ial (
such
as
Pers
pex
/gla
ss) –
th
e an
alo
gy
is t
hat
th
e g
reen
ho
use
gas
es b
ehav
e in
a s
imila
r w
ay, i
nh
ibit
ing
th
e tr
ansm
issi
on
o
f IR.
Ho
wev
er t
he
Pers
pex
is c
lear
ly t
ran
smit
tin
g v
isib
le li
gh
t (a
s d
o
gre
enh
ou
se g
ases
) – a
nd
als
o s
ho
rter
wav
e ra
dia
tio
n fr
om
mu
ch h
ott
er
ob
ject
s (a
hea
t em
itti
ng
fila
men
t lig
ht
bu
lb fo
r ex
amp
le)
Trad
itio
nal
Act
ivit
ies
Form
atio
n o
f fo
ssil
fuel
s (a
nim
atio
ns,
Ess
o v
ideo
(Har
ry t
he
yH
ydro
carb
on
), b
oo
k d
iag
ram
s, r
ock
cyc
le d
iag
ram
s)
Bac
kwar
ds
tim
elin
e –
sho
w a
Bu
nse
n b
urn
er a
ligh
t. Tr
ack
a ca
rbo
n
yat
om
bac
k to
wh
en it
was
pre
vio
usl
y ca
rbo
n d
ioxi
de.
Wh
ere
did
th
e en
erg
y w
e ar
e n
ow
usi
ng
co
me
fro
m?
Dia
gra
ms,
vid
eos
etc
on
th
e el
ectr
om
agn
etic
sp
ectr
um
. y
Dia
gra
ms
on
th
e ef
fect
of c
olo
ur
on
ab
sorp
tio
n o
r re
flect
ion
of h
eat.
y
Roya
l So
ciet
y o
f Ch
emis
try
Cla
ssic
Dem
on
stra
tio
ns
bo
ok
– yd
emo
nst
rati
on
of t
rap
pin
g o
f in
frar
ed r
adia
tio
n b
y ca
rbo
n d
ioxi
de.
Use
of d
iag
ram
to
sh
ow
th
e w
ay t
he
Eart
h r
adia
tes
hea
t in
to s
pac
e. y
Rel
ated
sce
nes
Scen
es 3
an
d 4
Sci
ence
of
glo
bal
war
min
g (i
ncl
ud
ing
Sim
pso
n’s
sty
le
cart
oo
n)
Scen
e 16
An
imat
ion
of v
icio
us
circ
le o
f mel
tin
g, f
loat
ing
ice
– le
ss ic
e/sn
ow
to
ref
lect
rad
iati
on
– m
ore
liq
uid
wat
er s
urf
ace
to a
bso
rb e
ner
gy
wh
ich
hea
ts t
he
ice
mo
re s
cen
e 11
Rel
atio
nsh
ip o
f tem
per
atu
re w
ith
en
erg
y (in
clu
din
g h
eat
wav
es, t
orn
ado
es a
nd
hu
rric
anes
)
The
ove
rall
qu
esti
on
is ‘h
ow
do
th
e d
iffer
ent
pro
per
ties
of p
arts
of
the
elec
tro
mag
net
ic s
pec
tru
m (E
MS)
aff
ect
glo
bal
war
min
g, a
nd
ho
w
do
es o
ur
un
der
stan
din
g o
f th
e EM
S h
elp
us
to e
xpla
in w
hy
the
Eart
h
is g
etti
ng
war
mer
. Th
e se
ctio
ns
of A
IT d
etai
led
ab
ove
giv
e an
imat
ion
s an
d e
xpla
nat
ion
s an
d w
ill b
e m
ore
rea
dily
un
der
sto
od
aft
er t
he
lear
nin
g a
ctiv
itie
s.
Act
ivit
y
Illu
stra
tin
g T
he
Scie
nti
fic P
roce
ss:
The
cau
ses,
eff
ects
an
d fu
ture
of g
lob
al w
arm
ing
der
ive
fro
m a
co
mb
inat
ion
of s
cien
tific
exp
lan
atio
ns
and
mo
del
s. W
atch
ing
th
e D
VD
, p
up
ils c
ou
ld id
enti
fy a
nd
su
mm
aris
e th
ese
in t
hei
r o
wn
wo
rds:
Ener
gy
tran
smis
sio
n t
o t
he
Eart
h fr
om
th
e Su
n.
y
The
reas
on
th
at t
he
Eart
h is
war
m e
no
ug
h t
o s
up
po
rt li
fe.
y
The
reas
on
th
at le
ss h
eat
is e
scap
ing
fro
m t
he
Eart
h t
han
pre
vio
usl
y. y
The
reas
on
s th
at t
he
CO
y2 c
on
cen
trat
ion
is in
crea
sin
g.
Wh
ere
the
carb
on
has
co
me
fro
m.
y
Wh
at p
roce
sses
red
uce
car
bo
n d
ioxi
de
and
ho
w t
his
exp
lain
s th
e ysa
w t
oo
th g
rap
h.
The
mea
ns
by
wh
ich
hea
t is
tra
nsf
erre
d t
o th
e p
oles
from
th
e eq
uat
or.
y
The
reas
on
s fo
r m
ore
flo
od
s an
d d
rou
gh
ts.
y
The
reas
on
s fo
r ri
sin
g s
ea-l
evel
s. y
The
reas
on
s th
at r
edu
ced
ice
cove
r in
crea
ses
the
rate
of e
ner
gy
yab
sorp
tio
n o
f th
e Ea
rth
.
The climate change film pack – Guidance for teaching staff
28
4. A
nim
als
and
ad
apta
tio
ns
Lear
nin
g o
bje
ctiv
es
Po
ssib
le t
each
ing
act
ivit
ies
Lin
ks t
o A
n In
con
ven
ien
t Tr
uth
Pu
pils
sh
ou
ld le
arn
:
abo
ut
ho
w li
vin
g
yth
ing
s an
d t
he
envi
ron
men
t ca
n
be
pro
tect
ed
the
yin
terd
epen
den
ce o
f h
abit
ats
foo
d w
ebs
and
yfo
od
ch
ain
s
Wh
ilst
wat
chin
g t
he
scen
es d
etai
led
in t
he
nex
t co
lum
n, p
up
ils
yca
n c
lass
ify t
he
case
s in
to t
wo
: an
imal
s o
r o
rgan
ism
s th
at m
ay
ben
efit
fro
m g
lob
al w
arm
ing
an
d t
ho
se t
hat
will
be
thre
aten
ed.
As
par
t o
f lea
rnin
g a
bo
ut
foo
d w
ebs
pu
pils
can
pre
dic
t an
d
yju
stify
ho
w a
ser
ies
of s
tan
dar
d fo
od
web
s m
ay b
e af
fect
ed b
y g
lob
al w
arm
ing
. Pu
pils
co
uld
als
o s
tart
wit
h o
ne
of t
he
scen
ario
s an
d r
esea
rch
ho
w it
mig
ht
affe
ct t
he
foo
d w
ebs.
Fo
r ex
amp
le
the
mig
rato
ry b
ird
s m
issi
ng
th
e ca
terp
illar
s w
ill a
ffec
t th
e su
rviv
al r
ate
of t
he
cate
rpill
ars
and
, pre
sum
ably
, th
e am
ou
nt
of f
olia
ge
they
eat
. Th
e lo
wer
su
rviv
al r
ate
of t
he
hat
chlin
gs
will
aff
ect
the
surv
ival
rat
e o
f oth
er in
sect
s th
ey e
at in
late
r lif
e an
d a
lso
red
uce
th
e fo
od
su
pp
ly fo
r th
eir
pre
dat
ors
. An
oth
er
qu
esti
on
is –
is t
he
thre
aten
ing
of p
ola
r b
ears
go
od
new
s fo
r se
a lio
ns?
Pup
ils c
ho
ose
an
imal
s o
r p
lan
ts t
hat
may
be
affe
cted
by
glo
bal
yw
arm
ing
– e
ith
er d
irec
tly
or
thro
ug
h c
han
ges
to
th
e h
abit
at a
nd
th
e fo
od
web
of w
hic
h t
hey
are
a p
art.
Poss
ible
exa
mp
les
are:
blu
e w
hal
es
−
pen
gu
ins
−
hed
geh
og
s
−
mar
ine
and
riv
er li
fe –
gre
ater
flo
w v
aria
tio
n, a
lgal
blo
om
s
−
pla
nts
wh
ich
are
mo
re o
r le
ss a
dap
ted
to
ho
t d
ry/
floo
ded
−co
nd
itio
ns
inse
cts
such
as
mo
squ
ito
es?
−
Rel
ated
sce
nes
Scen
e 19
:
Inte
rru
pti
on
of f
oo
d c
hai
n –
mig
rato
ry b
ird
s an
d c
ater
pill
ars
y
Pin
e b
eetl
es in
USA
y
Mo
squ
ito
es s
urv
ivin
g a
t h
igh
er a
ltit
ud
es in
clu
din
g in
cit
ies
ori
gin
ally
bu
ilt a
t yal
titu
des
to
o c
old
for
mo
squ
ito
es
Co
ral r
eef
y
Oth
er ‘p
rob
lem
’ sp
ecie
s sp
read
ing
(in
clu
din
g v
ecto
r fo
r in
fect
iou
s d
isea
ses)
y
Emer
gen
ce o
r re
-em
erg
ence
of p
ath
og
enic
mic
ro-o
rgan
ism
s y Sc
ene
16:
Pola
r b
ear:
anim
atio
n y
Dru
nke
n t
rees
y
The climate change film pack – Guidance for teaching staff
29
Lear
nin
g o
bje
ctiv
es
Po
ssib
le t
each
ing
act
ivit
ies
Lin
ks t
o A
n In
con
ven
ien
t Tr
uth
Rese
arch
into
th
e im
pac
t o
f clim
ate
chan
ge
on
th
e (m
icro
) yo
rgan
ism
s th
at c
ause
dis
ease
in h
um
ans
and
on
th
e ri
sk t
o
hu
man
s. E
xam
ple
s ar
e:
Mal
aria
– im
pac
t o
n t
he
ran
ge
of a
rea
hab
itab
le b
y
−m
osq
uit
oes
Wat
er b
orn
e d
isea
se: i
mp
act
fro
m w
ater
tem
per
atu
re,
−
un
pre
dic
tab
le s
up
ply
, flo
od
s/h
eavy
rai
n a
nd
dro
ug
ht.
Ab
ility
of h
um
ans
to k
eep
foo
d fr
esh
− Ph
eno
log
y h
as p
laye
d a
par
t in
th
e id
enti
ficat
ion
of t
he
imp
acts
yo
f glo
bal
war
min
g. T
her
e ar
e ex
amp
les
and
new
s re
po
rts
of
thes
e –
e.g
. sp
rin
g fl
ow
ers
app
eari
ng
ear
lier,
hed
geh
og
s n
ot
hib
ern
atin
g, l
on
ger
gro
win
g s
easo
n fo
r la
wn
s. N
atu
re D
etec
tive
s h
as a
pro
ject
in w
hic
h p
up
ils c
an c
on
trib
ute
to
res
earc
h b
y fin
din
g a
nd
sen
din
g in
dat
a o
n s
easo
nal
eve
nts
an
d p
hen
om
ena
wh
ere
they
live
, vis
it w
ww
.nat
ure
det
ecti
ves.
org
.uk
The climate change film pack – Guidance for teaching staff
30
3. Geography
3.1 An Inconvenient Truth – Scene links to the geography curriculumThis grid sets out where An Inconvenient Truth can be applied to explore issues raised throughout the geography curriculum and how those can be applied to the facts surrounding climate change. The final column encourages the use of citizenship issues and techniques to be used whilst teaching aspects of this curriculum. This can enrich the geography content.
The climate change film pack – Guidance for teaching staff
31
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
3B
asic
Sci
ence
of G
lob
al W
arm
ing
(1m
in)
This
sce
ne
intr
od
uce
s th
e ke
y p
roce
sses
of l
igh
t ab
sorp
tio
n a
nd
re-
rad
iati
on
of h
eat
in a
way
th
at is
ap
pro
pri
ate
for
bo
th K
S3 &
KS4
lear
ner
s st
ud
yin
g w
eath
er o
r cl
imat
e ch
ang
e (t
each
ing
st
aff m
ay n
eed
to
pro
vid
e le
arn
ers
wit
h s
om
e ad
dit
ion
al d
etai
l of h
ow
lig
ht
ener
gy
is a
ctu
ally
co
nve
rted
into
hea
t). I
n p
arti
cula
r, th
e sc
ene
cou
ld s
up
po
rt t
each
ing
of:
KS3
Un
it 1
0: w
eath
er o
ver
Wes
tern
Eu
rop
e &
K
S3 U
nit
14:
can
th
e ea
rth
co
pe?
GC
SE c
ou
rses
(e.g
. OC
R B
: cau
ses
of t
he
gre
enh
ou
se e
ffec
t )
Scen
e 3
can
hel
p t
o
rem
ind
stu
den
ts a
bo
ut
the
bas
ic m
ech
anis
m
of a
tmo
sph
eric
w
arm
ing
as
par
t o
f an
A
S/A
2 m
eteo
rolo
gy
un
it. H
ow
ever
, th
ey w
ill
nee
d t
o s
up
ple
men
t th
is w
ith
ad
dit
ion
al
info
rmat
ion
e.g
. th
e id
ea o
f car
bo
n d
ioxi
de
equ
ival
ent
gas
es [C
O2
gas
es in
clu
de
met
han
e an
d w
ater
vap
ou
r].
Still
imag
es c
an b
e p
ause
d fo
r cl
asse
s to
tak
e n
ote
s at
tim
e-co
de
0:08
:50
and
0:0
8:57
.
This
sce
ne
may
be
bes
t p
laye
d a
lon
gsi
de
the
first
sh
ort
Def
ra fi
lm –
To
mor
row
’s C
limat
e To
day’
s C
halle
nge
to h
elp
pu
pils
vis
ual
ise
the
mu
ltip
le
sou
rces
of c
arb
on
em
issi
on
s.
4G
lob
al W
arm
ing
Car
too
n (2
min
)Th
is S
imp
son
’s-s
tyle
car
too
n p
rovi
des
a
hu
mo
rou
s ta
ke o
n t
he
seri
ou
s b
usi
nes
s o
f cl
imat
e ch
ang
e (s
ho
wn
her
e as
glo
bal
war
min
g)
wh
ich
may
hel
p s
om
e K
S3 &
KS4
lear
ner
s g
rasp
th
e co
nce
pt
for
the
first
tim
e. A
sti
ll im
age
can
b
e p
ause
d fo
r cl
asse
s at
tim
e-co
de
0:10
:35.
