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THE IN OUR HANDS AND

Teacher’s guide book for primary and secondary school The climate in our hands Ocean and Cryosphere This document should be cited as follows : “The climate in our hands – Ocean and Cryosphere, a teacher’s handbook for pri- mary and secondary school”, Office for Climate Education, Paris, 2019.

Coordinators: Mariana Rocha (OCE, France) David Wilgenbus (OCE, France)

Authors (in alphabetical order) Lydie Lescarmontier (OCE, France) Nathalie Morata (OCE, France) Mariana Rocha (OCE, France) Jenny Schlüpmann (Freie Universität, Berlin) Mathilde Tricoire (OCE, France) David Wilgenbus (OCE, France)

The scientific overview was written by Eric Guilyardi (Institut Pierre Simon Laplace, France) and Robin Matthews (IPCC Group 1 Technical Support Team, United Kingdom).

Layout and cover design : Mareva Sacoun English proofread : Niamh O’Brien

A full list of the many people who contributed to this book, through their critical reviews, proposals, classroom tests, etc., is provided on the “Acknowledgements” section, page 190.

Date of publication January 2020

Information Information on the Office for Climate Education work, as well as extra copies of this document (English, French, German and Spanish versions in 2020), can be obtained at the following address: Office for Climate Education Fondation La main à la pâte, 43 rue de Rennes, Paris – France e-mail: [email protected] website: www.oce.global

The digital version of this publication can be viewed and downloaded at: www.oce.global

Copyright This work has been published by the Office for Climate Education under the following Creative Commons license : it is free to share, use and adapt without commercial use. THE NEED FOR CLIMATE EDUCATION

There is an urgent need for collective action to The Office for Climate Education (OCE) was found- mitigate the consequences of and ed in 2018 to promote strong international cooper- adapt to unavoidable changes. The complexity of ation between scientific organisations, educational climate change issues can pose educational chal- institutions and NGOs. The overall aim of the OCE lenges. Nonetheless, education has a key role to is to ensure that the younger generations of today play in ensuring that younger generations have and tomorrow are educated about climate change. the required knowledge and skills to understand Teachers have a key role to play in their climate ed- issues surrounding climate change, to avoid de- ucation and it is essential that they receive sufficient spair, to take action, and to be prepared to live in support to enable them to implement effective les- a changing world. sons on climate change. The OCE has developed a range of educational resources and professional development modules to support them in teaching about climate change with active pedagogy.

THE CONTENT OF THIS EDUCATIONAL PROJECT

In 2019, the United Nations’ Intergovernmental Panel PART 1 WE UNDERSTAND on Climate Change (IPCC) published a Special Re- This section contains five sequences with core and port 1, which emphasized the importance of the optional lessons, aimed at helping students under- ocean and cryosphere ( and all over the stand the impacts of climate change, induced by hu- planet) to mankind and how strongly they are being man activities. They also highlight the importance of impacted by climate change. the ocean and cryosphere in regulating climate and The four key messages in this report are: how they provide essential resources and services to • The ocean and cryosphere sustain us. humans. The lessons outline how these services are • The ocean and cryosphere are under pressure. at risk as a result of climate change. Finally, it pro- • Their changes affect all our lives. vides students with opportunities to reflect on and • The for action is now. consider the importance of urgent action.

This OCE teacher handbook has been researched PART 2 WE ACT and written by the OCE team and the OCE’s scien- This section contains three detailed projects that tific and education partners. The aim of this guide students / schools could implement so that they can is to support teachers in implementing a range of take tangible action in mitigating climate change, as activities on climate change and the ocean and cry- well as ideas for other projects. Details on possible osphere in their classrooms. designs and methodologies for those projects are This resource: also outlined in this section. • Targets students from the upper end of prima- ry school to the end of lower-secondary school The sequences of lessons in this resource are written (ages 9 to 15). so that teachers can select lessons that are suited to • Includes scientific and pedagogical overviews, their particular needs or contexts. However, we ad- lesson plans, activities, worksheets, and links vise teachers to maintain a certain balance between to external resources (videos and multimedia the two main parts : students will not usually be ca- activities). pable of intelligent, effective actions without a proper • Is interdisciplinary with lessons covering disci- understanding of the issue; understanding without plines such as natural sciences, social sciences, taking action is not insufficient, given the urgency of arts and physical education. adaptation and attenuation. • Promotes active pedagogies: inquiry, role-play, debate and project-based learning. Our hope is that this resource will inspire teachers and support them in adopting a creative and effec- The lessons are divided into two parts. tive climate education programme in classrooms.

1 www.ipcc.ch/report/srocc

CONTENT

Background for teachers 7 SCIENTIFIC OVERVIEW Introduction; What the climate is and why it varies; Why the ocean and cryosphere are important to us; How the climate is rapidly changing due to human activity; How the ocean and cryosphere are changing due to climate change; What impacts this has on us; How we can act to mitigate and adapt to climate change; Wrap-up 25 PEDAGOGICAL OVERVIEW Different outlooks on ; How to use this teaching resource?; Choosing lesson content: tips and storyline; Teaching climate change through active learning: inquiry-based and project-based learning

Lesson plan 31 PART I WE UNDERSTAND Sequence A – What is Climate Change? 34 Lesson A1 – Climate vs ; Lesson A2 – Evidence of climate change Sequence B – What causes Climate Change? 52 Lesson B1 – The : understanding with an analogy; Lesson B2 – The greenhouse effect: role-playing game ; Lesson B3 – Humans and greenhouse gases Sequence C – What are the consequences of Climate Change on the Ocean and Cryosphere? 66 Lesson C1 – Melting cryosphere and rise; Lesson C2 – Thermal expansion of the ocean and ; Lesson C3 – The “white” cryosphere and its ; Lesson C4 – ; Lesson C5 – Marine currents and climate regulation (advanced students); Lesson C6 – Ocean’s thermal inertia and climate regulation (advanced students) Sequence D – Why are the ocean and cryosphere important to us? 95 Lesson D1 – Consequences of climate change on services; Lesson D2 – Food webs and ; Lesson D3 – Ocean and cryosphere cultural services Sequence E – What can we do? 128 Lesson E1 – Our carbon footprint; Lesson E2 – (advanced students); Lesson E3 – Climate justice ; Lesson E4 – Adaptation and mitigation measures worldwide 151 PART II WE ACT Adaptation project – Increasing beach resilience to climate change 154 Mitigation project – Setting up a walking bus 166 Awareness Project – Science on stage 173 Do it yourself – Project ideas 178

Around this book 182 ADDITIONAL MULTIMEDIA RESOURCES 186 BIBLIOGRAPHY 188 GLOSSARY 190 ACKNOWLEDGEMENTS 191 COPYRIGHTS

Scientific overview 7 Background for teachers The climate in our hands 8 Ocean and Cryosphere 6. 5. 4. 3. 2. 1. across sixkeythemes: This documentprovides anoverviewofthesechanges tors, andimpactingbothhumansecosystems. house gasemissionsandotherhuman-causedfac- ocean and cryosphere, driven by human green- Today, weare witnessingrapidchangesinthe humans. considered toovastandremote tobeaffected by ics tothe , drypoles. These realms were once bottom ofthesea,andfrom thewarm,humidtrop- planet) stretch from thehighestmountainsto The oceanandcryosphere (iceandsnowonthe comes from theSROCCreport. otherwise specified,theinformationinthissummary explored intheaccompanyinglessonplans.Unless broad overviewofthecore themesandconcepts (www.ipcc.ch/report/srocc). Itaimstoprovide a scientific experts, and released inSeptember 2019 PanelonClimateChange(IPCC)of governmental ing Climate (SROCC) prepared by the UN’s Inter Report ontheOceanandCryosphere inaChang- This background document drawsupontheSpecial Introduction SCIENTIFIC tropics, weexpectittobewarmandhumid(atrop- months, years,decades, centuries ormore. Inthe The climateisthetimeaverage ofweatherover theclimateWhat isand whyitvaries change. How wecanacttomitigateandadaptclimate What impactsthishasonus. to climatechange. How theoceanandcryosphere are changingdue man activity. How theclimateisrapidlychangingduetohu- Why theoceanandcryosphere are importanttous. What theclimateisandwhyitvaries. THE CLIMATE ANDITSVARIATIONS OVERVIEW - Diamond Beach, Iceland. mate systemisadynamic entityinwhichenergy, different climatespresent onEarth,theglobal cli- condition”. Beyond geography, which explains the day willstillvary(theweather) around this“average ical climate),althoughthe conditionsonanygiven iations: There are three mainsourcesclimatevar ofexternal EXTERNAL CAUSES causes. and internal to bothexternal mechanisms thataffect it.Theclimatevariesdue their causes,scientistsfirsthavetounderstandthe To detectchangesintheclimateanddetermine • • differences: the ocean and the do so with marked Although theybothcontributetothisenergy transfer, system. The ’s energyisthemaindriverofclimate osphere, landsurface,and lifeforms. exchanged betweentheatmosphere, ocean,cry- , carbonandotherelementsare continuously ROTATION OF THE The climate fromthesun. systemreceives The Sun’s unequallyonEarth. raysdistributetheenergy body (theEarth’s surface,warmedbytheSun). radiation istheemittedbyawarmed outgoing ( radiations)energy. Theinfrared global balancebetweenincoming(theSun)and to spacethrough infrared radiation,ensuringa energy received from theSunisfinally returned ics andtowards thepoles.Inatmosphere, the efficient attransportingenergy outsidethetrop- its currents (the winds) are faster, and particularly The atmosphere givesupitsheatmore easilybut the tropics. give upitsheateasily),driveenergy transferin with thethermalinertiaofwater(waterdoesnot Slow but powerful currents in the ocean, together Because theEarthisasphere, theSun’s OCEAN AT M OSPHERE EQUA TOR - bon dioxide,methaneand nitrous oxide,causinghu - levels intheatmosphere, mostlybyreleasing car stead of+15°C.Humansare raisinggreenhouse gas global meantemperature wouldbearound -18°C,in- naturally andisessentialto lifeonEarth–withoutit, enon isknownasthegreenhouse effect. Itoccurs mosphere andtheplanet’s surface.Thisphenom - it backtothesurface,thuswarminglowerat- oxide) water vapour, carbondioxide,methaneandnitrous ted bytheEarth’s surface.Thesegases(including ible sunlight,butnottotheinfrared radiationemit- have the property of being mostly transparent to vis- Greenhouse gasesare gasesintheatmosphere that • • • poles, actingasclimateregulators. this additional energy from thetropics towards the the oceanmaintainastableclimatebytransporting than the poles (figure below). The atmosphere and et, withthetropics receiving more energy onaverage rays distributethisenergy unequallyacross theplan- Greenhouse gases(GHG)emissions. up toafewyears. blocking thesun’s raysandcoolingtheplanetfor the upperatmosphere, whichactasanumbrella eruptions release – small particles – into Volcanic eruptionsoccurringonEarth.Massive light received atagivenlocationduringtheyear. mate variationsfrom changesintheamountofsun- For example, the seasons we experience are cli- (related to sunspotsorvariationsinEarth’s orbit) Changes intheenergyreceived from theSun trap the infrared energy and send a part of - ; ;

Background for teachers 9 Scientific overview The climate in our hands 10 Ocean and Cryosphere absorb CO volves biology:marineplants (suchasphytoplankton) ter massessinktogreat depths.Thesecondpumpin - sinks downtotheocean’s depths. Some oftheorganic matterformed bythisprocess of theSaharaDesert). to severe intheSahel(south lantic Ocean inthe 1970s and1980sled decades. Forinstance,acolderNorthAt- can alsodrivechangesinregional climateover most of the planet. Changes in ocean currents page). Itoriginatesinthetropical Pacificbutaffects tions from oneyeartothe next(seeboxonthe nomenon isthemostactivesource varia- ofinternal atmosphere andcryosphere. TheElNiñophe- volve energyexchangesbetweentheocean, tions ofitsownaccord. Thesevariationsin- The climatealsoundergoes varia- internal INTERNAL CAUSES totheclimatesystem. external change. Thisisdefinedasacause man-made (anthropogenic) climate dioxide (CO relies onthefactsthat ocean water absorbs carbon the surfaceintodeepocean.Thephysicalpump by twocarbon“pumps”,whichtransferfrom In theocean,distributionofcarboniscontrolled are exchangedeveryyearacross theair-sea interface. the rest oftheclimatesystem:about100 ocean exchangesverylarge quantitiesofcarbonwith and around 60timesasmuchtheatmosphere. The as muchallplantsonlandandunderlyingsoils, bon (1gigaton=1,000,000,000tons):about16times bon. The ocean alsostores averylarge amount of car throughout theocean. by transportingheat,carbon,,andnutrients in regulating theclimate and supporting marine life Ocean circulation andcurrents playamajorrole variationsinclimate. heat andcausingslowinternal tem overseasonsandcenturies,regulating theplanet’s the oceanexertsastrong influenceontheclimatesys- thermal energy as the entire atmosphere. This is why top 2or3metersoftheocean’s depthcontainasmuch tem. Itcanstore averylargeamountofheat.The The oceanplaysacentralrole intheclimatesys- Today itstores about38,000gigatons(Gt)ofcar SPECIFIC ROLEOFTHEOCEAN 2 2 by , like plants on land. byphotosynthesis, like plants on land. ) from theatmosphere andthatcoldwa- Gt of carbon Gt ofcarbon radiation partlysentbacktospac energy andemitsinfrared is warmedbytheSun’ The Earth’s surface - - . frost isanimportantcomponentoftheplanet’s by modifyingtheseawater salinity. Finally, perma- ice atthepolescontributestooceancirculation to deepspace.Third, formationandmeltingofsea large fractionofthesolarradiationtheyreceive back bedo”), iceandsnowactas“mirrors” andreflect a Second, duetotheirhighlyreflective nature (or“al- holds three quartersofthefresh waterontheplanet. ways. The cryosphere influencestheclimateinseveral • • ferent forms: The cryosphere consistsoficeandsnow indif- s ice attachedtotheland,calledshelves. the ocean,theyformthickfloatingplatformsof sheets flowdowntoacoastlineandthenonto eral kilometres thick in some places. When ice The andAntarctic icesheetsare sev- es intoiceandthenflowsveryslowlydownhill. cumulation ofsnow, which,overtime,compress- ciers andicesheetsare formedbytheslowac- snow onlandandfrozen lakesandrivers.Gla- frost (permanentlyfrozen ground), andseasonal sheets (onGreenland andAntarctica), perma- On the continents: made offrozen ). In theocean:seaice(icefloatingonocean, RADIA INFRARED is sentbacktospace received fromtheSun A partoftheenergy SPECIFIC ROLEOFTHECRYOSPHERE First, itispartoftheglobalwatercycleand TION e a partoftheinfraredradiatio Greenhouse gasestrap and crossingtheatmosphere Energy comingfromthesun