Dis
cuss
if c
arto
on
s ca
n h
elp
to
u
nd
erst
and
th
e sc
ien
ce o
r d
o t
hey
d
istr
act
fro
m t
he
mes
sag
e. D
o t
hey
cr
eate
a ‘d
um
bin
g d
ow
n’ o
f th
e fa
cts?
This
wo
uld
hel
p u
nd
erst
and
med
ia
rep
rese
nta
tio
ns
of i
ssu
es.
The climate change film pack – Guidance for teaching staff
32
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
5 6
Pro
fess
or
Reve
lle (2
min
)
CO
2 Mea
sure
sin
ce 1
958
(2m
in)
Scen
e 5
sho
ws
ho
w
evid
ence
for
risi
ng
CO
2 h
as b
een
co
llect
ed.
Scen
e 6
sho
ws
the
risi
ng
tre
nd
(wit
h
seas
on
al fl
uct
uat
ion
s)
in C
O2 le
vels
. Al G
ore
te
lls h
is li
fe-s
tory
as
CO
2 leve
ls r
ise
beh
ind
h
im.
Pup
ils m
ay a
sk: w
hat
w
ere
my
par
ents
an
d
gra
nd
par
ents
do
ing
d
uri
ng
th
is t
ime?
Did
th
ey k
no
w t
hat
th
is
was
hap
pen
ing
? W
hen
d
id t
he
UK
go
vern
men
t st
art
to t
ake
no
tice
?
GC
SE c
ou
rses
ten
d t
o
focu
s o
n t
he
cau
ses
and
imp
acts
of c
limat
e ch
ang
e an
d d
o n
ot
req
uir
e an
y d
epth
o
f kn
ow
led
ge
abo
ut
the
evid
ence
for
clim
ate
chan
ge
or
its
sou
rces
. Ho
wev
er,
thes
e sc
enes
pro
vid
e u
sefu
l bac
kgro
un
d
info
rmat
ion
for
stu
den
ts, e
spec
ially
th
ose
follo
win
g a
sp
ecifi
cati
on
wit
h
clim
ate
chan
ge
incl
ud
ed a
s a
sub
-un
it
for
stu
dy
(e.g
. AQ
A B
).
Thes
e tw
o s
cen
es
cou
ld b
e in
teg
rate
d
into
a g
eog
rap
hic
al
skill
s le
sso
n fo
r A
S st
ud
ents
.
They
pro
vid
e an
o
pp
ort
un
ity
for
pu
pils
to
pra
ctic
e th
eir
des
crip
tive
wri
tin
g.
Scen
e 6
des
crib
es
fluct
uat
ion
s o
ccu
rrin
g
aro
un
d a
mea
n
valu
e th
at is
ste
adily
in
crea
sin
g o
ver
tim
e –
a tr
end
wh
ich
so
me
stu
den
ts m
ay in
itia
lly
stru
gg
le t
o a
rtic
ula
te
clea
rly.
Th
e sc
ene
is b
est
pau
sed
for
anal
ysis
an
d d
iscu
ssio
n
at t
ime-
cod
e 0:
15:3
6.
Ask
pu
pils
to
inve
stig
ate
wh
en
info
rmat
ion
ab
ou
t cl
imat
e ch
ang
e b
ecam
e av
aila
ble
. Th
ey m
ay w
ant
to s
tart
an
exe
rcis
e as
kin
g t
hei
r o
wn
fam
ilies
or
mem
ber
s o
f th
e co
mm
un
itie
s in
wh
ich
th
ey li
ve in
w
hen
th
ey fi
rst
hea
rd a
bo
ut
the
issu
es a
nd
wh
at t
hey
act
ual
ly k
no
w
abo
ut
them
.
They
co
uld
cre
ate
thei
r o
wn
gra
ph
o
f wh
en t
he
pu
blic
beg
an t
o t
ake
inte
rest
an
d m
easu
re t
hat
ag
ain
st
Go
vern
men
t st
atem
ents
.
Use
th
e M
et O
ffic
e
(ww
w.m
eto
ffic
e.g
ov.
uk)
an
d t
he
Def
ra
(ww
w.c
limat
ech
alle
ng
e.g
ov.
uk)
w
ebsi
tes
for
info
rmat
ion
.
The climate change film pack – Guidance for teaching staff
33
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
7G
laci
ers
Rece
de
(2m
in)
No
te: O
pp
ort
un
ity
to e
xplo
re t
he
links
b
etw
een
gla
cial
rec
essi
on
an
d c
limat
e ch
ang
e –
cou
ld t
he
mel
tin
g o
f g
laci
ers
in s
om
e p
arts
of
the
wo
rld
be
do
wn
to
oth
er f
acto
rs?
Do
glo
bal
tre
nd
s in
gla
cial
rec
essi
on
pro
vid
e ev
iden
ce t
o s
ug
ges
t th
e in
flu
ence
of
clim
ate
chan
ge?
Alt
ho
ug
h m
any
of
the
exam
ple
s in
th
is s
cen
e ar
e w
ell c
ho
sen
to
illu
stra
te t
he
effe
cts
of
hu
man
-in
du
ced
clim
ate
chan
ge,
th
e ca
use
s o
f th
e re
cess
ion
of
sno
ws
on
Kili
man
jaro
are
co
mp
lex
and
rel
ated
to
loca
l fac
tors
. It
can
no
t b
e es
tab
lish
ed t
hat
th
is is
mai
nly
att
rib
uta
ble
to
hu
man
-in
du
ced
clim
ate
chan
ge.
[IP
CC
AR
4 W
GII
SPM
p8]
[IP
CC
AR
4 W
GII,
TS
p48
an
d C
h 9
, p 4
39-4
40]
Scen
es 7
, 11,
12,
14
, 16,
19,
20
and
21
can
be
pla
yed
se
qu
enti
ally
(to
tal
du
rati
on
: 24-
min
ute
s)
to p
rovi
de
pu
pils
wit
h
an o
verv
iew
of t
he
mai
n o
bse
rved
an
d
pre
dic
ted
imp
acts
of
clim
ate
chan
ge.
This
co
uld
be
del
iver
ed
as a
sta
nd
-alo
ne
less
on
o
r in
teg
rate
d in
to a
n
exis
tin
g Q
CA
sch
eme
of w
ork
su
ch a
s U
nit
14
: Can
th
e ea
rth
co
pe?
Som
e G
CSE
co
urs
es
(e.g
. Ed
exce
l A) g
ive
a sm
all a
mo
un
t o
f co
vera
ge
to g
laci
al
syst
ems
and
th
e A
Le
vel g
uid
ance
no
tes
for
this
sce
ne
can
be
adap
ted
by
teac
hin
g
staf
f as
app
rop
riat
e.
This
sce
ne
is u
sefu
l fo
r p
up
ils s
tud
yin
g
ho
w g
laci
al s
yste
ms
op
erat
e o
ver
lon
ger
ti
me-
scal
es. L
on
g-t
erm
ex
cess
of a
bla
tio
n
ove
r ac
cum
ula
tio
n is
sh
ow
n t
o b
e re
sult
ing
in
a s
ign
ifica
nt
retr
eat
of g
laci
er s
no
uts
in a
va
riet
y o
f co
nte
xts.
Pa
use
at
0:16
:29
for
pu
pils
to
ske
tch
th
e re
trea
t o
f th
e C
olu
mb
ia
gla
cier
.
A s
tro
ng
syn
op
tic
link
can
be
mad
e h
ere,
re
fere
nci
ng
futu
re
wat
er s
ho
rtag
es in
SE
Asi
a as
gla
cial
m
elt-
wat
ers
dim
inis
h
(gla
cier
AX
010
in N
epal
is
sh
ow
n h
ere)
.
Eith
er u
sin
g t
his
is a
sin
gle
sce
ne
or
by
join
ing
th
e sc
enes
to
get
her
sta
rt
to d
raw
ou
t th
e fo
llow
ing
qu
esti
on
s as
par
ts o
f th
e d
iscu
ssio
n:
“Wh
at r
esp
on
sib
ility
do
we
as a
n
atio
n h
ave
to t
he
oth
er c
ou
ntr
ies
seve
rely
aff
ecte
d b
y cl
imat
e ch
ang
e?”
“Wh
at r
esp
on
sib
ility
do
we
as
ind
ivid
ual
s h
ave
to t
he
ind
ivid
ual
s in
th
ose
co
un
trie
s se
vere
ly a
ffec
ted
by
clim
ate
chan
ge?
”
Ab
ou
t th
e d
isap
pea
ran
ce o
f gla
cier
s –
ask
the
pu
pils
ho
w m
any
of t
hem
h
ave
seen
or
bee
n t
o a
gla
cier
for
them
selv
es –
dra
w t
hei
r at
ten
tio
n
to t
he
fact
th
at t
hey
are
no
t lik
ely
to
hav
e th
e o
pp
ort
un
ity.
Wh
at is
th
e si
gn
ifica
nce
of t
he
fact
th
at A
IT h
as in
clu
ded
an
exa
mp
le
(Kili
man
jaro
) wh
ich
is n
ot
gen
eral
ly
tho
ug
ht
to b
e at
trib
uta
ble
to
h
um
an-i
nd
uce
d c
limat
e ch
ang
e?St
ill im
ages
can
be
pau
sed
for
clas
ses
at t
ime-
cod
e 0:
15:5
4 o
r 0:
16:0
6 o
r 0:
17:3
3. S
ho
w t
he
clas
s D
efra
’s ’C
limat
e C
ham
pio
ns”
film
at
ww
w.
clim
atec
hal
len
ge.
go
v.u
k/m
ult
imed
ia/f
ilm1.
htm
l (re
late
s to
th
e G
urs
chen
g
laci
er).
The
thir
d s
ho
rt D
efra
film
Ch
amp
ion
s’ D
iari
es s
ho
ws
the
retr
eat
of t
he
Gu
rsch
en g
laci
er o
ver
tim
e. T
he
cham
pio
ns
stan
d o
n r
ecen
tly-
exp
ose
d
dep
osi
ts t
hat
co
rres
po
nd
wit
h t
he
year
of t
hei
r b
irth
s.
The climate change film pack – Guidance for teaching staff
34
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
8Ic
e C
ore
s (2
min
)So
me
GC
SE c
ou
rses
(e
.g. E
dex
cel A
) giv
e a
smal
l am
ou
nt
of
cove
rag
e to
gla
cial
sy
stem
s an
d t
he
A
Leve
l gu
idan
ce n
ote
s fo
r th
is s
cen
e ca
n b
e ad
apte
d b
y te
ach
ing
st
aff a
s ap
pro
pri
ate.
Vit
al e
vid
ence
is
pro
vid
ed fo
r p
ast
gla
cial
mo
vem
ents
. Th
e p
reci
se d
etai
l th
at
ice
core
s ca
n p
rovi
de
is n
icel
y ill
ust
rate
d b
y a
refe
ren
ce t
o t
he
US
Cle
an A
ir A
ct a
t ti
me-
cod
e 0:
18:3
6.
9C
O2 L
evel
s B
ack
650,
000
Yea
rs (4
min
)
No
te: P
up
ils w
atch
ing
th
is s
egm
ent
mig
ht
get
th
e im
pre
ssio
n t
hat
th
e g
rap
h p
lott
ing
C
O2 a
gai
nst
tem
per
atu
re o
ver
650,
000
year
s p
rove
s th
at r
ecen
t ri
ses
in t
emp
erat
ure
ar
e ca
use
d b
y C
O2. T
he
latt
er c
on
clu
sio
n is
ac
cep
ted
by
the
gre
at m
ajo
rity
of
the
wo
rld
’s
clim
ate
scie
nti
sts,
bu
t ca
nn
ot
be
pro
ved
by
refe
ren
ce t
o t
his
gra
ph
. Clo
ser
exam
inat
ion
sh
ow
s th
at, f
or
mo
st o
f th
e la
st 6
50,0
00 y
ears
, te
mp
erat
ure
incr
ease
pre
ced
e C
O2 in
crea
ses
by
seve
ral h
un
dre
d y
ears
. So
me
scep
tics
hav
e u
sed
th
is t
o s
up
po
rt t
hei
r cl
aim
th
at r
ecen
t te
mp
erat
ure
ris
es m
ay n
ot
be
cau
sed
by
CO
2. B
ut
it is
gen
eral
ly a
ccep
ted
th
at t
he
cau
sati
ve
rela
tio
nsh
ip b
etw
een
CO
2 an
d t
emp
erat
ure
o
ver
the
last
650
,000
yea
rs g
oes
bo
th w
ays
and
th
at, n
ow
, it
is C
O2 w
hic
h is
dri
vin
g
tem
per
atu
re. T
he
rela
tio
nsh
ip b
etw
een
in
crea
ses
in C
O2 a
nd
incr
ease
s in
tem
per
atu
re
is n
ot
linea
r, it
is lo
gar
ith
mic
. Th
e IP
CC
es
tim
ates
th
at t
he
equ
ilib
riu
m w
arm
ing
if C
O2
con
cen
trat
ion
s w
ere
do
ub
led
is li
kely
to
be
in
the
ran
ge
of
2°C
to
4.5
°C w
ith
a b
est
esti
mat
e o
f 3°
C.
[IP
CC
AR
4 W
G1
TS p
24-2
7 an
d S
PM
1-1
0]
This
sce
ne
ou
tlin
es t
he
cru
cial
lin
k b
etw
een
CO
2 an
d t
emp
erat
ure
. It
cou
ld b
e u
sed
to
su
pp
ort
te
ach
ing
of c
limat
e ch
ang
e d
irec
tly,
str
essi
ng
as
it d
oes
th
e m
ora
l an
d e
thic
al d
imen
sio
ns
of t
he
issu
e (m
enti
on
ed a
t th
e en
d o
f th
e sc
ene)
.
It c
ou
ld a
lso
be
use
d a
s a
lead
-in
exe
rcis
e to
su
pp
ort
en
qu
iry
skill
s te
ach
ing
. Fro
m 2
008,
th
e re
vise
d K
S3 p
rog
ram
me
of s
tud
y re
qu
ires
th
at
pu
pils
sh
ou
ld b
e ab
le t
o id
enti
fy a
nd
det
ect
bia
s w
hen
inve
stig
atin
g is
sues
. So
me
pu
pils
may
be
awar
e th
at t
her
e h
as b
een
so
me
con
tro
vers
y o
ver
the
linka
ge
bet
wee
n t
emp
erat
ure
ris
es
and
CO
2 leve
ls. I
t m
ay b
e p
oss
ible
to
dis
cuss
th
is is
sue
dir
ectl
y, e
spec
ially
wit
h g
ifted
an
d
tale
nte
d p
up
ils.
Pup
ils c
an c
alcu
late
th
eir
ow
n c
on
trib
uti
on
to
ris
ing
CO
2 leve
ls b
y vi
siti
ng
ww
w.
carb
on
det
ecti
ves.
org
.uk
or
ww
w.e
sd.rg
s.o
rg
A w
ealt
h o
f ad
dit
ion
al g
rap
hic
s ca
n b
e ac
cess
ed
at w
ww
.vit
alg
rap
hic
s.n
et/_
do
cum
ents
/clm
ate_
chan
ge_
up
dat
e.v1
5.p
df.
The
thir
d s
ho
rt D
efra
film
, th
e C
arbo
n C
ycle
an
imat
ion
may
ad
dit
ion
ally
hel
p p
up
ils
un
der
stan
d w
hy
carb
on
leve
ls c
an c
han
ge
ove
r va
ryin
g t
ime-
scal
es.
This
sce
ne
cou
ld b
e in
teg
rate
d in
to a
g
eog
rap
hic
al s
kills
le
sso
n fo
r A
S p
up
ils.
Ther
e ar
e p
len
ty
of o
pp
ort
un
itie
s fo
r d
escr
ibin
g a
nd
co
mp
arin
g t
he
two
tr
end
-lin
es s
ho
wn
. Te
ach
ing
sta
ff m
ay
find
it u
sefu
l to
free
ze-
fram
e at
tim
e-co
de
0:21
:21.
Ask
th
e p
up
ils w
hat
Go
re m
ean
s b
y ‘m
ora
l an
d e
thic
al’ –
wh
o is
re
spo
nsi
ble
for
tho
se m
ora
l an
d
eth
ical
qu
esti
on
s?
Cal
cula
te t
hei
r o
wn
co
ntr
ibu
tio
ns
to
risi
ng
CO
2 leve
ls a
nd
th
en a
sk t
hem
to
see
if t
hey
can
fin
d w
ays
to c
ut
it.
– Is
it p
oss
ible
to
set
tar
get
s in
th
eir
ow
n li
ves?
The climate change film pack – Guidance for teaching staff
35
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
11Ri
sin
g T
emp
erat
ure
s (2
min
)Sc
enes
7, 1
1, 1
2, 1
4,
16, 1
9, 2
0 an
d 2
1 ca
n
be
pla
yed
seq
uen
tial
ly
(to
tal d
ura
tio
n:
24-m
inu
tes)
to
pro
vid
e K
S3 le
arn
ers
wit
h
an o
verv
iew
of t
he
mai
n o
bse
rved
an
d
pre
dic
ted
imp
acts
of
clim
ate
chan
ge.
This
sce
ne
sup
po
rts
AS/
A2
and
so
me
GC
SE
teac
hin
g o
f clim
ate
mo
du
les.
In p
arti
cula
r it
can
n
urt
ure
des
crip
tive
ski
lls fo
r th
is t
op
ic.
Free
ze-f
ram
e at
tim
e-co
de
0:27
:12
and
ask
p
up
ils t
o d
escr
ibe
the
pat
tern
of t
emp
erat
ure
ch
ang
es s
ho
wn
.
Free
ze-f
ram
e at
tim
e-co
de
0:27
:38
and
ask
p
up
ils t
o d
escr
ibe
and
exp
lain
wh
at t
he
“tem
per
atu
re a
no
mal
y” m
ap a
ctu
ally
sh
ow
s.
The climate change film pack – Guidance for teaching staff
36
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
12H
urr
ican
es (4
min
)
No
te: T
her
e is
insu
ffic
ien
t ev
iden
ce t
o
esta
blis
h c
lear
ly t
hat
par
ticu
lar
on
e-o
ff
wea
ther
eve
nts
, su
ch a
s H
urr
ican
e K
atri
na,
ar
e at
trib
uta
ble
to
clim
ate
chan
ge.
Ho
wev
er,
the
IPC
C c
on
clu
des
th
at it
is li
kely
th
at t
her
e h
as b
een
an
incr
ease
in in
ten
se t
rop
ical
cy
clo
ne
acti
vity
in s
om
e re
gio
ns
and
mo
re
likel
y th
an n
ot
that
hu
man
s h
ave
con
trib
ute
d
to t
his
.
[IP
CC
AR
4 W
G1
SPM
p8
and
IPC
C A
R4
WG
1 TS
p
41 a
nd
IPC
C A
R4
WG
1 FA
Q 9
.1]
Scen
es 7
, 11,
12,
14
, 16,
19,
20
and
21
can
be
pla
yed
se
qu
enti
ally
(to
tal
du
rati
on
: 24-
min
ute
s)
to p
rovi
de
pu
pils
wit
h
an o
verv
iew
of t
he
mai
n o
bse
rved
an
d
pre
dic
ted
imp
acts
of
clim
ate
chan
ge.
The
scen
e en
ds
wit
h
refe
ren
ces
to t
he
1930
s th
at m
ay n
eed
ex
pla
inin
g t
o s
om
e le
arn
ers.
This
sce
ne
sup
po
rts
GC
SE t
each
ing
of
hu
rric
anes
(or
tro
pic
al
cycl
on
es).
At
this
leve
l, st
ud
ents
will
be
able
to
es
tab
lish
th
e p
oss
ible
lin
k b
etw
een
war
min
g
wat
ers
and
incr
easi
ng
h
urr
ican
e fr
equ
ency
an
d s
ever
ity
(“lo
ok
at t
hat
hu
rric
ane’
s ey
e!”)
. Pu
pils
sh
ou
ld
dis
cuss
wh
eth
er
ind
ivid
ual
eve
nts
su
ch
as H
urr
ican
e K
atri
na
pro
vid
e re
liab
le
evid
ence
of c
limat
e ch
ang
e. D
o g
lob
al
pat
tern
s o
f ext
rem
e w
eath
er e
ven
ts
pro
vid
e ev
iden
ce fo
r cl
imat
e ch
ang
e?
This
sce
ne
sup
po
rts
AS/
A2
teac
hin
g o
f cl
imat
e m
od
ule
s an
d n
atu
ral h
azar
ds.
It
pro
vid
es e
vid
ence
for
war
mer
tem
per
atu
res
resu
ltin
g in
str
on
ger
h
urr
ican
es. T
he
hu
man
ca
use
s o
f in
crea
sin
g
risk
are
als
o s
ho
wn
(th
e p
rese
nce
of o
il ri
gs)
.
Ask
pu
pils
to
fin
d e
vid
ence
of
extr
eme
wea
ther
co
nd
itio
ns
in t
hei
r o
wn
are
as, a
nd
acr
oss
th
e U
K.
Still
imag
es c
an b
e p
ause
d fo
r cl
asse
s at
tim
e-co
des
0:2
9:27
or
0:30
:30.
D
ow
nlo
ad u
sefu
l hu
rric
ane
imag
es fo
r o
verh
ead
pro
ject
ion
fro
m
ww
w.g
eog
rap
hyi
nth
enew
s.rg
s.o
rg/n
ews/
arti
cle/
?id
=45
0. F
ree
reso
urc
es
that
rel
ate
to h
urr
ican
es, w
eath
er a
nd
clim
ate
can
be
ord
ered
form
w
ww
.met
off
ice.
go
v.u
k/ed
uca
tio
n/r
eso
urc
es/i
nd
ex.h
tml.
The climate change film pack – Guidance for teaching staff
37
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
14Pr
ecip
itat
ion
an
d E
vap
ora
tio
n (2
min
)
No
te: I
t is
gen
eral
ly a
ccep
ted
th
at t
he
evid
ence
rem
ain
s in
suff
icie
nt
to e
stab
lish
a
clea
r at
trib
uti
on
fo
r th
e d
ryin
g o
ut
of
Lake
C
had
.
[IP
CC
AR
4 W
G1
FAQ
9.1
]
No
te: T
her
e is
insu
ffic
ien
t ev
iden
ce t
o
esta
blis
h t
hat
par
ticu
lar
on
e-o
ff w
eath
er
even
ts (a
nd
th
e lo
sses
th
at f
ollo
w f
rom
p
arti
cula
r ev
ents
) are
att
rib
uta
ble
to
cl
imat
e ch
ang
e. H
ow
ever
, th
e ef
fect
of
clim
ate
chan
ge
on
th
e in
sura
nce
sec
tor
is
a co
mp
lex
area
, wh
ich
th
e IP
CC
dea
ls w
ith
at
th
e fo
llow
ing
pla
ces
[AR
4, W
G2,
Ch
1
pag
es 1
10-1
11; A
R4,
WG
2, C
h 1
9, p
age
790;
an
d A
R4,
WG
2, C
h 7
pp
361
and
379
.]. T
he
IPC
C c
on
clu
des
at
WG
2 C
h 1
9.3.
2.2
that
fo
r so
me
sect
ors
, su
ch a
s in
sura
nce
, th
e im
pac
ts
of
clim
ate
chan
ge
are
likel
y to
res
ult
in
incr
ease
d d
amag
e p
aym
ents
an
d p
rem
ium
s.
Scen
es 7
, 11,
12,
14
, 16,
19,
20
and
21
can
be
pla
yed
se
qu
enti
ally
(to
tal
du
rati
on
: 24-
min
ute
s)
to p
rovi
de
pu
pils
wit
h
an o
verv
iew
of t
he
mai
n o
bse
rved
an
d
pre
dic
ted
imp
acts
of
clim
ate
chan
ge.
It m
ay b
e d
iffic
ult
for
som
e p
up
ils t
o fu
lly
gra
sp t
he
com
ple
xiti
es
of t
his
par
ticu
lar
scen
e an
d t
each
ing
sta
ff m
ay
nee
d t
o p
rovi
de
som
e su
pp
ort
.
The
A L
evel
gu
idan
ce
no
tes
for
the
hyd
rolo
gic
al c
ycle
ca
n b
e ad
op
ted
for
som
e G
CSE
co
urs
es
and
stu
den
ts, w
her
e ap
pro
pri
ate.
This
sce
ne
hig
hlig
hts
th
e co
mp
lexi
ty o
f cl
imat
e ch
ang
e an
d
sup
po
rts
AS/
A2
stu
die
s in
sev
eral
way
s:
sup
po
rts
teac
hin
g
yo
f hyd
rolo
gic
al c
ycle
(H
ort
on
ove
rlan
d
flow
res
ult
ing
for
extr
eme
sto
rm
even
ts)
nu
rtu
res
crit
ical
yth
inki
ng
ab
ou
t sy
stem
s: w
hy
mig
ht
war
mer
co
nd
itio
ns
also
be
wet
ter?
allo
ws
A2
syn
op
tic
ylin
ks t
o b
e d
raw
n
bet
wee
n c
han
gin
g
rain
fall
pat
tern
s an
d
van
ish
ing
lake
s.
Go
re p
oin
ts t
o a
reas
of t
he
wo
rld
as
soci
ated
wit
h p
rob
lem
s o
f co
nfli
ct
such
as
Dar
fur.
Rais
e th
e is
sue
that
like
man
y co
nfli
cts
on
e o
f th
e u
nd
erly
ing
fa
cto
rs t
o t
he
Dar
fur
con
flict
o
rig
inat
es in
a c
om
pet
itio
n o
ver
reso
urc
es (w
ater
, fer
tile
lan
d e
tc).
Wha
t cou
ld b
e th
e lo
ng te
rm
cons
eque
nces
for p
eace
aro
und
the
glob
e if
clim
ate
chan
ge c
ontin
ues
and
th
reat
ens
natu
ral r
esou
rces
?
In v
iew
of t
he IP
CC
’s c
oncl
usio
ns th
at:
1) th
ere
is in
suff
icie
nt e
vid
ence
to
esta
blis
h th
at p
artic
ular
one
off
w
eath
er e
vent
s ar
e at
trib
utab
le to
cl
imat
e ch
ange
(see
not
e to
sce
ne 1
2 ab
ove
and
AR4
, WG
1, F
AQ
9.1
); an
d
2) it
is li
kely
that
in th
e la
te 2
0th
C
entu
ry, t
here
has
bee
n an
incr
ease
in
– tr
opic
al c
yclo
ne a
ctiv
ity; h
eavy
p
reci
pita
tion
even
ts; w
arm
sp
ells
/hea
t w
aves
and
are
as a
ffec
ted
by
dro
ught
Is th
e us
e of
his
toric
al in
sura
nce
stat
istic
s in
this
sce
ne fa
ir? D
oes
it
invi
te th
e vi
ewer
to d
raw
con
clus
ions
th
at c
anno
t be
dra
wn
on th
e ev
iden
ce a
vaila
ble
or d
oes
it p
rovi
de
an il
lust
ratio
n of
the
pot
entia
l cos
ts o
f cl
imat
e ch
ange
?
Futu
re s
cen
ario
s fo
r U
K c
limat
e ca
n b
e ex
amin
ed a
t w
ww
.ukc
ip.o
rg.u
k/cl
imat
e_ch
ang
e/u
k_fu
ture
.asp
.
The climate change film pack – Guidance for teaching staff
38
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
16Th
e A
rcti
c (4
min
)
No
te: I
t is
no
t cl
ear
wh
ich
stu
dy
Go
re is
re
ferr
ing
to
wh
en h
e ta
lks
abo
ut
Po
lar
Bea
rs d
row
nin
g. H
ow
ever
, a 2
005
stu
dy
by
Mo
nn
et, G
lees
on
an
d R
ott
erm
an (s
ee t
he
Furt
her
Res
ou
rces
sec
tio
n a
t th
e en
d o
f th
is
do
cum
ent)
su
gg
ests
th
at 4
po
lar
bea
rs h
ad
dro
wn
ed b
ecau
se o
f a
sto
rm. I
t al
so p
red
icts
th
at d
row
nin
g-r
elat
ed d
eath
s o
f p
ola
r b
ears
m
ay in
crea
se in
th
e fu
ture
if t
he
tren
d o
f re
gre
ssio
n o
f p
ack
ice
and
/or
lon
ger
op
en
wat
er c
on
tin
ues
.
Scen
es 7
, 11,
12,
14
, 16,
19,
20
and
21
can
be
pla
yed
se
qu
enti
ally
(to
tal
du
rati
on
: 24-
min
ute
s)
to p
rovi
de
pu
pils
wit
h
an o
verv
iew
of t
he
mai
n o
bse
rved
an
d
pre
dic
ted
imp
acts
of
clim
ate
chan
ge.