reaches thesurface on land, the two The greenhouseeffect n

CO H CH 2 2 O 4 ice The componentsofEarth’s cryosphere. fromFig. Adapted 4.25oftheIPCC WG1 AR5 report(2013). SNOW COVER astating droughts inIndonesia,thePhilippines intense rainsmovefurther east,generatingdev- Pacific,theusually feed thefish.Inwestern water are nolongerpresent atthesurfaceto Niño asthenutrientsassociatedwithdeepcold usually abundantfishcatchesstopduring El Tropical Pacific.Onthecoasts of PeruandChile, gimes, itisfeared inmanyregions inornearthe global impacts.Asitchangeswindandrainre- El Niñohasmajorhumanandenvironmental last theentire year. time (henceElNiño,thechild)wouldsometimes rent thatusuallyonlyoccurred around Christmas an fishermenwhonoticedannualwarmcur winds. ThenameElNiñowascoinedbyPeruvi- further weakeningandevenreversing thetrade Pacificwarmup, sult, thewatersofeastern around Indonesiasuddenlyweaken.Asare- that usuallymaintain the warmtropical (see figures): thewest-ward flowing tradewinds change betweentheoceanandatmosphere El Niñoarisesduetoananomalousenergy ex- 2015-2016. large eventof1997-1998and,more recently, occurred inrecent decades,suchasthevery as anElNiñoevent.Severalsucheventshave tropicalin thecentraltoeastern Pacific,known Every fewyears,ananomalouswarmingoccurs GLACIERS &RIVERICE EL NIÑO, THE “WILD CHILDOFTHEPACIFIC” - in advance,usingseasonalforecasts. ticipated becausewecanpredict ElNiñomonths and Brazil.Thesemajorimpactscannowbean- ed, especially in China, India, of theplanet’s populationdepend,are disrupt- and Australia.Summermonsoons,onwhichhalf Philippines Indonesia Philippines Indonesia EL NIÑOEVENT NORMAL CONDITIONS Australia A ustralia Thermocline Thermocline PACIFIC OCEAN Australia, the Sahel Amercia Amercia South South America Tr W America North North ades eakened 11 Background for teachers Scientific overview The climate in our hands 12 Ocean and Cryosphere are alsonearly200,000glaciersworldwide ering around 10%ofEarth’s landsurface sheets ofAntarctica andGreenland togethercov- The cryosphere isalsovast, frozen ground) hemisphere isunderlainbypermafrost (permanently is thefactthataround aquarteroflandinthenorthern cold highup, despite beingtropical). Even lessknown cluding thoseathighaltitudeinthetropics (where itis along coastseverywhere butthepolarseas the poles.Seagrasses (grass-like plants) are found ice andassociatedice-dwellingalgaeare foundnear in thewarm coastal waters of thetropics, while sea geographically. Coral reefs and mangroves are found temperature, salinity, colourandecosystemsvary surface oftheoceanmayseemhomogenous,its should becalledOceanratherthanEarth.Whilethe surface –ithasbeensuggestedthatourplanet The oceancoversaround twothirds ofEarth’s food torecreation. terial andimmaterialservicestous,rangingfrom society. and resource-rich, andare fundamentaltohuman The oceanandthecryosphere are bothexpansive areimportanttous Why theoceanandcryosphere 5 4 3 2 1 and tourists)hasnopermanentresidents. al treaty, canonlybevisited (byscientists,explorers the , theAntarctic, protected- by aninternation cluding indigenous peoples, live in the mountain regions, whilearound 4millionpeople,in- Around 10%oftheworld’s populationlivesinhigh population livedlessthan100kmfrom theocean. on thecoast,andin2010about30%ofglobal cluding Tokyo, BangkokandNewYork, are located and cryosphere. Manyoftheworld’s megacities,in- People andwildlifeliveinconjunctionwiththeocean expands eachwinterandretracts eachsummer. sonal snow”),whileseaiceintheArctic and ers around athirdhemisphere ofnorthern land(“sea- vary seasonally. Forinstance,eachwinter, snowcov- GEOGRAPHY OFTHEOCEANANDCRYOSPHERE http://www.fao.org/fishery/topic/16603/en Gortnitz, V. (2019).Vanishing Ice:Glaciers,IceSheetsandRising Seas. Pfeffer etal.(2014).TheRandolphGlacierInventory:aglobally completeinventoryofglaciers. Chapter 4WG1AR5IPCCReport: https://www.ipcc.ch/report/ar5/wg1/ Short etal.(2007).Globalseagrass distributionanddiversity:abioregional model. They provide awiderange ofbothma- 4 . Somecomponentsofthecryosphere with thegreat ice Arctic. Unlike 1 2 . . There 3 , in- services. regulating, provisioning, culturalandsupporting system services, of which there are four main types: osphere provide canbeclassifiedintodifferent eco- The resources andservicestheoceancry- tries protein consumed in many least developed coun- and shellfishaccountingforover50%oftheanimal Fisheries provide akeyglobalfoodsource, withfish ing services,includingfood,waterandenergy. The oceanandcryosphere alsoprovide provision- PROVISIONING SERVICES tions provided bycoralreefs andmangrove forests. also includethingslikethecoastalprotection func- carbon cycles. their interactionswithEarth’s energy budgetand osphere We havealready seenhowtheoceanandcry- REGULATING SERVICES basins withwaterfordrinking,irrigationandhydro- and mineralsfrom theseafloor. Glacierssupplyriver the formofwaveandtidalpower, alongwithoil,gas SERVICES OFTHEOCEANANDCRYOSPHERE PROVISIONING 5 SERVICES . Theoceanalsoprovides in help regulate theglobalclimatethrough These are regulating services, which SUPPOR SERVICES TING SERVICES REGULA CULT SERVICES TING U RAL 8 7 6 mation. in marinefoodwebs),nutrientcyclingandsoilfor the foodsource thatoceanphytoplanktonprovides types. Theseincludeprimaryproduction (suchas tribute to the provision of the three preceding Finally, there are thesupportingservicesthatcon- SUPPORTING SERVICES for example,high-mountainglaciers. tions andcultures, andreligious beliefsregarding, (such aswatersportsandbeachjobs),localtradi- text, theseincludejobsinfishingand recreation system services.Inanoceanandcryosphere con- Cultural services comprise a third category of eco- CULTURAL SERVICES power. Around 800million people Healthy coralreefecosystemsaresustainedbyinteractionsbetweennumerous animalandalgalspecies. across theplanetbyocean-traversingships. (ice roads), whilethevastmajorityofgoodsismoved in theArctic inwinterprovide atransportnetwork is anothertypeofprovisioning service.Frozen on run-off from Himalayanglaciersalone.Transport World RegisterofMarineSpecies–http://www.marinespecies.org/index.php change adaptation?UNEP–WCMC. Epple andDunning(2014).Ecosystem resilience toclimate change:Whatisitandhowcanbeaddressed inthecontextofclimate https://www.aaas.org/news/spy-satellites-reveal-himalayan-ice-loss-has-doubled-2000 6 are partlyreliant - thousands ofspeciesstillremain unknown. ited, andmarinebiologistsestimatethathundreds of of newspeciesdiscovered everyyear ocean biodiversityisrapidlygrowing withthousands to amyriadoforganisms. Whileourknowledgeof (macroalgae), which also provide food and habitat cold-water coastalecosystemstructured bykelps in additiontothecorals.Kelpforests are atypeof algae, worms,molluscs,sponges,urchins andfish organisms at play. For coral reefs these includes tions, buteachecosystemhasitsownspecifickey ocean. Speciesdiversitymaintainsecosystemfunc- some ofwhichmigratelongdistancesacross the and marinemammals,suchassealswhales, plankton. Atthetopofthesefoodwebsare sharks sumed by(mostlymicroscopic) animalscalled zoo- the baseofmostmarinefoodwebsandare con- scopic single-cell algae called form found, forinstance,incoralreef ecosystems.Micro- The oceanishighlybiodiversewithhotspots are alsomore resilient toclimatechange aids ecosystemfunctions.Biodiverseecosystems works, alsocutsacross ecosystemservices,sinceit of organisms (from micro- tomacro-) andtheirnet- Like supportingservices,biodiversity, orthediversity BIODIVERSITY 8 , itisalsolim- 7 . 13 Background for teachers Scientific overview The climate in our hands 14 Ocean and Cryosphere around 410 mosphere hasrisenbymore than40%andisnow million (ppm) mosphere havevariedfrom 180to280partsper mere 150years,theCO periodforabout10,000yearsand,ina to (warmer).Theplanethasbeeninan glacial periods(colderperiods)andtheuppervalue pre-industrial until2018 global temperature hasrisenbyabout1°C,from As aconsequenceoftheseGHGincreases, the and manure inagriculture. ly emittedwhenusingsyntheticnitrogen ing oilandgasexploitation.Nitrous oxideismain- digestion, paddyfields,andleaksoccurringdur Human-caused sources ofmethaneincludecattle od, andthenitrous oxideconcentrationby20%. tion hasincreased by160%overthesameperi- revolution inthe1800s.Themethaneconcentra- on alarge scalewiththeadventofindustrial offossilfuels,whichbegan due totheburning Most ofthisextremely rapidincrease isdirectly that ourdirect CO • tions havealtered GHGconcentrations intwoways: to thewarmingweare experiencing. Humanac- gy remains nearthesurface oftheplanet,leading tion ofthesegasesintheatmosphere, more ener derstood fordecades:ifweincrease theconcentra - The physicsofgreenhouse gaseshasbeenwellun- activity theclimate changingduetohuman How israpidly 12 11 10 9 Over thelastmillionyears,CO warming, respectively. count forroughly 70%,20%and10%ofglobal and landusechanges(suchasdeforestation) ac- • HUMAN ACTIVITYEMITSGREENHOUSEGASES usqet obsin (C +O combustion subsequent els from underground (coal,oilandgas)their Through extractionofancient (fossil)carbonfu- in landuse. storage provided byforests, andotherchanges Through deforestation, reducing the natural CO https://www.globalcarbonproject.org/carbonbudget/ &IPCCSpecialReport“Globalwarming of1.5°C” IPCC SpecialReport https://www.esrl.noaa.gov/gmd/ccgg/trends/ https://climate.nasa.gov/climate_resources/24/graphic-the-relentless-rise-of-carbon-dioxide/ WHICH LEADTOGLOBALWARMING pm (2018) 9 , thelowervaluecorresponding to 2 emissions,methaneemissions “Global warmingof1.5°C”:https://www.ipcc.ch/sr15 10 ! 2 concentrationintheat- 11 . Scientistsestimate 2 2 levelsintheat- →CO 2 ). - - 2