The
po
lar
bea
r an
imat
ion
will
mo
st
likel
y b
e a
stro
ng
foca
l p
oin
t fo
r d
iscu
ssio
n
amo
ng
st t
his
ag
e g
rou
p, g
ener
atin
g
qu
esti
on
s ab
ou
t o
ur
envi
ron
men
tal
resp
on
sib
iliti
es.
It m
ay b
e d
iffic
ult
fo
r so
me
pu
pils
to
fu
lly g
rasp
so
me
of
the
com
ple
xiti
es o
f th
is p
arti
cula
r sc
ene
(per
maf
rost
an
d
po
siti
ve fe
edb
ack
are
men
tio
ned
). Te
ach
ing
st
aff m
ay n
eed
to
p
rovi
de
add
itio
nal
su
pp
ort
.
This
sce
ne
sup
po
rts
A2
teac
hin
g o
f:
per
igla
cial
yla
nd
scap
es
and
per
maf
rost
d
egra
dat
ion
(fre
eze-
fram
e at
0:4
0:58
)
wild
ern
ess
yen
viro
nm
ents
(A
lask
a)
syn
op
tic
links
incl
ud
e y“T
un
dra
Tra
vel D
ays”
(f
reez
e-fr
ame
at
0:41
:31)
met
eoro
log
y (a
lbed
o
yis
exp
lain
ed)
The
seco
nd
hal
f of t
he
scen
e d
escr
ibes
an
in
tere
stin
g s
ou
rce
of
qu
anti
tati
ve d
ata
(ice
thic
knes
s re
adin
gs
fro
m s
ub
mar
ines
).
Posi
tive
feed
bac
k is
dis
cuss
ed in
th
e co
nte
xt o
f mel
tin
g ic
e.
The
imp
act
on
th
e liv
es o
f an
imal
s w
ill b
e im
po
rtan
t to
man
y o
f th
e p
up
ils –
use
th
is t
o e
xplo
re
the
issu
es o
f ho
w d
ecis
ion
s to
p
rote
ct a
nd
saf
egu
ard
wild
life
are
mad
e. W
ho
has
th
e p
ow
er t
o
mak
e a
diff
eren
ce?
Wh
at a
re t
he
alte
rnat
ives
?
Ad
dit
ion
al in
form
atio
n c
an
be
fou
nd
at
ww
w.w
wf.o
rg.u
k/n
ews/
n_0
0000
0376
9.as
p a
nd
w
ww
.un
ep-w
cmc.
org
.
The climate change film pack – Guidance for teaching staff
39
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
17Th
e O
cean
Co
nve
yor
(3m
in)
No
te: T
he
IPC
C a
sses
s th
at it
is v
ery
un
likel
y th
at t
he
“oce
an c
on
veyo
r” (a
lso
kn
ow
n a
s th
e “m
erid
ion
al o
vert
urn
ing
cir
cula
tio
n”
or
“th
erm
oh
alin
e ci
rcu
lati
on
”) w
ill u
nd
erg
o a
la
rge
abru
pt
tran
siti
on
th
is c
entu
ry, a
lth
ou
gh
it
is v
ery
likel
y to
slo
w d
ow
n. M
ost
sci
enti
sts
wo
uld
reg
ard
tal
k o
f an
imm
inen
t ic
e-ag
e as
sp
ecu
lati
on
.
[IP
CC
AR
4 W
G1
SPM
p16
]
This
sce
ne
sup
po
rts
AS/
A2
teac
hin
g o
f cl
imat
e m
od
ule
s.
Free
ze-f
ram
e at
ti
me-
cod
e 0:
44:1
6 to
su
pp
ort
tea
chin
g
of p
lan
etar
y ai
r m
ove
men
t an
d o
cean
ci
rcu
lati
on
.
The
exp
lan
atio
n o
f th
e o
cean
co
nve
yer
is
use
ful f
or
the
teac
hin
g
of s
yste
m t
heo
ry a
nd
sy
no
pti
c g
eog
rap
hy
(th
e si
gn
ifica
nce
it
ho
lds
for
sett
lem
ent
in
Euro
pe)
.
The climate change film pack – Guidance for teaching staff
40
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
19Tr
ou
blin
g S
ign
s (3
min
)
The
IPC
C r
epo
rts
pre
dic
t th
at, i
f th
e te
mp
erat
ure
wer
e to
ris
e b
y 1-
3°C
, th
ere
wo
uld
be
incr
ease
d c
ora
l ble
ach
ing
an
d
wid
esp
read
co
ral m
ort
alit
y u
nle
ss c
ora
ls
cou
ld a
dap
t o
r ac
clim
atis
e, b
ut
wh
ile t
her
e is
incr
easi
ng
evi
den
ce f
or
clim
ate
chan
ge
imp
acts
on
co
ral r
eefs
th
e IP
CC
co
ncl
ud
ed
that
sep
arat
ing
th
e im
pac
ts o
f cl
imat
e ch
ang
e-re
late
d s
tres
ses
fro
m o
ther
str
esse
s su
ch a
s o
ver-
fish
ing
an
d p
ollu
tio
n w
as
dif
ficu
lt.
(IP
CC
WG
II C
HA
PTE
R 1
PA
GE
81),
[IP
CC
AR
4 W
GII
SPM
p6]
Scen
es 7
, 11,
12,
14
, 16,
19,
20
and
21
can
be
pla
yed
se
qu
enti
ally
(to
tal
du
rati
on
: 24-
min
ute
s)
to p
rovi
de
pu
pils
wit
h
an o
verv
iew
of t
he
mai
n o
bse
rved
an
d
pre
dic
ted
imp
acts
of
clim
ate
chan
ge.
This
sce
ne
cou
ld a
lso
b
e u
sed
to
su
pp
ort
Q
CA
sch
eme
of w
ork
u
nit
23
(Sec
tio
n 3
): W
hat
is a
nat
ion
al
par
k? P
up
ils c
ou
ld a
sk:
wh
at w
ill h
app
en if
rar
e sp
ecie
s m
igra
te a
way
fr
om
nat
ure
res
erve
s as
a r
esu
lt o
f clim
ate
chan
ge?
This
sce
ne
sup
po
rts
the
teac
hin
g o
f eco
syst
ems
and
foo
d w
ebs
at G
CSE
(e
.g. O
CR
B).
Stu
den
ts
cou
ld d
ebat
e w
hat
fu
rth
er im
pac
ts o
n t
he
foo
d w
eb c
ou
ld fo
llow
o
n fr
om
th
e im
pac
ts
des
crib
ed b
y A
l Go
re.
The
A L
evel
gu
idan
ce
no
tes
may
be
also
ap
pro
pri
ate
for
som
e G
CSE
co
urs
es w
her
e so
me
kno
wle
dg
e o
f b
iom
e d
istr
ibu
tio
n is
re
qu
ired
.
This
sce
ne
sup
po
rts
AS/
A2
teac
hin
g
of b
iod
iver
sity
. K
no
wle
dg
e an
d
un
der
stan
din
g o
f th
is
top
ic c
an b
e ex
ten
ded
b
y co
nsi
der
ing
ho
w
the
ran
ge
of s
pec
ies
cou
ld b
e sh
iftin
g a
nd
h
ow
th
e d
istr
ibu
tio
n
pat
tern
of g
lob
al
bio
mes
an
d s
oils
co
uld
b
eco
me
mo
difi
ed a
s a
resu
lt o
f clim
ate
chan
ge.
Lin
ks c
an a
lso
be
mad
e w
ith
th
e te
ach
ing
of
geo
gra
ph
ies
of d
isea
se
for
hea
lth
an
d w
elfa
re
(Ed
exce
l B).
Refe
r to
th
e p
oin
ts in
sce
ne
16
abo
ve.
Then
ask
pu
pils
to
ref
lect
on
th
e d
iffer
ence
s it
will
mak
e to
th
eir
ow
n
lives
to
lose
wild
life
and
als
o t
he
cou
ntr
ysid
e th
ey a
re fa
mili
ar w
ith
.
Ask
th
em t
o c
reat
e a
char
t o
f th
e an
imal
s th
at a
re m
ost
th
reat
ened
an
d p
oss
ible
so
luti
on
s to
sav
e th
em.
Reso
urc
es fo
r al
l key
sta
ges
(in
clu
din
g A
Lev
el) e
xplo
rin
g t
hes
e ki
nd
s o
f ch
ang
es in
mo
re d
etai
l can
be
fou
nd
at
ww
w.y
ou
rclim
atey
ou
rlife
.org
.uk
linki
ng
clim
ate
chan
ge
to t
he
geo
gra
ph
y cu
rric
ulu
m.
The climate change film pack – Guidance for teaching staff
41
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
20A
nta
rcti
ca (3
min
)
No
te: I
t is
no
t cl
ear
wh
at “
Pac
ific
nat
ion
s”
Go
re is
ref
erri
ng
to
in t
he
sect
ion
dea
ling
w
ith
eva
cuat
ion
s to
New
Zea
lan
d. I
t is
n
ot
clea
r th
at t
her
e is
an
y ev
iden
ce o
f ev
acu
atio
ns
in t
he
Pac
ific
du
e to
hu
man
-in
du
ced
clim
ate
chan
ge.
Tea
chin
g s
taff
may
w
ish
to
use
th
is a
s an
exa
mp
le o
f th
e n
eed
in
sci
enti
fic
pre
sen
tati
on
to
giv
e p
rop
er
refe
ren
ces
for
evid
ence
use
d. H
ow
ever
, th
e IP
CC
do
es p
red
ict
that
fo
r sm
all i
slan
ds
sea
leve
l ris
es w
ill e
xace
rbat
e st
orm
su
rges
an
d
oth
er c
oas
tal h
azar
ds
and
th
at, b
y th
e m
idd
le
of
this
cen
tury
, clim
ate
chan
ge
will
red
uce
w
ater
res
ou
rces
to
th
e p
oin
t w
her
e th
ey
bec
om
e in
suff
icie
nt
to m
eet
dem
and
s in
low
-ra
infa
ll p
erio
ds.
[IP
CC
AR
4 W
GII
SPM
p11
]
Scen
es 7
, 11,
12,
14
, 16,
19,
20
and
21
can
be
pla
yed
se
qu
enti
ally
(to
tal
du
rati
on
: 24-
min
ute
s)
to p
rovi
de
pu
pils
wit
h
an o
verv
iew
of t
he
mai
n o
bse
rved
an
d
pre
dic
ted
imp
acts
of
clim
ate
chan
ge.
This
sce
ne
also
dir
ectl
y su
pp
ort
s te
ach
ing
of
KS3
Un
it 2
3 (S
ecti
on
4)
: Wh
y is
An
tarc
tica
a
frag
ile e
nvi
ron
men
t?
Som
e G
CSE
co
urs
es
(e.g
. Ed
exce
l A) g
ive
a sm
all a
mo
un
t o
f co
vera
ge
to g
laci
al
syst
ems
and
A L
evel
g
uid
ance
no
tes
for
this
sc
ene
can
be
adap
ted
b
y te
ach
ing
sta
ff a
s ap
pro
pri
ate.
Stu
den
ts o
f A2
gla
ciat
ion
(e.g
. OC
R A
) w
ill b
enef
it fr
om
th
is
scen
e, w
hic
h d
escr
ibes
h
ow
a c
olla
pse
of t
he
An
tarc
tic
ice
shel
f w
ou
ld a
ctu
ally
lead
to
an
ad
van
ce o
f lan
d-
bas
ed g
laci
ers.
No
lo
ng
er im
po
un
ded
b
ehin
d t
he
ice
shel
f, th
ey w
ou
ld s
urg
e fo
rwar
ds
(th
us
ther
e is
an
oth
er p
ote
nti
al
“par
ado
x” o
f clim
ate
chan
ge
to b
e ex
pla
ined
).
A g
oo
d c
ase
stu
dy
is
also
pro
vid
ed la
ter
in
scen
e 21
of a
bla
tio
n
mec
han
ism
s in
G
reen
lan
d .
Free
ze-
fram
e at
0:5
6:04
for
a d
iag
ram
of m
ou
lins
for
stu
den
ts t
o c
op
y.
The
info
rmat
ion
pre
sen
ted
in t
his
sc
ene
crea
tes
a p
arad
ox
that
can
co
nfu
se p
eop
le a
bo
ut
clim
ate
chan
ge
– d
iscu
ss if
th
is c
an c
ause
p
eop
le t
o t
ry t
o ig
no
re w
hat
is
hap
pen
ing
.
A g
ener
al d
iscu
ssio
n o
n t
he
imp
ort
ance
of A
nta
rcti
ca w
ou
ld
also
ben
efit
cit
izen
ship
as
lon
g a
s th
e is
sues
of w
ho
is r
esp
on
sib
le fo
r ac
tio
ns
is in
clu
ded
.
Still
imag
es c
an b
e p
ause
d fo
r cl
asse
s at
tim
e-co
des
0:5
2:18
or
0:52
:42.
Th
ere
are
man
y in
tera
ctiv
e ex
erci
ses
for
KS3
pu
pils
at
the
Roya
l G
eog
rap
hic
al S
oci
ety’
s A
nta
rcti
ca w
ebsi
te
ww
w.d
isco
veri
ng
anta
rcti
ca.o
rg.u
k.
The climate change film pack – Guidance for teaching staff
42
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
21Se
a Le
vel R
ise
(4m
in)
No
te: P
up
ils m
igh
t g
et t
he
imp
ress
ion
th
at
sea-
leve
l ris
es o
f u
p t
o 7
m (c
ause
d b
y th
e co
mp
lete
mel
tin
g o
f G
reen
lan
d o
r h
alf
of
Gre
enla
nd
an
d h
alf
of
the
Wes
t A
nta
rcti
c sh
elf)
co
uld
hap
pen
in t
he
nex
t d
ecad
es.
The
IPC
C p
red
icts
th
at it
wo
uld
tak
e m
illen
nia
fo
r ri
ses
of
that
mag
nit
ud
e to
occ
ur.
H
ow
ever
, pu
pils
sh
ou
ld b
e aw
are
that
eve
n
smal
ler
rise
s in
sea
leve
l are
pre
dic
ted
to
h
ave
very
ser
iou
s ef
fect
s. T
he
IPC
C s
ays
that
“m
any
mill
ion
s m
ore
peo
ple
are
pro
ject
ed t
o
be
flo
od
ed e
very
yea
r d
ue
to s
ea-l
evel
ris
e b
y th
e 20
80s”
(i
.e. w
ith
in p
up
ils’ o
wn
life
tim
es).
[IP
CC
AR
4 W
GII
SPM
p 1
2 an
d IP
CC
AR
4 W
GI
SPM
p17
]
Scen
es 7
, 11,
12,
14
, 16,
19,
20
and
21
can
be
pla
yed
se
qu
enti
ally
(to
tal
du
rati
on
: 24
min
ute
s)
to p
rovi
de
pu
pils
wit
h
an o
verv
iew
of t
he
mai
n o
bse
rved
an
d
pre
dic
ted
imp
acts
of
clim
ate
chan
ge.
This
sce
ne
sup
po
rts
teac
hin
g o
f set
tlem
ent
chan
ges
an
d m
igra
tio
n a
t G
CSE
an
d A
S le
vel.
Imp
acts
are
sh
ow
n in
a v
arie
ty o
f set
tin
gs
and
st
ud
ents
can
wri
te a
n a
cco
un
t o
f ho
w s
uch
ch
ang
es w
ill m
od
ify s
ettl
emen
t p
atte
rns
and
tr
igg
er r
efu
gee
mo
vem
ents
. Ho
wev
er, t
each
er
gu
idan
ce w
ill b
e n
eed
ed –
esp
ecia
lly a
t G
CSE
–
in r
elat
ion
to
th
e ti
me-
scal
e th
ese
imp
acts
w
ill b
e ex
per
ien
ced
ove
r. C
han
ges
will
no
t b
e in
stan
tan
eou
s, a
s th
e im
ages
mig
ht
sug
ges
t. St
ud
ents
sh
ou
ld t
hin
k ab
ou
t h
ow
lon
g it
will
ta
ke fo
r se
a le
vel r
ises
to
be
exp
erie
nce
d a
nd
w
het
her
an
y fa
talit
ies
are
actu
ally
like
ly t
o
occ
ur.
Seve
ral G
CSE
co
urs
es a
lso
req
uir
e th
at s
tud
ents
ca
n w
rite
ab
ou
t th
e im
pac
t o
f glo
bal
war
min
g
on
on
e re
gio
n/c
ou
ntr
y e.
g. c
oas
tal f
loo
din
g in
B
ang
lad
esh
as
a re
sult
of t
he
rise
in s
ea-l
evel
af
fect
ing
low
lyin
g a
reas
(60m
peo
ple
are
at
risk
).
The
imag
es fr
om
th
is s
ecti
on
in
clu
de
the
ever
yday
imp
act
on
o
rdin
ary
peo
ple
’s li
ves.
Rais
e a
dis
cuss
ion
ab
ou
t g
lob
al
resp
on
sib
ility
to
war
ds
ind
ivid
ual
s.
Pose
th
e q
ues
tio
n:
‘Is t
he
pri
ori
ty t
o s
low
clim
ate
chan
ge
or
to c
reat
e in
tern
atio
nal
sy
stem
s to
hel
p t
ho
se m
ost
aff
ecte
d
by
it?’
Do
wn
load
use
ful i
mag
es fo
r o
verh
ead
pro
ject
ion
fro
m h
ttp
://m
aps.
gri
da.
no
/go
/gra
ph
ic/c
ause
s_o
f_se
a_le
vel_
rise
_fro
m_c
limat
e_ch
ang
e.
22C
hin
a (2
min
)Sc
enes
22-
24 c
an
be
sho
wn
as
a p
art
of a
po
pu
lati
on
an
d
reso
urc
es u
nit
:
Scen
e 22
ask
s yif
po
pu
lati
on
p
ress
ure
can
be
alle
viat
ed t
hro
ug
h
tech
no
log
ical
so
luti
on
s (e
cho
ing
th
e B
ose
rup
th
esis
).
23Po
pu
lati
on
Exp
losi
on
(2m
in)
The climate change film pack – Guidance for teaching staff
43
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
24O
ld h
abit
s an
d n
ew t
ech
no
log
y (2
min
)Sc
ene
24 a
sks:
wh
o is
to
bla
me?
Wh
ere
do
es t
he
resp
on
sib
ility
lie
for
tack
ling
th
e en
viro
nm
enta
l p
rob
lem
s sh
ow
n in
th
is s
cen
e? T
he
seq
uen
ce
feat
uri
ng
an
an
imat
ed fr
og
is a
hel
pfu
l im
age
to g
et p
up
ils t
hin
kin
g a
bo
ut
ho
w r
isk
can
be
iden
tifie
d. T
his
sce
ne
cou
ld b
e h
elp
ful f
or
bo
th
KS3
& K
S4 in
a v
arie
ty o
f co
nte
xts.
Som
e G
CSE
co
urs
es (e
.g. E
dex
cel B
) req
uir
e th
at
stu
den
ts r
eco
gn
ise
way
s in
wh
ich
att
itu
des
o
f in
div
idu
als
and
org
anis
atio
ns
influ
ence
th
e m
easu
res
they
mig
ht
take
(no
t ev
eryo
ne
bel
ieve
s ac
tio
n is
nec
essa
ry).
This
sce
ne
end
s in
a w
ay w
hic
h m
igh
t h
elp
lear
ner
s u
nd
erst
and
w
hy
som
e co
un
trie
s h
ave
bee
n s
low
to
res
po
nd
to
th
e th
reat
of c
limat
e ch
ang
e.
The
seco
nd
Def
ra s
ho
rt fi
lm M
y C
O2 c
ou
ld b
e sh
ow
n a
lon
gsi
de
thes
e sc
enes
. Th
e fil
m lo
oks
at
the
con
sum
pti
on
of e
lect
rici
ty.
In s
cen
e 23
, a s
trik
ing
yim
age
of t
he
bo
rder
b
etw
een
Hai
ti a
nd
D
om
inic
an R
epu
blic
(f
reez
e-fr
ame
at
1:02
:07)
hig
hlig
hts
d
iffer
ence
s b
etw
een
n
atio
ns
in t
erm
s o
f re
sou
rce
go
vern
ance
.
Scen
e 24
des
crib
es
yth
e d
ual
ro
le t
hat
te
chn
olo
gy
pla
ys
in c
reat
ing
new
p
rob
lem
s w
hile
als
o
solv
ing
th
em.
Scen
e 24
su
gg
ests
yth
at t
he
Bo
seru
p
thes
is (“
nec
essi
ty
is t
he
mo
ther
of
inve
nti
on
”) c
ou
ld
be
flaw
ed if
, lik
e th
e fr
og
, we
do
no
t re
cog
nis
e n
eces
sity
.
Ask
pu
pils
to
iden
tify
wh
o t
hey
th
ink
sho
uld
be
taki
ng
th
e le
ad t
o
tack
le c
limat
e ch
ang
e.
Wh
at a
re t
he
diff
eren
t o
pti
on
s av
aila
ble
for
chan
ge?
Still
imag
es c
an b
e p
ause
d fo
r cl
asse
s to
dis
cuss
at
tim
e-co
de
1:04
:49
and
1:
05:1
2. P
up
ils c
an c
alcu
late
th
eir
ow
n c
on
trib
uti
on
to
ris
ing
CO
2 leve
ls a
t w
ww
.esd
.rgs.
org
.
The climate change film pack – Guidance for teaching staff
44
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
26 27
Is T
her
e a
Co
ntr
ove
rsy?
(2m
in)
Scie
nce
Fra
ud
(2m
in)
Scen
es 1
8, 2
6 &
27
can
be
sho
wn
seq
uen
tial
ly a
s p
art
of a
less
on
dea
ling
wit
h t
he
un
cert
ain
ties
th
at s
urr
ou
nd
clim
ate
chan
ge.
Thes
e ke
y sc
enes
dea
l wit
h t
he
con
tro
vers
y su
rro
un
din
g r
epo
rtin
g o
f th
e fa
cts
abo
ut
clim
ate
chan
ge.
Alt
ho
ug
h t
his
may
be
a d
iffic
ult
th
eme
for
som
e K
S3 p
up
ils, t
he
revi
sed
KS3
p
rog
ram
me
of s
tud
y re
qu
ires
th
at p
up
ils a
re
able
to
rec
og
nis
e b
ias
in d
ata
anal
ysis
an
d t
hes
e sc
enes
pro
vid
e ex
celle
nt
sup
po
rt b
y co
mp
arin
g
scie
nti
fic a
nd
med
ia r
epo
rtin
g. T
he
sam
e th
emes
are
eq
ual
ly im
po
rtan
t fo
r G
CSE
stu
den
ts
also
.
This
sce
ne
cou
ld b
e em
plo
yed
as
par
t o
f a
geo
gra
ph
ical
ski
lls
less
on
th
at lo
oks
at
ho
w d
ata
is p
rese
nte
d
and
man
ipu
late
d. T
he
idea
of a
par
adig
m
in s
cien
ce (o
r so
cial
sc
ien
ce) c
ou
ld
be
intr
od
uce
d b
y te
ach
ing
sta
ff. P
aral
lels
ca
n b
e d
raw
n w
ith
th
e u
nce
rtai
nti
es
surr
ou
nd
ing
pla
te
tect
on
ic t
heo
ry.
Usi
ng
th
e q
uo
te “
Rep
osi
tio
nin
g
Glo
bal
war
min
g a
s a
theo
ry r
ath
er
than
fact
”
Dis
cuss
: wh
y p
eop
le w
ou
ld s
eek
to d
o t
his
; wh
at h
ave
bee
n t
he
con
seq
uen
ces
of t
his
pra
ctic
e; w
hat
ro
le d
o s
pec
ialis
ts p
lay
in t
his
?
In M
arch
200
7 ‘T
he
Gre
at G
lob
al
War
min
g S
win
dle
’ was
sh
ow
n
on
Ch
ann
el 4
. Th
e im
pac
t o
f th
e p
rog
ram
me
pro
vid
es a
go
od
o
pp
ort
un
ity
to e
xplo
re a
lter
nat
ive
view
s o
n c
limat
e ch
ang
e, t
he
role
of
the
med
ia a
nd
rea
ctio
n o
f th
e w
ider
sc
ien
tific
co
mm
un
ity.
Vis
it w
ww
.g
reat
glo
bal
war
min
gsw
ind
le.c
o.u
k.
Alt
ern
ativ
e th
eori
es o
n t
he
cau
ses
of c
limat
e ch
ang
e, s
uch
as
tho
se s
et
ou
t in
th
e C
H4
do
cum
enta
ry, a
re
no
t ac
cep
ted
by
the
vast
maj
ori
ty
of t
he
scie
nti
fic c
om
mu
nit
y. A
n
anal
ysis
of t
hes
e al
tern
ativ
e th
eori
es
is in
clu
ded
on
th
e Ro
yal S
oci
ety
web
site
: vis
it w
ww
.roya
lso
c.ac
.uk/
pag
e.as
p?i
d=
6229
&g
clid
=C
NH
6k_
OPz
IsC
FQ3o
lAo
dd
1UH
Aw
.
Cla
rific
atio
n o
f th
e si
tuat
ion
for
teac
hin
g s
taff
wh
o w
ant
to k
no
w
mo
re a
bo
ut
thes
e is
sues
can
be
sou
gh
t fr
om
th
e H
adle
y C
entr
e at
w
ww
.met
off
ice.
go
v.u
k/re
sear
ch/h
adle
ycen
tre/
ind
ex.h
tml.
They
als
o
giv
es a
cces
s to
key
rec
ent
off
icia
l do
cum
ents
rel
atin
g t
o c
limat
e ch
ang
e (IP
CC
repo
rt (2
007)
, Ste
rn R
evie
w (2
006)
).
The climate change film pack – Guidance for teaching staff
45
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
28B
alan
cin
g t
he
Eco
no
my
and
En
viro
nm
ent
(2m
in)
This
sce
ne in
trod
uces
the
basi
c ch
alle
nge
of
sust
aina
ble
econ
omic
dev
elop
men
t. W
ith a
n
amus
ing
deliv
ery
that
will
eng
age
youn
ger p
upils
, A
l Gor
e sh
ows
that
it is
a “f
alse
cho
ice.
” Pup
ils c
ould
be
ask
ed to
pro
vide
exa
mpl
es o
f com
prom
ise
solu
tions
they
hav
e he
ard
of th
at m
ight
“sav
e th
e pl
anet
” whi
le a
lso
rem
aini
ng p
rofit
able
(e.g
. bio
fuel
s,
loca
l pro
duce
, ren
ewab
le e
nerg
y so
urce
s, et
c.)
GC
SE c
ours
es re
quire
that
stu
dent
s re
cogn
ise
that
dam
age
to th
e p
hysi
cal e
nviro
nmen
t may
b
e a
side
-effe
ct o
f the
cre
atio
n of
wea
lth a
nd jo
b
opp
ortu
nitie
s. S
ome
boa
rds
(e.g
. AQ
A B
) may
ask
th
em to
dev
elop
an
unde
rsta
ndin
g of
ste
war
dshi
p
of th
e en
viro
nmen
t, w
hich
can
be
seen
in th
is
cont
ext a
s an
att
emp
t to
over
com
e a
“fal
se c
hoic
e”.
GC
SE s
tude
nts
shou
ld re
mai
n aw
are
that
eve
n if
they
cho
ose
to b
elie
ve th
at c
limat
e ch
ange
is n
ot
real
ly h
app
enin
g, th
ey s
till n
eed
to c
onsi
der h
ow
our p
lane
t’s re
sour
ces
can
be
used
mor
e eq
uita
bly
(e
xplo
itatio
n ve
rsus
con
serv
atio
n an
d st
ewar
dshi
p).
Exp
lore
issu
es s
urr
ou
nd
ing
su
stai
nab
le e
con
om
ies
– h
ow
do
es
that
rel
ate
to t
hei
r o
wn
live
s.
Ask
pu
pils
to
dis
cuss
wh
at is
mea
nt
by
con
sum
pti
on
– w
hat
is t
hei
r o
wn
p
erso
nal
co
nsu
mp
tio
n. D
o t
hey
live
in
a s
ust
ain
able
way
?
Wh
o is
mo
st r
esp
on
sib
le fo
r cr
eati
ng
su
stai
nab
le c
om
mu
nit
ies?
30 31
The
Solu
tio
ns
are
in O
ur
Han
ds
(2m
in)
Are
We
Cap
able
of D
oin
g G
reat
Th
ing
s? (2
min
)
Thes
e sc
enes
dea
l wit
h e
thic
al a
nd
mo
ral
geo
gra
ph
ies,
imp
ort
ant
for
the
del
iver
y o
f ci
tize
nsh
ip t
hro
ug
h g
eog
rap
hy
at a
ll ke
y st
ages
. Th
ey c
an t
rig
ger
a d
iscu
ssio
n o
f ho
w w
e ca
n b
est
man
age
the
envi
ron
men
t in
a m
ore
su
stai
nab
le w
ay.