and acidity, alongwithsealevelrise. come atthepriceofincreased oceantemperature As describedinmore detailinthenextsection,they ocean services have other adverse consequences. phere. Whilebeneficialinsomeways,bothofthese ated by global warming, taking it out of the atmos- sorbed more than90%oftheextraheatgener way. Thankstoitshugeheatcapacity, ithasab- ocean also slows down global warming in another index_v4.html gistemp/maps/ from 1950 to 2018. Source: NASA-GISS: global warmingindegreesCelsius: changeofsurfacetemperature Annual surface temperatureanomaly 1950–2018.Observed perature rises,iceandsnowmeltaway, hencere- is duetothefollowingpositivefeedback:astem- In theseasonallyice-covered Arctic, fasterwarming Today, outofthe40billiontonsCO human-generated CO be muchhigherthan1°C.Inadditiontoremoving two carbon “sinks”, global warming would already grows faster)andbytheocean.Withoutthese in roughly equalpartsbylandvegetation(which stays intheatmosphere ted eachyearbyhumanactivity, lessthan50% THE OCEANANDCRYOSPHERE SLOWDOWN ALBEDO CHANGEINTHECRYOSPHERE ENHANCES GLOBALWARMING GLOBAL WARMING 2 from theatmosphere, the 12 . Therest isabsorbed .giss.nasa.gov/ https://data 2 emit- - (as previously seenwiththealbedoeffect). erating intheclimatesystem,knownasfeedbacks can beenhancedorreduced bymechanismsop- resulting hancing theplanet’s naturalgreenhouse effect. The Human-generated greenhouse gasemissionsare en- climate change arechangingdueto theoceanandcryosphere How sheets, removing thisheatfrom theatmosphere. al warminggoesinto melting glaciersandice warming. of melting sea ice, further increases The changeinmoisture levels,anotherconsequence mountainous areas. also operatesinglacierareas andsnow-covered celerating warmingandthemelting.Thisfeedback to space),suchthatmore heatcanbeabsorbed,ac- ducing the“mirror” effect (reflection ofsunlightback HUMANS &ECOSY EAR TH’S CLIMA warming oftheoceanandatmosphere Around 1% of the extra heat from glob- TE STEMS Flow diagramofhumangreenhouse gasemissionsandtheimpactsofclimate change gas emissions Our greenhouse CO 2 greenhouse effect Stronger cooler thanthoseinland(continentalclimate). where coastalregions (oceanicclimate)tendtobe perience thiseffect intemperate latitudesinsummer from thesurface.Ittherefore warmsmore. We ex- efficient attransporting energy downwards away smaller heatcapacitythantheoceanandisnotvery ing twiceasfasttheglobalaverage. Land hasa outside thetropics warm more –theArctic iswarm- the planet(figure onthe previous page),the regions As seeninthedistributionofglobalwarmingacross major . erates furtherwarming,becausewatervapourisa mosphere. Thisisanamplifyingfeedbackthatgen- ter from and evaporates into the at- For instance,asglobaltemperatures rise,more wa- WARMING ISNOT THESAMEEVERYWHERE Impacts the c Changes in Risks limate system Internal variations 15 Background for teachers Scientific overview The climate in our hands 16 Ocean and Cryosphere in thefuture. already affecting themandwhatmaylieinstore osphere exploringhowclimatechangeis inturn, er eachofthecomponentsoceanandcry- In theremainder ofthissection,wewillconsid- which wewilldiscussinthefinalsection. impacts if the storm does occur) through adaptation, take stepstoreduce thelevelofrisk(andthus consequential suchastormwouldbe.We canthen ing upwithabestestimateofhowlikelyand Instead, wecantakearisk-basedapproach, com- nature ofstormswillchangeastheplanetheatsup. has beenaltered byclimatechange–althoughthe may ornotexperienceanextreme storm that a specificlocation.Forinstance,givenlocation what theexactimpactsofclimatechangewillbefor system discussed previously, we cannot say for sure variationsintheclimate Partly duetotheinternal called mitigation. ing fore theamountofgreenhouse gaseswerelease. Tak- depends ontheamountof global warming, and there - and icesheets,sealevelrise.Theirmagnitude of theatmosphere andocean, themeltingofglaciers changes intheclimatesystem,includingwarming mate hazards”, whichare thephysicalandchemical on thebottomright.Inbetweenare theso-called“cli- risks and impacts they cause through global warming can be“mitigated”,i.e.avoided)ontheleftoverto takes usfrom ourgreenhouse gasemissions(which humans andecosystems.Followingtheblackarrows tem, whilethebottomhalfshowsfactorsrelating to the grey line)showschanges toEarth’s climatesys- the climatesystem.Thetophalfofdiagram(above multiple interactionsbetweenhumanactivitiesand The flowdiagramontheprevious pageillustratesthe exceptions, glaciersworldwide are losingmassand after globaltemperature stopsrising.Withafew tinue tomeltforhundreds orthousandsofyears discussed above, tia). Forthisreason, andalsoduetothefeedbacks slowly totemperature (theyhavehighthermaliner pensate for. Icesheetsandglaciersgenerallyrespond tion offresh snow(gainofmass)cannotalwayscom- ing conditions(lossoficemass),whichtheaccumula- sheets andglaciersare increasingly exposedtomelt- As atmospherictemperature rises,thesurfacesofice CHANGES INTHEOCEANANDCRYOSPHERE steps toreduce ourgreenhouse gasemissionsis MELTING OFGLACIERSANDICESHEETS ice sheets and glaciers will con - - of carbondioxidesincetheindustrialrevolution. son, humanshavealready emittedaround 2,200 tens tohundreds ofgigatons.Bywaycompari- global warmingreached, withestimatesrangingfrom mafrost inthe21 The amountofgreenhouse gasesreleased from per • • the ground thaws.Thishas twoconsequences: phere. Ifpermafrost temperature risesabove0°C, tainous regions inresponse tothewarmer atmos- rising across theArctic andintheworld’s moun- ally encasedinice.Permafrost temperatures are (etc.) with atemperature below0°C–whichisusu- Permafrost ispermanently frozen ground –soil, rock Greenland icesheet. Worldwide, glacierslostmassatthesamerateas sea levelriseof0.77and0.43 at arateof155 – billionsoftons)peryearandtheAntarctic icesheet land icesheetlostmassatarateof278gigatons(Gt shrinking insize.Between2006and2015,theGreen - • • ed onthenextpage,there are twomaindrivers: from anincrease intheocean’s volume.Asillustrat- to 3.6 since 1900,andtheratehasaccelerated(from 1.5 Global meansealevelhasrisenbyaround 15 respond. gases weemitandhowquickly thepolaricesheets this century, depending on how much greenhouse to risebyafurther20 warming stops.Globalmeansealevelisprojected continue toslowlyriseforcenturiesafterglobal second factorisnowdominant.Thesealevelwill other halfbythemeltingoficeonland,althoughthis has beencausedbythermalexpansion,andthe About halfofthesea-levelriseseensince1990s tentially, virusesandbacteria. of greenhouse gases(CO locked inthepermafrost, resulting intherelease It leadstothedecayoforganic matterpreviously landslides inmountainregions. buildings androads inthe Arctic andcausing It destabilizestheground, potentiallydamaging more space. (thermal expansion)–warmerwateroccupies The expansion of seawater astheoceanwarms melting ofcontinentalglaciersandicesheets. The additionofwatertotheoceandue mm/year overthattime).Sealevelriseresults PERMAFROST MELTING Gt/year. Thiscorresponds toaglobal st SEA LEVELRISE centurywilldependonthelevelof cm toover1 2 andmethane)po- mm/year respectively. m bytheendof cm Gt - 14 13 decades sea icelosshasbeenobservedintheArctic inrecent level rise (as it is already in the ocean), rapid summer Although summerseaicedoesnotcontributeto the citytosinkbyseveralmetres since1980. tion and sediment compaction have caused parts of have amajorimpact:inJakarta, extrac- of thewaterlinerelative totheland.Thislatercan land surface–upordowncanalsoaltertheheight surges andchangesinwindregimes. Shiftsinthe First, there are extreme sea-leveleventslikestorm On alocalscale,additionalfactorscomeintoplay. between be drawn “warming ocean” and “melting glaciers”. someglaciersdischargeintotheocean,that could soanextraarrow How a warming atmosphere and ocean causes sea level rise. Note since 1980 cover inSeptemberhasdeclinedbyaround 40% March anditsminimuminSeptember. However, ice natural seasonalvariations,reaching itsmaximumin years. ice cover has remained stable over the past 40 contrast tothesituationinArctic, Antarctic sea ice-ocean albedo feedback discussed previously. In Arctic seaicereduction isaffected bythe positive as thickitwasin1975(1.25 sea ice in the central Arctic is now only a quarter melt seasons)–today, thisfigure isonly2%.Also, more yearsold(havingsurvivedseveralsummer In winter1980,around 30%oftheicewasfiveor average ageandthicknessoficehasdecreased. http://nsidc.org/arcticseaicenews/2017/10/arctic-sea-ice-2017-tapping-the-brakes-in-september/ https://nsidc.org/arcticseaicenews/charctic-interactive-sea-ice-graph/ glaciers Melting 13 . SeaicecoverintheArctic issubjectto atmospher 14 Wa . Inadditiontochangesinicecover, the rming Sea levelrise ice sheets e SEA ICE Melting Wa ocean rming m vs.3.5 expansion thermal Ocean m). This lem”. Upondissolvinginseawater, CO carbonates). Thelatterare akeybuildingblockused concentration ofcarbonate ions(saturationstateof drogen ions(andthusoceanacidity),andlowerthe of thesereactions istoraisetheconcentrationofhy- through aseriesofchemicalreactions. Theneteffect bonic acid,whichthenseparatesintovariousions tion). This is sometimes called “the other CO ocean tobecomemore acidic(oceanacidifica- imized. which canalsoinfluencecoralmortality, are notmin- 0.5°C, andiflocalstressors duetohumanactivities, be lostif global temperature risesby only afurther set tocontinue,with75%ofcoralreefs expectedto when aglobaleventaffected 75%ofreefs. Thisis coral death, as witnessed between 2014 and 2017 ter eventscanleadtomasscoralbleachingand are increasingly beingobserved.Thesewarmwa- temperature events,knownasmarineheatwaves, In additiontothesegradualchanges,extreme ocean content since1970. 