At
KS3,
th
ese
scen
es s
up
por
t U
nit
16
y(S
ecti
on 3
): W
hat
is d
evel
opm
ent?
Her
e, p
up
ils
exp
lore
th
e id
ea o
f su
stai
nab
le d
evel
opm
ent
and
reco
gn
ise
its
imp
licat
ion
s fo
r peo
ple
, p
lace
s an
d e
nvi
ron
men
ts a
nd
for t
hei
r ow
n
lives
.
Thes
e sc
enes
cou
ld b
e us
ed a
s p
art o
f a p
lena
ry
sess
ion
for A
2 st
uden
ts
who
hav
e a
syno
ptic
p
aper
or d
ecis
ion-
mak
ing
exer
cise
to s
it.
Them
es in
clud
e:
the
idea
of
yst
abili
zati
on w
edg
es
(sce
ne
30),
wh
ere
a va
riet
y of
sol
uti
ons
are
show
n t
o b
rid
ge
the
gap
bet
wee
n
hig
h-le
vel a
nd
low
-le
vel e
mis
sion
s
Wh
ilst
add
ress
ing
th
e et
hic
al a
nd
m
ora
l iss
ues
– a
sk t
he
qu
esti
on
‘Are
w
e liv
ing
in a
nd
su
pp
ort
ing
fair
tr
eatm
ent
in o
ur
loca
l, re
gio
nal
an
d
glo
bal
co
mm
un
itie
s?’
Dis
cuss
wh
at is
mea
nt
by:
“po
litic
al w
ill is
a r
enew
able
re
sou
rce”
– H
ow
can
th
at b
e ap
plie
d, l
oca
l, re
gio
nal
ly, n
atio
nal
ly
and
glo
bal
ly?
The climate change film pack – Guidance for teaching staff
46
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
At
GC
SE, s
om
e b
oar
ds
req
uir
e st
ud
ents
to
ylo
ok
at s
trat
egie
s to
ad
dre
ss t
he
effe
cts
of g
lob
al w
arm
ing
. (e.
g. O
CR
A lo
oks
at
the
chal
len
ges
of g
lob
al in
terd
epen
den
ce
and
res
po
nsi
bili
ty, i
ncl
ud
ing
su
stai
nab
le
dev
elo
pm
ent
and
Lo
cal A
gen
da
21).
Teac
hin
g s
taff
may
nee
d t
o p
rep
are
an
exp
lan
atio
n o
f ozo
ne
dep
leti
on
for
pu
pils
(th
e ro
le t
hat
CFC
s p
laye
d in
th
e d
estr
uct
ion
of
stra
tosp
her
ic o
zon
e an
d t
he
imp
act
this
had
on
u
ltra
-vio
let
pen
etra
tio
n –
an
d o
ur
glo
bal
su
cces
s in
tac
klin
g t
his
).
the
mem
ora
ble
yq
uo
te t
hat
“p
olit
ical
will
is a
re
new
able
res
ou
rce”
w
hic
h h
igh
ligh
ts
the
po
ssib
ility
o
f im
pro
ved
en
viro
nm
enta
l g
ove
rnan
ce
refe
ren
ces
to t
he
yK
yoto
Pro
toco
l
reco
gn
itio
n
yth
at t
her
e ar
e d
iffer
ent
scal
es
of e
nvi
ron
men
tal
man
agem
ent
that
ex
ist
(sta
te a
nd
fe
der
al in
th
e U
S)
less
on
s le
arn
ed
yin
tac
klin
g o
zon
e d
eple
tio
n (a
“su
cces
s st
ory
”).
Use
ful w
ebsi
tes
that
dea
l wit
h s
olu
tio
ns
incl
ud
e
ww
w.te
ach
ern
et.g
ov.
uk/
sust
ain
able
sch
oo
ls/y
earo
fact
ion
(w
hat
yo
ur
sch
oo
l can
do
), th
e fil
m’s
off
icia
l web
site
ww
w.c
limat
ecri
sis.
net
or
coin
et.o
rg.u
k.
The climate change film pack – Guidance for teaching staff
47
Scen
e D
escr
ipti
on
Key
sta
ges
: cu
rric
ulu
m li
nks
an
d le
arn
ing
ou
tco
mes
Cit
izen
ship
lin
ksK
S3K
S4
AS/
A2
32O
ur
On
ly H
om
e &
Act
ion
Po
ints
(in
cre
dit
s)
(6m
in)
The
final
sce
ne
bro
adca
sts
a n
um
ber
of s
ug
ges
tio
ns
for
acti
on
, sta
rtin
g
at t
ime-
cod
e 1:
25:5
6 an
d e
nd
ing
at
1:29
:20.
Fo
r p
up
ils a
t al
l key
sta
ges
, it
can
be
use
d a
s a
star
ter
for
dis
cuss
ion
of t
he
crit
ical
qu
esti
on
: wh
at c
an
I do
?
At
KS3
we
mig
ht
exp
ect
pu
pils
to
des
crib
e a
list
of a
ctio
ns.
By
A L
evel
, w
e w
ou
ld w
ant
them
to
rec
og
nis
e st
ren
gth
s an
d w
eakn
esse
s o
f th
e p
rop
ose
d s
olu
tio
ns.
Fo
r in
stan
ce, b
iofu
els
are
a co
ntr
ove
rsia
l met
ho
d fo
r o
vera
ll re
du
ctio
n o
f CO
2 em
issi
on
s.
An
exc
elle
nt
sum
mar
y o
f th
e fil
m p
rod
uce
d b
y A
ust
ralia
n T
each
ers
of
Med
ia is
ava
ilab
le a
t w
ww
.an
inco
nve
nie
ntt
ruth
.co
m.a
u/t
ruth
/gu
ide.
htm
. A
lso
hel
pfu
l is
the
Sust
ain
able
Sch
oo
ls C
arb
on
Det
ecti
ves’
Kit
, vis
it
ww
w.c
arb
on
det
ecti
ves.
org
.uk.
This
is a
n o
pp
ort
un
ity
to s
tart
d
iscu
ssin
g s
olu
tio
ns
to t
he
issu
es
rais
ed –
are
th
ere
solu
tio
ns
that
in
div
idu
als
can
tak
e p
art
in?
The climate change film pack – Guidance for teaching staff
48
3.2 Teaching Climate Change in Geography Key Stage 3
Purpose and key aspects of this unit
This is primarily a geography sub-unit of work. The purpose of it is to explore how climate change will impact upon a range of different issues and environments. In addition, it will foster an understanding of (i) the interconnectedness of different environments and societies and (ii) the concept of interdependence.
In recent years, climate change has become the leading environmental concern for both the public and for policy-makers. However, the nature of most of the issues that are described as impacts of climate change – be it collapsing ice sheets, hurricanes or disappearing coral reefs – may leave some pupils wondering “what’s this got to do with me?”
This sub-unit – which can either be appended to existing QCA schemes of work or can form the nucleus for a new KS3 unit for teaching in schools from September 2008 – looks at how some of the impacts described in “An Inconvenient Truth” have very serious implications for every town and school in the UK.
Intended outcomes
By the end of this unit pupils will:
understand the importance of climate changezz
have described its main current and predicted impactszz
be able to identify areas of the world and parts of the environment that are especially at risk zz
from climate change and sea-level rise
be able to identify some of the impacts that these changes will have on people living in zz
the UK
understand the disadvantages of not acting quickly to slow down the rate of climate change zz
as much as possible
have developed their own opinions about what the UK can do to help slow the rate of zz
climate change – and be able to offer some positive suggestions for action
Key Resources
Web based resources
Royal Geographical Society (& Defra) climate change website www.yourclimateyourlife.org.uk
Royal Geographical Society (& BAS) Antarctica website www.discoveringantarctica.org.uk
US and UK An Inconvenient Truth (AIT) websites www.climatecrisis.net and www.aninconvenienttruth.co.uk
Australian AIT website www.aninconvenienttruth.com.au/truth/guide.htm.
The climate change film pack – Guidance for teaching staff
49
Printed resources
The book of the film is called “An Inconvenient Truth: The Planetary Emergency of Global Warming and What We Can Do About It” (Rodale Press 2006) ISBN-10: 1594865671
Curriculum links
Current Key Stage 3 curriculum
This unit provides opportunities for pupils to:
ask geographical questions and to identify issues (1a)zz
collect, record and present evidence (1c)zz
use atlases and globes to locate places (2c)zz
Key Stage 3 curriculum from September 2008
Ask geographical questions, thinking critically, constructively and creatively (2.1a)zz
Collect, record and display information (2.1b)zz
Use atlases, globes, maps at a range of scales, photographs, satellite images and other zz
geographical data (2.3a)
Pupils will be taught:
eight key areas of impact of climate change zz
where changes are taking place and the issues that arise from these changes zz
to explain how the UK and other places are interdependent zz
The climate change film pack – Guidance for teaching staff
50
1. W
hat
are
th
e m
ain
imp
acts
of
clim
ate
chan
ge?
(ap
pro
x. 4
0 m
inu
tes)
Lear
nin
g o
bje
ctiv
es
Po
ssib
le t
each
ing
act
ivit
ies
Lear
nin
g o
utc
om
esP
oin
ts t
o n
ote
Pu
pils
sh
ou
ld le
arn
:
wh
y cl
imat
e ych
ang
e is
im
po
rtan
t o
n a
g
lob
al s
cale
an
d
wh
at it
s m
ain
im
pac
ts a
re (a
nd
co
uld
be)
A b
rief
sta
rter
act
ivit
y w
ou
ld b
e to
ask
pu
pils
w
her
e th
ey t
hin
k th
e g
reat
est
imp
acts
of
clim
ate
chan
ge
will
be
exp
erie
nce
d: A
rcti
c,
Am
azo
n, A
sia
or
Afr
ica?
Wh
ich
of t
he
“4A
s“
will
it b
e? M
any
will
ch
oo
se t
he
Arc
tic,
as
they
w
ill b
elie
ve t
hat
th
e m
ost
ice
will
be
mel
ted
th
ere.
Th
ey s
ho
uld
th
en b
e re
min
ded
th
at
geo
gra
ph
ers
nee
d t
o t
hin
k ab
ou
t p
eop
le a
s w
ell a
s p
lace
s. G
iven
th
at A
sia
is w
her
e m
ost
p
eop
le li
ve, i
t is
th
e co
nti
nen
t w
her
e m
ost
p
eop
le w
ill b
e ef
fect
ed.
On
ce t
hey
rec
og
nis
e th
at w
e n
eed
to
th
ink
abo
ut
bo
th p
hys
ical
an
d h
um
an im
pac
ts,
the
mai
n p
art
of t
he
less
on
can
pro
ceed
, co
nsi
stin
g o
f a 2
4-m
inu
te s
equ
ence
of c
limat
e ch
ang
e im
pac
ts t
aken
fro
m “
An
Inco
nve
nie
nt
Tru
th”
(fo
llow
ing
a b
rief
intr
od
uct
ory
st
atem
ent
abo
ut
wh
o A
l Go
re is
, an
d w
hy
his
fil
m is
imp
ort
ant)
.
Pho
toco
py
the
sup
plie
d g
rid
for
pu
pils
to
w
rite
do
wn
th
e m
ain
pro
ble
ms
that
clim
ate
chan
ge
is b
rin
gin
g a
nd
no
te t
he
nam
es o
f an
y p
lace
s th
at a
re o
r w
ill b
e p
arti
cula
rly
bad
ly
effe
cted
.
This
act
ivit
y co
uld
be
spre
ad o
ver
two
less
on
s if
teac
hin
g s
taff
wan
t to
pau
se p
layb
ack
of t
he
film
mo
re fr
equ
entl
y in
ord
er t
o c
lari
fy p
oin
ts
or
allo
w g
reat
er t
ime
for
pu
pils
to
wri
te n
ote
s.
Pup
ils:
lear
n a
bo
ut
wh
at im
pac
t cl
imat
e ch
ang
e yis
alr
ead
y th
ou
gh
t to
hav
e h
ad o
n g
laci
ers,
te
mp
erat
ure
s, h
urr
ican
es, p
reci
pit
atio
n,
Arc
tic
circ
le, b
iod
iver
sity
, An
tarc
tica
an
d s
ea-
leve
l ris
e
iden
tify
ho
w t
hes
e ch
ang
es m
ay a
ccel
erat
e yfu
rth
er in
th
e fu
ture
app
reci
ate
the
imp
ort
ance
of c
limat
e ych
ang
e in
sh
apin
g t
he
wo
rld
th
ey w
ill b
e liv
ing
in a
s ad
ult
s
Rel
ated
sce
nes
Scen
e 07
Gla
cier
s re
cede
Scen
e 11
Ris
ing
tem
per
atur
es
Scen
e 12
Hur
rica
nes
Scen
e 14
Pre
cip
itat
ion
an
d ev
apor
atio
n
Scen
e 16
Th
e A
rcti
c
Scen
e 19
Tro
ublin
g si
gns
Scen
e 20
An
tarc
tica
Scen
e 21
Sea
-lev
el r
ise
Bac
kgro
un
d in
form
atio
n
Prio
r le
arn
ing
is e
xpec
ted
of w
hat
th
e g
reen
ho
use
eff
ect
is (e
ith
er fr
om
sci
ence
or
geo
gra
ph
y).
Prio
r le
arn
ing
is e
xpec
ted
of t
he
mai
n s
ou
rces
o
f CO
2 th
at a
re c
ausi
ng
th
e at
mo
sph
eric
b
lan
ket
to t
hic
ken
(th
us
“mak
ing
eve
ryo
ne’
s b
ed t
oo
war
m!”
)
If re
min
der
s ar
e n
eed
ed, s
till
imag
es o
f th
e g
reen
ho
use
eff
ect
in a
ctio
n c
an b
e p
roje
cted
if
the
film
is p
ause
d a
t co
de
0:08
:50
and
ag
ain
at
0:0
8:57
.
The climate change film pack – Guidance for teaching staff
51
2. W
hat
will
th
e im
pac
t o
f cl
imat
e ch
ang
e b
e o
n o
ur p
lace
? (a
pp
rox.
40
min
ute
s)
Lear
nin
g o
bje
ctiv
es
Po
ssib
le t
each
ing
act
ivit
ies
Lear
nin
g o
utc
om
esP
oin
ts t
o n
ote
Pu
pils
sh
ou
ld le
arn
:
to a
sses
s yth
e p
oss
ible
co
nse
qu
ence
s o
f cl
imat
e ch
ang
e fo
r th
eir
loca
l co
mm
un
ity
and
ph
ysic
al
envi
ron
men
t
Div
ide
the
clas
s in
to g
rou
ps
and
ask
eac
h
to c
ho
ose
on
e o
f th
e m
ain
are
as o
f im
pac
t lo
oke
d a
t in
th
e la
st le
sso
n. F
irst
ly, t
hey
sh
ou
ld r
emin
d t
hem
selv
es w
hat
th
ey le
arn
ed
pre
vio
usl
y. T
hey
sh
ou
ld t
hen
th
ink
ho
w t
hei
r ch
ose
n c
limat
e ch
ang
e is
sue
cou
ld h
ave
imp
acts
on
th
eir
ow
n lo
cal c
om
mu
nit
y an
d/o
r th
e p
hys
ical
en
viro
nm
ent
aro
un
d t
hei
r sc
ho
ol.
The
imp
acts
co
uld
be
ph
ysic
al b
ut
they
m
igh
t al
so e
xplo
re t
he
con
cep
ts o
f in
terc
on
nec
ted
nes
s an
d in
terd
epen
den
cy.
Wh
at p
rod
uct
s m
ay n
o lo
ng
er b
e so
ld in
lo
cal s
ho
ps
du
e to
ch
ang
es o
ccu
rrin
g in
th
e re
gio
ns
wh
ere
thes
e p
rod
uct
s w
ere
mad
e /
gro
wn
? H
ow
mig
ht
the
ho
liday
des
tin
atio
ns
of l
oca
l peo
ple
, fam
ily a
nd
frie
nd
s ch
ang
e?
Mig
ht
mo
re r
efu
gee
s n
eed
to
co
me
and
liv
e h
ere
if th
eir
ow
n c
ou
ntr
ies
bec
om
e u
nin
hab
itab
le?
In w
hat
way
s m
igh
t cl
imat
e ch
ang
e ca
use
oth
er t
ypes
of c
on
nec
tio
ns
wit
h
the
wid
er w
orl
d t
o s
tart
to
ch
ang
e in
ou
r o
wn
n
eig
hb
ou
rho
od
s?
Each
gro
up
sh
ou
ld b
e g
iven
an
OS
map
o
f th
e ar
ea a
rou
nd
th
e sc
ho
ol t
o h
elp
th
em id
enti
fy a
reas
or
acti
viti
es t
hey
th
ink
cou
ld b
e p
arti
cula
rly
at r
isk.
In t
he
seco
nd
h
alf o
f th
e le
sso
n, t
hey
co
uld
pro
du
ce a
Po
wer
Poin
t p
rese
nta
tio
n o
f th
eir
find
ing
s. O
r a
spo
kesp
erso
n fo
r ea
ch g
rou
p c
ou
ld m
ake
a p
rese
nta
tio
n t
o t
he
wh
ole
cla
ss.
Pup
ils w
ill:
con
sid
er h
ow
sp
ecifi
c im
pac
ts o
f clim
ate
ych
ang
e m
ay h
ave
an im
pac
t o
n k
ey
asp
ects
of l
ife in
th
eir
loca
l nei
gh
bo
urh
oo
d,
thre
aten
ing
su
stai
nab
le d
evel
op
men
t
Res
ou
rces
OS
map
s o
f th
e ar
ea a
rou
nd
th
e sc
ho
ol c
an b
e co
nsu
lted
– w
hat
is a
t ri
sk?
The
Envi
ron
men
t A
gen
cy w
ebsi
te w
ill s
ho
w
if th
ere
is a
lrea
dy
a flo
od
ris
k th
at c
ou
ld b
e ex
acer
bat
ed b
y se
a-le
vel r
ise
(en
ter
you
r p
ost
cod
e w
her
e in
dic
ated
):
ww
w.e
nvi
ron
men
t-ag
ency
.go
v.u
k/su
bje
cts/
floo
d/
Bac
kgro
un
d in
form
atio
n
Pup
ils s
ho
uld
ap
ply
kn
ow
led
ge
of t
hei
r lo
cal
nei
gh
bo
urh
oo
d, i
ts p
eop
le, e
con
om
y an
d
envi
ron
men
t.
The climate change film pack – Guidance for teaching staff
52
Wh
at a
re t
he
mai
n im
pac
ts o
f cl
imat
e ch
ang
e?
Act
ivit
y g
rid
The
imp
act
of
Clim
ate
Ch
ang
e o
n:
Rec
ent
chan
ges
(ou
tlin
e th
e ke
y id
eas
and
try
to
ad
d
som
e fa
cts
and
fig
ure
s to
su
pp
ort
eac
h id
ea)
Nam
es o
f th
e p
lace
s th
at a
re m
ost
bad
ly a
ffec
ted
Gla
cier
s al
l ove
r th
e w
orl
d
Wo
rld
air
tem
per
atu
res
Hu
rric
anes
an
d s
torm
s
Rai
nfa
ll, e
vap
ora
tio
n a
nd
dro
ug
ht
The
Arc
tic
circ
le, b
oth
lan
d a
nd
ice
Bio
div
ersi
ty a
nd
wh
ere
thin
gs
live
An
tarc
tica
Sea-
leve
l ris
e an
d in
hab
ited
are
as
The climate change film pack – Guidance for teaching staff
53
4. Citizenship
4.1 Climate change debate topics Teaching staff introducing the subject in citizenship should be particularly aware of the duties (outlined at the start of this guidance) which arise because of the political content of AIT. This section of the guidance should be read with the scene by scene guidance above, which contains important points to note and particular questions, which teaching staff may wish to use.
Debate topics in the film that can be used to start classroom or group discussion with Key Stages 3, 4 and A Level.
Introduction
Discussion and debate about climate change fit into a number of the areas of the citizenship curriculum:
The work of community-based, national, international and voluntary groupszz
the importance of resolving conflict fairly zz
the significance of the media in societyzz
the world as a global community, and the political, economic, environmental and social zz
implications of this, and the role of the European Union, the Commonwealth and the United Nations.
Also because of the controversy around the subject and the way in which it has emerged it is an ideal subject to draw out investigation and discussion skills.
All of the ‘An Inconvenient Truth’ film can be used to spark discussion and debate with pupils, however as there is not usually the time to look at the whole film the following topics can be used to draw out some of the key themes. These topics have also been selected as they are useful for discussion led with out specialist knowledge. Show the scenes and then raise the questions.
The climate change film pack – Guidance for teaching staff
54
Topic 1: What are the issues – where has this all come from?
(Scenes 3, 4, 5 and 6)
Introducing the subject of climate change, this selection provides the basic information for understanding what it is about.
Raise the questions:
What did you know about this before?zz
Why do you think this matters?zz
Have these scenes helped you understand what the issues are?zz
How do you think this relates to your life?zz
Do you have a part to play in the rise of COzz2 levels?
Use the RGS site or the Sustainable Schools Carbon Detectives’ Kit to measure pupil and school carbon emissions: www.esd.org.uk and www.carbondetectives.org.uk
Topic 2: The role of the Media and the science community – have they helped or hindered the public understanding?
(Scenes 18, 25, 26, and 27)
These scenes ask pupils to consider the role that the media and the science community have played in presenting these issues to the public and its understanding of what is happening.
Raise the questions:
What lessons can be learnt by the way that tobacco has been presented?zz
Does the media have a responsibility to only present the facts about climate change – or zz
should it also comment on the arguments? – What are the implications for the role the media has played in this?
Do scientists have a responsibility to make their findings accessible to the general zz
public? Or is that the role of government?
What are the implications for the statement ‘Reposition global warming as theory rather zz
than fact’?
Explore the way in which AIT deals with facts and argument. Should the film have zz
included more evidence to establish the conclusions which Gore wishes to draw?
How does the use of emotive material, and departures from mainstream scientific zz
opinion, help Gore get his message across? Is this appropriate in a science film? Is AIT a science film?
The climate change film pack – Guidance for teaching staff
55
Topic 3: The role of the politicians
(Scenes 13, 18, 23, 24 and 27 – choose those that you feel are most appropriate)
These scenes show some of the ways in which (American) politicians have responded to the issue of climate change.
Raise the questions:
Consider the reasons why politicians may have chosen not to act about climate change?zz
What decisions might politicians have to make in response to climate change?zz
Should politicians take the lead on climate change – is it an issue that can be legislated zz
about?
Are politicians responsible to their own electorate or the international community? zz
–What are the consequences of those responsibilities?
Should we be taking action on climate change? How can people who want to take action zz
(or people who oppose such action) use the democratic system to achieve that?
Find out about the Kyoto Protocol – what has the UK promised, are we on target? zz
What were the US Government’s reasons for not signing up to the Kyoto Protocol? What other alternative ways of combating climate change, other than national emissions targets, are there?
Useful websites:
http://unfccc.int/essential_background/convention/items/2627.php
http://unfcc.int/kyoto_protocol/items/2830.php
www.bbc.co.uk/climate/policies/kyoto.shtml
For alternative views see US Government response to Kyoto:
www.whitehouse.gov/infocus/environment
www.whitehouse.gov/news/releases/2001/03/20010314.html
http://news.bbc.co.uk/1/hi/sci/tech/4077137.stm
The climate change film pack – Guidance for teaching staff
56
Topic 4: Al Gore’s lifetime and personal narrative
(Scenes 2, 3, 5, 11, 15 and 29 – choose only a selection of these)
The film uses Al Gore’s own life as a way of holding the science and factual information together. It also provides a way to explore the changes that have happened in one lifetime. These scenes can be used to help pupils understand the speed the changes have occurred but also asses the values of using the human experience in this way.
Raise the questions:
Why does Al Gore use his own life as a narrative to hold this documentary together? zz
Is it because he is famous in the USA?
Does having a politician rather than a scientist or journalist present this material mean zz
anything? Does it detract from the objectivity of the film?
Are there any benefits to having the science explained over one person’s life time or is it zz
a distraction from the hard science?
Do his efforts to get people to learn about climate change tell us anything about the zz
issues?
Would it be possible to map the changes to the climate to our own lives – starting with zz
what we know about it and when we found out?
Topic 5: The industrialisation of the developing world
(Scenes 22, 23 and 24)
These scenes explore the industrialisation of the developing world which is now growing as a contributor to carbon emissions. Pupils need to explore the impact of this industrialisation and the reasons why they are doing this?
Raise the questions:
The industrialisation of the developed world (UK, Europe, USA) led to the rise in carbon zz
emissions. Do we now have a right to stop developing countries from doing the same thing? Do they have a right to try and advance technologically just as the developed world did?
In what ways can the developing world be assisted by the developed world?zz
What are the pressures placed on the developing world to not control its carbon zz
emissions?
Whose responsibility is it to galvanise the international community to co-operate and zz
share technologies?
The climate change film pack – Guidance for teaching staff
57
Topic 6: Realistic solutions
(Scenes 28, 30, 31)
These scenes explore the ways in which climate change can be related to our own lives and how changes can be made.
Raise the questions:
What options does the film present us with to consider?zz
What other options should we consider? Is “do nothing” an option?zz
Why do some people think that climate change is not a priority?zz
Can the actions of the individual make a difference?zz
Should we influence policy makers to try and change what is happening? – How?zz
Earlier in the film Al Gore quotes Winston Churchill, “The Era of Procrastination of half zz
measures of soothing and baffling expedients, of delays, is coming to a close. In its place we are entering a period of consequences” – discuss what you think this means? Are emotive quotations such as these useful when discussing hard science?
Al Gore uses the quote “It is difficult to get a man to understand something when his zz
salary depends on him not understanding it”, by Upton Sinclair. What do you think he meant by this? What is he accusing his opponents of? Does he justify the charge in the film?
Find out about the arguments concerning recycling versus consumption.zz
Do you know your own carbon footprint and how to change things? Use the following zz
resources to find out more:
www.esd.rgs.org
www.carbondetectives.org.uk
www.teachernet.gov.uk/_doc/10752/Sustainable%20Schools%20Assemblies.pdf
The climate change film pack – Guidance for teaching staff
58
4.2 Planning a whole day event on climate change
Introduction
Below is a suggested outline for a whole day exploring climate change. This can be organised solely as a citizenship day but would work most effectively if it includes the contributions of the science and geography departments. Suggested lessons for those two subjects are available in this guidance – remember in this instance it is the information and experience that pupils take away from the science and geography sessions that is important not the extent to which they expand their understanding of the individual subjects.
For the discussion groups the questions presented in the citizenship topics should be used to initiate the debate.
If the opportunity of having a cross-curricular day is not possible then replace the morning session three with either a guest speaker, extra group discussion or new group discussion based on the short films produced by Defra.
Please remember: the points made at the start of this guidance about the legal duties of teaching staff and the points made in the scene by scene sections of the guidance should be borne in mind when organising a whole-day event. Pupils should be made aware that the film contains partisan political views and teaching staff should be careful not to promote those views. Pupils should also be made aware that while much of the scientific content of the film accords with mainstream scientific views, some of the arguments and evidence do not.
A day such as this would apply, in particular, to Key Stage 3 QCA scheme of work Unit 21 – People and the environment:
“Pupils are encouraged to consider the positive and negative effects of scientific and technological developments on the environment. They take account of other views and understand why opinions differ. They evaluate the strength of the evidence they have collected. They select and use a wide range of reference sources. They communicate clearly the results of their research and explain its significance. They begin to appreciate the power and the limitations of scientific methodology. The specific science content will, however, depend on the issues that pupils investigate.”
Learning aims:
To introduce the topic as a subject worthy of a whole dayzz
To draw together the different specialist subjects into one day to present a coherent zz
overview.
To provide an intensive environment for pupils to address and discuss many of the different zz
issues in one day.
To encourage pupils to consider the issues and how they effect their own liveszz
To provide an opportunity to discuss the issues with their peerszz
To encourage pupils to explore the opportunities within their own lives for making changes zz
and suggesting solutions
To encourage pupils to understand the relationship between evidence and affectzz
The climate change film pack – Guidance for teaching staff
59
To engage pupils with the impact of climate change locally and globallyzz
To encourage pupils to use tools to record information and use skills of testing, debate, zz
measuring evidence and using maps.
Planning your whole school day – an example
Session one
Show first half of An Inconvenient Truth – stopping at the end of scene 19.