1000 gen-rich surfacewaters(deoxygenation).Theupper supply ofoxygentodeeperlayersfrom theoxy - face and deeper waters, there is also a ent-poor surfacelayer. Withlessmixingbetweensur for nutrientsfrom deeper waterstoreach thenutri- ers (aprocess calledstratification ), makingitharder contrast betweensurfacewatersanddeeperlay- deeper, denserlayers.Thisincreases thedensity (less dense)oceansurfaceiswarmingfasterthan the oceanisbeingheatedfrom thetopdown, structure oftheocean and affecting sealife.As Rising temperatures are altering the physical The uptakeofhuman-inducedCO CO reduces theefficiency oftheocean’s physical marine heatwaves, In addition to contributing to increasingly frequent slowing downatmosphericwarming. OCEAN STRATIFICATION, MARINEHEATWAVES 2 pump,whichcouldaffect itscentralrole in m oftheoceanhaslost0.5 OCEAN ACIDIFICATION AND OXYGENLOSS OCEAN WARMING a warmer ocean surface also - 3% of its oxygen 3% ofitsoxygen 2 iscausingthe decline in the decline in the 2 formscar 2 prob- - - 17 Background for teachers Scientific overview The climate in our hands 18 Ocean and Cryosphere face Atlanticcurrents again. up tothesurface,centurieslater, andjoiningthesur Oceanaroundern , before comingback the Equatortowards thesouth,reaching the South - south atdepth,thedeepwaterscross onceagain tom oftheocean,athighlatitudes.Then,returning north Atlantic,before coolingandsinkingtothebot- wards, crossing theEquatorfrom thesouthto the Atlanticbasin,warmsurfacewaterstravelnorth- circulation,global overturning isagloballoop:in The thermohalinecirculation, alsoknown asthe . parison tothatofeastern Europe North western or western sideofcontinents,atmid-(e.g. western wind, contributingtoaclimatethatismilderinthe Stream ortheKuroshio, affect theclimatedown- culation). Warm surfacecurrents, suchas theGulf currents) andbydensity changes (thermohalinecir Ocean circulation isdrivenbothbywinds(surface the pH) around 8.05today(thegreater theacidity, thelower by around 0.1unitssince theindustrial revolution to calcium carbonate.GlobalmeanpHhasdropped and coralstoconstructtheirshellsskeletonsof by marinecalcifyingorganisms suchasmolluscs 15 • waves, seaicelossandpermafrost thaw. threats, includinghigherstormsurges, marineheat to multipleclimate-related oceanandcryosphere and health. Humans and ecosystems are exposed which canaffect resources, jobs,livelihoods, culture this creates risks for humans and ecosystems, As climatechangealterstheoceanandcryosphere, impactsthishasonus What boundary ofpH have todrop below7tohaveanimpact). their variousdevelopmentalstages(pHdoesnot any drop inpHcanaffect marinecalcifiersduring exposed toflooding–eitherfrom recurrent tidal As globalmeansealevels rise,more areas are Summary forPolicyMakersofthe IPCCWG1AR5:https://www.ipcc.ch/report/ar5/wg1/ CLIMATE CHANGECREATES RISKSFOR 15 . Itshouldbestressed that theacid HUMANS ANDECOSYSTEMS OCEAN CIRCULATION = 7 haslittlerelevance inseawater – America), in com- / alkaline - - Antarctic. ological changesisparticularlychallenginginthe and Atlanticoceansviatherctic. Monitoringbi- increasing movementoffishbetweenthePacific With the loss of towards thepoles,byanaverageof5 phytoplankton tomarinemammals,are allmoving tundra. Intheocean,arangeofcreatures, from ed toexpandnorthwards intothetreeless Arctic and ice.IntheArctic, theboreal forest isexpect- stroying habitats for thosedependent on snow is creating newhabitatsforsomespeciesandde- loss of snow and permafrost in mountain regions, ferred temperature range.Glaciermelt,alongwith higher latitudes,so they can remain in their pre- warming. Theyare movinguphill (on land)orto their geographicrangesinresponse toglobal Species onlandandintheoceanare shifting at depth. will affect ocean circulation, both at the surface and of theworld,itisnotyetknownhowglobalwarming more winterstormsinEurope. Inmanyotherregions along theeastcoastofNorthAmericaandcause entirely. Thisweakeningwillincrease thesealevel to 30%) due to climate change, but not to shut down pected toweakeninthe21stcentury(byaround 10 Atlantic. Thetlanticbranchofthiscirculation isex- lar Europe’s climate, by delivering heat to the north regulation around theworld,anditaffects inparticu- The strength ofthiscirculation contributestoclimate degrades waterqualityand canleadtohealth intrusion intogroundwater andwetlands,which es ofsevere flooding.Impactsincludesaltwater tion efforts, thiswillleadtoincreased occurrenc- year by 2050. In the absence of strong adapta- what are currently hundred-year floods every ing megacitiesandsmallislandswillexperience small islands,are particularlyatrisk.Manylow-ly- century. Low-lyingareas, likeBangladeshand floods), will becomeincreasingly common this torically rare (forexample,today’s hundred-year es. Extreme sealevels,whichare currently his- flooding orfrom extreme eventslikestormsurg- SHIFTING SPECIES Arctic sea ice, we expect to see km / year. 17 16 lihoods andeducation. improvements inglobalfoodandwatersecurity, live - velopment Goalsthattarget, amongotheroutcomes, The UN has established a set of 17 Sustainable De- coastal erosion, tothemainland. votedtorelocate residentshave ofShishmarefin The village Eskimo. isanisland communityofIñupiat hassomeprotectivestructurestocombat Although thevillage • HARDER TOACHIEVETHEUNITEDNATIONS present. Andes), especiallywhere other stressors are also already reducing crop yields(e.g., in the tropical also change.Insomeareas, glaciers’icelossis fore declining.Theseasonal timingofrunoff can nual runoff initially increases, up to a peak, be- uted across populations. Asglaciersmelt,an- challenges andopportunitiesunequallydistrib- wellbeing, and culture and social values, with supplies, tourismandrecreation, healthand , infrastructure, transportation,food negative ways, impacting freshwater supplies, tic andhighmountainareas inpredominantly Cryosphere lossaffects humansintheArc - in thefuture. migrate andresettle theirpopulations elsewhere are already makingplansincasetheyneedto Pacific IslandnationsandArctic communities issues anddestroy harvests. Somelow-lying https://www.iucn.org/resources/issues-briefs/coral-reefs-and-climate-change Gortnitz, V. (2019):Vanishing Ice:Glaciers,IceSheetsandRising Seas SUSTAINABLE DEVELOPMENT GOALS CLIMATE CHANGEIMPACTS MAKEIT • • permanently damaged ecosystems andwillbeseverely impactediftheyare the tropics, 500millionpeopledependoncoralreef food securityforfishing-dependentcommunities.In climate changewillaffect income,livelihoods,and change. sustainable developmentagendaandclimate There are many intersectionsbetweenthis routes Serenity (acruiseship,the ing upthepossibilityofnew marine transportation For instance,meltingseaiceintheArctic isopen- be opportunities. In addition to negative impacts, es insomeareas, are projected todeclineoverall. catches, already affected byoverfishingpractic- to highlatitudes.Atthesametime,globalfishery richness inthetropics andincreasing itatmid polewards as the ocean warms, reducing species global scale,fishare expected togenerallyshift toplankton due to greater light availability. On a is expectedtoenhancegrowth ofoceanphy- ecosystem services.IntheArctic, seaiceloss scapes are altered incomplexways,affecting As the climate changes, tivities alsocreate newenvironmental risks. and accesstomineralresources, eveniftheseac- through theNorthwestPassage insummer2016) For instance,decliningfishcatchesdueto 17 . Changesintheoceanand ecosystems and land- there can also 16 , went , went 19 Background for teachers Scientific overview The climate in our hands 20 Ocean and Cryosphere al erosion whilealsoremoving CO benefit of reducing bothwaveenergy andcoast- tropics, wecanplantmangroves, whichhavethe tion). Or, whenadaptingtorisingsealevelsinthe with arangeofpossibleclimatefutures (adapta- ation (mitigation),whilealsoensuringitcancope ing carbonneutralinbothconstructionandoper designing anewschool,wecouldmakethebuild- sidered whentakingactions.Forinstance, climate change.Moreover, bothshouldbecon- igation andadaptationare neededtotackle It isnotaneither • • impacts ofclimatechangeinthecomingdecades: There are twowayswecanacttoreduce therisksand change toclimate andadapt wecanacttomitigate How tackling climatechangecanalsosupportsus- that are most exposed to sea level rise. However, the poorest populationsoften liveinlow-lyingareas change may not be equally distributed. For instance, The challengesandopportunitiescreated byclimate profound culturalandreligious significance. being. Forexample,glaciersandseaicecanhave cryosphere canalsoaffect culturalidentityandwell- 20 19 18 and economicresources. from cyclones while providing sustainable food tection ofislandpopulationsfrom waveenergy Preservation ofcoralreefs canalsoimprove pro- mosphere (stored incarbon-richmangrove soils). they are affected. Thisisknownasadaptation. in harm’s way, orbyreducing theextenttowhich ber ofpeople, wildlife andproperty thatmightbe es