Session two
Break into groups to discuss issues:
Topic 1: What are the issues – where has this all come from?
Topic 4: Al Gore’s lifetime and personal narrative
Section three
Option one: science experiments
Option two: geography lesson
Examples of both are included in this guidance
If this is not a cross curricular day use more of the topics for discussion.
Lunch
The showing of the Defra films
Afternoon sessions
Session four
The second half of the film starting from scene 20
Session five
Break into groups to discuss:
Topic 2: The role of the Media and the science community – have they helped or hindered the public understanding?
Topic 3: The role of the politicians
Topic 5: The industrialisation of the Developing World
The climate change film pack – Guidance for teaching staff
60
Session six
Option one: Working in groups and using one of the following resources to help pupils investigate solutions to tackle climate change that they can actually do.
www.carbondetectives.org.uk
www.teachernet.gov.uk/_doc/10752/Sustainable%20Schools%20Assemblies.pdf
Option two: Invite in a guest speaker to go over the issues raised across the day and to discuss solutions.
Use – Topic 6: Realistic solutions. But please remember that teaching staff must not promote any particular political response to climate change and, when such potential responses are brought to the attention of pupils, must try to ensure that pupils are offered a balanced presentation of opposing views.
Follow up
The day should be finished by the solutions being written onto boards that can be displayed around the school.
Extension work could then be to take some points to be discussed by the school council and or to set up working groups to monitor the schools behaviour as a contributor to climate change and explore ways of challenging it.
Support activities for throughout the day
Activity one
Pin up two maps, one of the UK one of the world.
Next to the maps will be stickers of three different colours indicating:
Low zz
Moderate zz
Seriouszz
As the day go on pupils can write about issues on the stickers and place them on the maps where they think it is relevant e.g. sea-level rises, hurricanes, electricity use.
Activity two
Throughout the day pupils should be encouraged to find out their own contribution to CO2 levels
by going to: www.carbondetectives.org.uk or www.esd.rgs.org.
The climate change film pack – Guidance for teaching staff
61
Activity three
In small groups ask the pupils to complete the table below.
Term Meaning/description Importance to Climate Change
Permafrost
Hurricane
Global warming
CO2
Glaciers
Rising sea-levels
Fossil fuels
Ocean currents
Carbon emissions
Kyoto Protocol
Biofuels
Ozone layer
Antarctica
Precipitation
Animal habitat
Personal consumption
Food miles
Reusable resources
Evidence collection
The climate change film pack – Guidance for teaching staff
62
5. Frequently Asked Questions?
Q: Is there any doubt as to whether global warming is occurring?
A: No. The temperatures of many places on Earth have been measured for many years and the data shows a clear pattern of rising temperatures. Even those whose views on the causes of climate change differ from the scientific consensus are unlikely to deny average global temperatures are rising.
Q Is there any doubt that increasing levels of man-made CO2 and other
greenhouse gases are the main contributor to global warming?
A: There is a strong scientific consensus that man-made emissions of CO2 are the main driver
behind rising global temperatures as reflected in the recent report by the Intergovernmental Panel on Climate Change (IPCC) www.ipcc.ch. There are a small number of scientists who have alternative theories but they are a tiny minority in the scientific community.
Q: Does the hole in the ozone layer cause global warming?
A: No. There is understandable confusion because of the relationship between the hole in the ozone layer and the risk of sunburn and melanoma. Temperature (an important variable in global warming) and sunburn are easily merged into one issue. However, CFCs – the main cause of the ozone depletion do act as greenhouse gases. So a link is that the same air pollutant that causes the hole in the ozone layer also contribute (in a relatively minor way) to global warming.
Q: Is current global warming merely a part of long term temperature variations?
A: Partly, but the degree and rate at which both CO2 concentrations are increasing and the
temperature are increasing exceed the natural variations which the Earth has experienced during geological history.
Q: Does a record hot day count as evidence for global warming?
A: On its own, no. However the frequency of record temperatures is increasing and this is evidence of a long term pattern or trend.
Q: Does global warming mean less rain?
A: No. This is an understandable confusion because higher temperatures and dryer conditions are associated with summer. However global warming means there will be more evaporation from surface waters and therefore more rainfall. However, the pattern of rainfall is likely to be much more erratic leading to more droughts and more floods.
The climate change film pack – Guidance for teaching staff
63
Q: What does it mean to say that CO2 acts as a greenhouse gas?
A: The Earth’s atmosphere of gases, such as carbon dioxide and water vapour are vital to life both in terms of its chemical composition (oxygen etc) and its ‘greenhouse’ role in maintaining habitable temperatures. The problem is that increasing concentration of CO
2 is enhancing the
greenhouse effect so that even less heat energy can radiate into space from the Earth. The molecules of certain gases, including CO
2 have a greater ability to absorb infrared radiation (the
way the Earth transfers heat energy away from itself) and so the increasing CO2 concentration
leads to increasing temperature.
Q: Is it true that electric vehicles do not contribute to the greenhouse effect?
A: Not necessarily. If the vehicle charges its battery from a source of electricity that depends on the burning of fossil fuels, then the greenhouse gas emissions are displaced from the vehicle to the power station. The manufacture of any type of vehicle requires the use of energy so the total carbon footprint is dependent not only on the operation but the materials etc from which it is made.
Q: Does hydrogen as a fuel contribute to the greenhouse effect?
If hydrogen is made industrially from methane, then carbon dioxide is a by-product of the process. If not all this CO
2 is used for other purposes, then there is a contribution to the greenhouse effect.
Hydrogen itself also contributes to the greenhouse effect in an indirect way as it reacts in the atmosphere to increase methane and ozone, both of which are greenhouse gases. However, this contribution should be compared with the greater impact presented by fossil fuels, which release CO
2.
Q: Is the white ‘smoke’ seen coming out of cooling towers or the smoke from power station chimneys carbon dioxide?
A: No. Cooling towers emit water vapour and the smoke from chimneys is other particulate matter. Carbon dioxide is colourless.
Q: Why can heat get in through the atmosphere, but not out through it?
A: The Sun’s energy reaches the Earth in the form of visible light and other short wavelength electro magnetic radiation. This can penetrate the atmosphere and warm the surface of the Earth. The Earth re-radiates longer wavelength infra red radiation which is more easily absorbed by the greenhouse gases in the atmosphere.
Q: Is the ice in the Arctic and Antarctic growing?
A: No – there may be some seasonal changes but the overall trend is for melting. Arctic ice is shrinking significantly (by 20% in area and 40% in thickness since around the mid 1970s – http://nsidc.org/sotc/sea_ice.html), but Antarctic ice is actually increasing. Antarctic sea ice is showing no significant change, whereas Antarctic land ice is actually growing owing to increased precipitation (the latter caused by global warming – www.antarctica.ac.uk/Key_Topics/Climate_Change/ccps.html).
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Q: What will cause sea-levels to rise?
A: The main cause of rise in sea-levels is thermal expansion of water. This applies now and in the future. At the moment, the main contributor to sea-level from melting of land based ice is from glaciers, but in the future, if Greenland and Antarctica melt, they will be larger contributors to sea-level rise than glaciers.
For geographers looking at the UK, the tectonic bounce is also a factor. The NW of the UK is getting higher while the SE is sinking partly due to the retreat of glaciers at the end of the last ice-age, though this is a slow process.
Q: How does recycling reduce global warming?
A: Many products need a lot of energy to produce them from raw materials. In particular, glass and aluminium need high temperatures and aluminium requires electricity. Recycling reduces the need to use burn fuel or use electricity and so reduces greenhouse gas emissions.
Q: How does conserving water reduce global warming?
A: It takes a lot of energy to move water from where it is found to where we need it. Pumps use a lot of energy and, in addition, energy is used to make the chemicals needed to make water drinkable. Reducing the amount we use therefore reduces the energy needed to treat and transport it.
Q: Do we need China and India to act combat climate change?
A: Some people argue that we need rapidly developing economies such as India and China to reduce CO
2 emissions if we are going to reduce the impact of climate change. However,
individuals in North America and Europe are still greater contributors to global warming than individuals in China and India. As such, it can be argued that as our relative prosperity is based on an industrial system that has mainly caused the current situation, we have a moral responsibility to lead in tackling the problem. AIT illustrates the significant potential effects of relatively small measures.
Q: Is it is too late to repair the damage?
A: No. The technology and approaches are available to slow down and then reverse the trends.
Q: Can global warming be a good thing?
A: A list of temporary benefits and longer term problems could be produced to illustrate the overwhelming balance against global warming having benefits. For example, there is evidence to suggest that in the short term some areas will produce higher crop yields. However, in the long term evidence suggests that overall crop yields on a global scale will be reduced.
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Q: Does carbon offsetting remove the risk of global warming?
A: Measures such as tree planting or manufacture of wind turbines and solar cells to offset the amount of carbon dioxide produced by air travel or other human activity contributes to the reduction of carbon dioxide. However, CO
2 emission cuts would make the biggest difference to
removing the risk of global warming. Additionally, in the short-term Carbon Sequestration may help, further details are available at www.tyndall.ac.uk/publications/fact_sheets/t2_21.shtml.
Q: How can we tell if a product has produced a lot or a little greenhouse gas before we buy it?
A: With difficulty – factors such as transport miles, whether forest clearance has played a part, packaging and the input of heat and other energy into the manufacture are all part of the picture. Locally-sourced products with less packaging are likely to have fewer ‘food miles’.
Further information about misconceptions can be found at:
www.climatechallenge.gov.uk/understand/myths.html#one
www.metoffice.gov.uk/corporate/pressoffice/myths/index.html
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6. Further Resources
Sustainable Schools: www.teachernet.gov.uk/sustainableschools/yearofaction
The climate change film pack for secondary schools forms one of a number of materials produced as part of the Year of Action on Sustainable Schools. Visit the Year of Action page to download or order additional resources.
Assembly plans are available to download based on the 8 doorways of the Sustainable Schools National Framework. The series provides suggestions for headteachers and school leaders on how to profile sustainability within school assemblies. Assembly 9 is ‘Climate Chaos’ and could form part a ‘Climate Change day’.
Carbon detectives kit: www.carbondetectives.org.uk
An online interactive site for Key Stage 2 and 3 pupils to help them investigate the sustainability performance of their own school and develop practical suggestions for staff and governors on moving forward.
Climate Challenge www.climatechallenge.gov.uk
Initiative led by Defra in partnership with the Energy Savings Trust, the Carbon Trust, the DTI, the Environment Agency, the UK Climate Impacts Programme and the Department for Transport.
Met Office : www.metoffice.gov.uk
Links to FAQs, myths, data and explanations around climate change. The site also includes links to use of models for predictions.
A range of free resources on weather and climate are available for schools at www.metoffice.gov.uk/education/resources/index.html. These include ‘Life in a Changing Climate’ – an interactive multimedia learning resource for GCSE and AS/A2-level studies of climate change and its impacts. From mid-May 2007, free climate change posters for science and geography will also be available.
Hadley Centre: www.metoffice.gov.uk/research/hadleycentre/index.html
UK AIT website: www.aninconvenienttruth.co.uk
US AIT website: www.climatecrisis.net
Australian AIT: www.aninconvenienttruth.com.au/truth/guide.htm
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Association for Science Education Science – UPD8: www.upd8.org
A free web-based resource providing materials (downloadable teaching notes and pupil materials) for lessons based on current issues. The searchable list includes activities linked to many areas of the KS3 and KS4 science curriculum.
Association for Science Education – Science Across the World: www.scienceacross.org
A free web-based resource providing the opportunity for pupils in one country to collaborate on a science investigation with pupils in another country. There are downloadable teacher and student materials available in several languages. The topics provided for the projects include:
Renewable energyzz
Drinking waterzz
Climate change (Making the News)zz
Global warmingzz
The climate change project enables pupils to upload project work to the website for viewing and reviewing by other pupils whilst the other projects involve the sharing of results from investigations.
BBC Climate Change www.bbc.co.uk/climate Wide range of information and topics: evidence, impacts, phenology etc.
Climate Outreach and Info Network: http://coinet.org.uk/ Wide range of information including discussion boards and response to ‘The Great Global Warming Swindle’.
Geographical Association: www.geography.org.uk/resources/themes Further ideas about how An Inconvenient Truth can be used in geography lessons.
Green Facts: www.greenfacts.org/en/climate-change-ar4/index.htm Questions and answers with a range of detail and depth.
Nature Detectives (Woodland Trust): www.naturedetectives.org.uk Opportunity for pupils to contribute to national phenology project – identifying the impacts of global warming on seasonal patterns of animal and plant life.
Polar Bear Study: www.mms.gov/alaska/ess/Poster%20Presentations/MarineMammalConference-Dec2005.pdf “Potential effects of diminished sea ice on open-water swimming, mortality, and distribution of polar bears during fall in the Alaskan Beaufort Sea” by Charles Monnett, Jeffrey S. Gleeson and Lisa M Rotterman from the Minerals Management Service, Alaska.
Practical Action (formerly Intermediate Technology Development Group): www.climatechoices.org.uk Education site aimed at upper KS2 – some materials suitable for lower KS3. Information and perspectives from a range of countries.
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Royal Geographical Society (& BAS) Antarctica website: www.discoveringantarctica.org.uk
Royal Geographical Society (& Defra) climate change website: www.yourclimateyourlife.org.uk A website linking climate change to the geography curriculum.
The Royal Society: “Climate Change Controversies – A Simple Guide”: www.royalsoc.ac.uk/page.asp?id=6229&gclid=CNH6k_OPzIsCFQ3olAodd1UHAw A useful site exploring alternative views on climate change.
Royal Society of Chemistry: www.chemsoc.org Climate change and sustainable energy www.rsc.org/Chemsoc/ImportanceOfChemicalSciences/ClimateChange.asp
Climate Change resources www.chemsoc.org/networks/learnnet/climate.htm
Science Learning Centres: www.sciencelearningcentres.org.uk Teaching staff can find professional development opportunities on climate change at the Regional and National Science Learning Centres. A range of teaching and learning resources for all ages and key stages are also available. Visit the website for the latest news, courses and opportunities.
UK Climate Impacts Programme: www.ukcip.org.uk/climate_change Some data, predictions and information – links to IPCC information.
United Nations Environment Programme: Vital Climate Graphics: www.vitalgraphics.net/climate2.cfm Graphs, charts, diagrams on climate change.
West Midlands Regional Broadband Consortium: www.wmnet.org.uk Links to Climate Change in the Curriculum project with information and opportunities to contribute to the project.
You can download this publication or order copies online at:www.teachernet.gov.uk/publications
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