ofclimatechangebyeitherlimitingthenum- A secondapproach istotackletheconsequenc- are calledmitigation. such as planting trees. Together, these actions from theatmosphere (knownasCO ing methods that actively remove human emissionsinto the atmosphere or by us- greenhouse gases.We candothisbyreducing One istolimitglobalwarmingbyactingon https://www.apren.pt/en/march-100-renewable--first-month-of-xxi-century-fully-supplied-by-renewable-electricity-sources/ Federal Environment AgencySectionV1.5(2019).Timeseries forthedevelopmentofrenewable energy sources inGermany1990 This doesnotgivethefullpicture sincesomeofthe UK’s emissions havebeen“outsourced” overseas. / or situation,though:bothmit- 2 from theat- 2 removal), - a declineincoaluse,CO been manysuccessstories.IntheUK,thanksto ductions are fallingintoplace.There havealready all elements that can support rapid emissions re- mark Parisagreement onclimatechangein2015, idly fallingcostofrenewable energy andtheland- need toactfast,butincombinationwiththerap- there growing publicandpoliticalawareness ofthe There are manyreasons tobehopeful.Notonlyis and reducing inequality. jobs andhealthcare care forthose mostinneed, lenges, includingimproving accesstofood, water, Goals, weneedtotackleothermajorglobalchal- as enshrinedintheUN’s SustainableDevelopment demand andconsumptionare rising.Meanwhile, cuts are neededwhileglobalpopulation,energy house gasemissionsishuge.Rapid The challengeofreducing humanity’s green - mate impacts). (greenhouse gasemissions) anditssymptoms(cli- can tackleclimatechange–bothitsroot cause The final section ofthis overview explores how we losses andgainsfrom climateimpacts. tion isshared fairlyandequitably, inthesamewayas tainable development,iftheburdens oftaking ac- around 6%in2000,toabout38%,2018 of renewables-based electricityhassoared from to levelslastseenin1890 electricity consumption in Portugalaccountedfor103.6%ofmainland March 2018,therenewable electricityproduction uals alsohavearole toplay. we explore below, localorganizations andindivid- to reduce emissions,eveniftheirrole iscentral.As businesses andlegislationonly uptogovernment, enough forjustafewcountriestoact.Itisalsonot warming dependsonglobalemissions,itisnot MITIGATION 20 . However, sinceglobal 2 18 emissionshavefallen , whileGermany’s use - 19 2018 . In 24 23 22 21 gases otherthanCO of aT-shirt. To accountfortherelease ofgreenhouse amount created intheproduction, transportanduse person, countryorproduct –forinstance, thetotal be computedformanydifferent entities, such asa given source ofemissions.Carbonfootprintscan tal amount of greenhouse gases emitted by a A carbon footprint is usually defined asthe to- CARBON FOOTPRINTS The goaloftheUNParisAgreement means. actions totakegivenourowncircumstances and under the Paris footprint to gauge our success. emissions. Finally, wecanrecalculate ourcarbon and implementstepstoreduce thecorresponding own carbonfootprintsandshare them,thenplan a personalorgroup level,wecancalculateour taxes. AdoptingtheParisgreement approach on the implementationofpolicymeasures likecarbon actiononclimatechange,suchas up government process bydemonstratingthattheysupportscaled- communities andbusinessescancontributetothis achieving theParisAgreement goals.Individuals, then aggregated toassess globalprogress towards and mitigationactions taken to date. Thisdatais which theyperiodicallyreport ontheiremissions tries settheirowntargets inaniterativeprocess in tion targets forindividual countries. Instead,coun- The ParisAgreement doesnotsetemissions reduc- als –havearole toplayinreducing emissions. ments, businesses,localorganizations andindividu- - is ahugechallengeandalllevelsofsociety–govern target. Ratherthantryingtogetaprecise estimateof the mostemissions,andsoare themostcriticalto belong to,identifywhichofyouractivities produce Calculating afootprintwillhelpyou,orthegroup you of “CO global CO prevent warmingexceeding 1.5°C,a40-60%cutin warming to1.5°C(abovepre-industrial levels).To global warmingunder2°Cwhileaimingtolimit THE amount ofCO al Warming of1.5ºC” mary forTeachers oftheIPCCSpecialReport“Glob- 2050 ade, IPCC SpecialReportonClimate Change andLand,2019:https://www.ipcc.ch/srccl/ http://www.oce.global/en/resources/climate-science/ST1.5-EN IPCC SpecialReport https://unfccc.int/process-and-meetings/the-paris-agreement/the-paris-agreement 22 to ultimatelyreach (net) zero emissionsby (seetheOffice forClimate Education’s Sum- 2 equivalent”(CO 2 emissionsisneededoverthenextdec- 2 emissions. Agreement, we can decide what “Global warmingof1.5°C”:https://www.ipcc.ch/sr15 23 2 report forfurtherdetails). This , theyare measured interms 2 -eq) –i.e.theequivalent As with countries 21 istokeep • • • footprint: Here are somewaysyoucanreduce yourcarbon REDUCING YOURCARBONFOOTPRINT do withoutlegislativeorothersupport. will belimitstowhatindividualsorlocalgroups can important toacton.Bearinmindthoughthatthere identify whichare thelargest andtherefore themost a rough estimateoftheir relative sizes,soyoucan each contributiontothisfootprint,theaimisget ward onthesurface,fullstoryismore complex. While reducing emissionsmightseemstraightfor BEST PRACTICESINMITIGATION • • wasted globally Avoid foodwaste–astaggering1/3ofis posal ofyouroldone). in theproduction ofthenewdevice(anddis- if itisworthwhile,giventheemissionsgenerated fossil fuelsasenergy source, youneedtocheck you choosetoswapadeviceorcarthatuses green electricity, orprivilegeelectriccars).When low-carbon energysources (e.g.purchase Prefer devicesorvehicles thatrunon lege energy-efficient versions. vices (suchaswashingmachines),youcanprivi- transportation orcar-pooling. Whenreplacing de- dryer ordecidingtouselesscarbon-intensive clothes outtodryratherthanputtingtheminthe related GHG emissions.Forexample, hanging lower yourenergy consumptionandthusany suming fewerproducts and services,youcan rials byreducing, reusing andrecycling. Bycon- Decreasing consumption ofenergy andmate- schemes thataimtokeepCO will stillbeintheatmosphere in100years,soonly phere long-termwillachieveanactualoffset. that averysignificantfractionoftheCO source tocompensateforthem.Remember chasing carbon offsets from areputable For emissionsyoucannotavoid,considerpur transport ratherthantravellingbycar. get toschoolorwork,cycle,walktakepublic take thetrainratherthanflying(ifpossible). To avoid long-distancetravelor, ifyouhavetogo, with lower-emitting For instance, alternatives. Avoid high-emittingactivitiesorreplace them footprint. avoiding orsubstitutingthesewouldreduce your and beefhavethehighestcarbonfootprintsso might wanttoconsidereatinglessmeat.Lamb 24 . Ifyouare ameateater, you 2 outoftheatmos- 2 weemit - - 21 Background for teachers Scientific overview The climate in our hands 22 Ocean and Cryosphere To getthebestestimateofCO U can create unforeseen negativeimpacts. dimensions of a potential solution as, sometimes, it important tokeepacritical mindandconsiderallthe a fair-trade label thatcanbetrusted.Inanycase,itis (palm oil,forexample)and whethertheproduct has product hascomefrom, whichmaterialswere used on thepackaging.Forinstance,country ner althoughsomeusefulinformationmaybefound were produced inafair, ethicalandsustainableman- difficult tofindoutwhetherthethingsweconsume by endangeringbiodiversity. Unfortunately, itisoften price fortheircrop, oriftheyusedpesticides,there- consider whetherthecottonfarmersreceived afair have been used togrow the cotton. We could also volume ofwaterfrom anunsustainablesource could instance, withthecottonT-shirt example,alarge if you want to reduce your carbon footprint. For emissions). There are other aspects to consider which weimpacttheenvironment (greenhouse gas Carbon footprintsonlymeasure oneofthewaysin U future andwhatthetimescalesinvolvedare. consider howclimatechangemayaffect theminthe sinks likeforests andmangroves, youalsoneedto such asconservingandexpandingnaturalcarbon try to calculateyourfootprintusingdataforcoun- have theoppositeorlittleeffect, soitisimportant you mightassumewillreduce youremissionscould tions. Depending on your local context, actions that emissions reductions youexpectfrom yourac- emissions! To prevent this,youcanfirstestimatethe obviously wanttoavoidaccidentallyincreasing your When comingupwithamitigationactionplan,you U currently notattributedtoanycountry. emissions, likethosefrom transport,are international than theyreally are –infact,allthemore soassome these “outsourced emissions”, socan appear greener their carbonfootprints,theymightnotaccountfor erated inforeign countries. Whencountriesquantify usage lifetime.Alotoftheseemissionsmaybegen- produced by washing and drying the garment over its could even go a step further, and account for the CO and transportingthe garment tothe local store. You emissions from growing cotton,knittingtheT-shirt (manufacture) to “grave” (disposal). This includes erated across theproduct’s lifecycle–from “cradle” You wouldneedtocataloguealltheemissionsgen- Take thepurchase ofacottonT-shirt, forexample. you ciated withaproduct you buyorwithyouractivities, U U U / Consider allemissions Consider allenvironmental impacts Estimate emissionssavings context. Fornature-based methodsofmitigation, need to account for all the emissions involved. need toaccountforalltheemissionsinvolved. 2 emissionsasso- 2

problem intermsofemissions. ing world–thosewhohavecontributedleasttothe fall uponpeoplewithfewresources inthedevelop- perienced. Ingeneral,themostsevere impactswill considerations isthedegree ofclimateimpactsex- itants. Anotheraspectthatentersintoclimatejustice emissions of developed countries with fewer inhab- while lowperperson,canadduptomore thanthe emissions of some populous developing countries, reduce emissions,given their economicstatus.The that thisdoesnotconsidertheabilityofcountriesto most totheglobalwarmingproblem. Adrawbackis emitted themostintotal,andthushavecontributed allocate reductions based on which countries’ have in anequitablemanner. Oneapproach wouldbeto countries, emissions reductions should be distributed across While theParisAgreement doesnotspecify how U locations. capacity tocope,alsobelivinginthemostexposed less resources might,inadditiontohavingalimited often tied to poverty. For instance, the people with ceptibility toharm).Exposure andvulnerabilityare (things in harm’s way) and vulnerability (their sus- change involvestakingactionstoreduce exposure structure are tothosechanges.Adaptingclimate vulnerable its population, ecosystems and infra- mate affecting itare but also onhowexposed and depends notonlyonhowlarge thechangesincli- The extenttowhichclimatechangeaffects aplace tions thusforced torelocate. ultimately becomeuninhabitable, withtheirpopula- do. Withsealevelrise,some low-lyingareas may some cases,there willbelimitstohowmuchwecan of water(reducing ourvulnerability).Unfortunately, in spaces (thusreducing ourexposure) anddrinklots During heatwaves,wecanseekshadeorcoolindoor posure andvulnerabilitytoextreme weatherevents. personal level, we can take steps to reduce our ex- flooding eventsbyplantingsalt-tolerantcrops. Ona riculture, farmerscanbemadelessvulnerableto riodic flooding(e.g.byelevatingbuildings).Inag- and mangrove preservation) oraccommodatingpe- increasing protection (e.g.withseawalls,coralreef surges, exposure canbereduced bymovingassets, nerability. Forexample,forsealevelriseandstorm ures canbetakentoreduce exposure and expected toaffect agivenregion, different meas- Depending ontheclimatechangeimpactsthatare REDUCING EXPOSUREANDVULNERABILITY U Climate justice ethics dictatethat this shouldbedone ADAPTATION / or vul- distributed. with theirpositiveandnegativeoutcomes,are fairly and thattheburdens ofimplementing them,together forts canhelpensure allperspectives are considered spectrum ofpeopleandinstitutionsinadaptationef- ty asscientificknowledgeimproves. Involvinga egies are workingand their continuedsuitabili- with continuousreassessment ofhowwellstrat- certain, adaptationhastobeaniterativeprocess, climate changewillaffect aspecificplaceare un- poses on a local scale. understanding ofalltherisksthatclimatechange To planandimplementadaptation,weneedagood U regards toitsrisksandimpactsthrough adaptation. both atitsroot causethrough mitigation, andwith have considered how we can tackle climate change, affectingturn, humansandecosystems.Finally, we climate change and other factors, and howthisis,in man society, howtheyare rapidlychangingdueto are fundamentaltoboththeclimatesystemandhu- We haveexplored howtheoceanandcryosphere Wrap-up BEST PRACTICESINADAPTATION to adaptationsolutions. taking training towards a career that can contribute change knowledgetofriendsandfamily, andunder with yourlocalenvironment, passingonyourclimate take manyforms,suchasgettingbetteracquainted Education isacore part ofadaptationandcan EDUCATION U Take aniterativeapproach Since many aspects of how - these could beutilized through careful management. Where sustainableandavoidingnewemissions, identifying anypositiveimpactsthatmightarise. ative impactsofclimate change, butalsoabout Adaptation is not only about dealing with the neg- U ing theseemissionsmayhelpslowmelting. snow canincrease climate-driven melting,soreduc- soot particlesfrom combustion landing on fishing, are otherocean examples. Inthecryosphere, circulating andaccumulating intheocean,andover them more vulnerable to climate change. Plastics inputs and reduce light levels for coral reefs, making and agriculture canincrease sedimentandnutrient several otherexamples.Forinstance,construction ter. Pollution(besidesgreenhouse gases)provides of subsidence,suchasreducing useofgroundwa- coastal cities. Stepscould be takentoslowtherate subsidence isexacerbatingsealevelriseforsome change worse.Forexample,human-causedland that couldotherwisemaketheimpactsofclimate ing andreducing existing environmental problems A goodplacetostartwithadaptationisbyidentify- U 21 nities andtheirnationscanplayintacklingthegreat dents toconsidertherole they, theirlocalcommu- introduced here inmore detail.Italsoguidesstu- The lessonplanwhichfollowsexplores the concepts U U st Carefully manageopportunities Tackle otherenvironmental problems centurychallengeofclimatechange. - 23 Background for teachers Scientific overview

Pedagogical overview 25 Background for teachers The climate in our hands 26 Ocean and Cryosphere adaptation andmitigationactions. be essentialtoolsfortheimplementationofeffective achieved, theknowledgeandskillsdevelopedwill students towards amore sustainablebehaviouris change. Ifachangeinthevaluesandmotivationof causes, consequencesandmechanismsofclimate and skillsisnecessaryforstudentstounderstandthe ic knowledge and life skills. This type of knowledge ronmental awareness, anunderstandingofscientif- general approach. Ithelps studentstodevelopenvi- This teachingresource isbasedonthefollowing Different outlooksonclimate changeeducation PEDAGOGICAL 1 as tohowstudentscancarry outtheexperiments ductory questions to initiate discussion, suggestions ration andincludes:alistof resources required, intro- The plan of each lesson specifies its approximate du- vestigations andactivities. age their pupils to engage with the programme’s in- structure ofeachlessonhelpsteacherstoencour climate changeintheoceanandcryosphere. The on howtoteach9- This teacherhandbookprovides detailedguidelines tousethisteachingresource? How Environmental aw Master thesis. Inspired by theworkofRocha,M.L.(2019). Unregard surl’éducation audéveloppementdurable àtraversleprismedel’évaluation. areness CLIMA EDUC Life skills to 15-year-old studentsabout TE CHANGE A TION education Science / in- OVERVIEW - U U key” characteristics. agogical sequences that follow,- despite their “turn teachers to have their own critical view of the ped- each studentconsidered. Itistherefore essentialfor on thecharacteristics,contextandlocalneedsof ideal balancebetweenthethree polesdepending see figure ontheleft).Eachprogram mustdefineits centre ofthesethree poles(thecentre ofthecircle, developing aprogramme designedtobeattheexact perfect balancewillnotnecessarilybeachievedby poles wheneducatingtheyoungergenerations.The We needtoestablishabalancebetweenthesethree U broad issues Effective climateeducation shouldaddress three to thequestionsasked. dents, aslongtheyprovide thecorrect answers ideas and conclusions proposed by your own stu- encourage youtofollowtheexperimentalprotocols, are scientificallycorrect. Nevertheless,westrongly examples. Theywere gathered duringclasstestsand that youwillfindinthislessonplanare provided as All thesuggestionsofexperimentsandconclusions effective waystodrawrelevant conclusions. vestigations, potentialdifficulties thatmayariseand U U U consequences ofhumanactivities). Environmental awareness (knowledgeofthe nomena andscientificprocesses atwork). Scientific education (understanding the phe- ty tocopewithstress andemotions,etc.). self-awareness andempathy, resilience andabili- decision-making andproblem-solving skills, Life skills(criticalthinking,creative thinking, 1 : mitigation, outreach etc.). a fewhourstomonths!)andtype(adaptation, The sampleprojects differ intermsofduration(from the studentscouldcarryoutare provided. tion encouraged to implement one concrete adapta - This partisnotalessonplan.Instead,theclass lessons” andsome“optionallessons”. Each part of the lesson plan contains some “core • • • • • These sequencesinclude: details below). utive sequences, following a coherent storyline (see In this part, the lessons are organised in four consec- tance: “We understand”and“We act”. consists oftwodifferent parts,ofequalimpor “The climateinourhands–OceanandCryosphere” Choosing lessoncontent: tipsandstoryline courage each teacher to adapt the course work do not need to be followed step by step. We en- the needsofindividualclasses The lessonscanandshouldbeadaptedtosuit settings andcountries. tested inarangeofclassesdifferent educational proved byscientistsand educators, andhavebeen All ofthelessonsinthisresource havebeenap- project. understand” beforecommencinganadaptation inpartone tunity todotheactivitiesandinvestigations “We We studentsaregiven theoppor stronglyrecommendthat G adaptation andmitigationmeasures. What ourcarbonfootprintisandwhyweneed Why theoceanandcryosphere are importanttous. ocean andcryosphere. What effects climatechangeishavingonthe What thecausesofclimatechangeare. What climatechangeis. / mitigation project. Proposals forprojects that G IMPORTANT PART 1:WEUNDERSTAND PART 2:WE ACT / schools. Lessons / mitigation mitigation - - summarized viewoftheproject. The storylinebelowoffers averyschematicand • • • Adaptations canbemadeinorder to: time available. depending onhisorherpersonalproject andthe PA PA PA PA PA PA Adapt theunitfordifferent agegroups. as insufficient materials or students’mentalblocks. Take intoaccountimplementationdifficulties such by discussingopinions,localnews,etc. Make themostofstudentinterest andquestions, RT RT RT RT RT RT

1 1 1 1 1

2 D B A C E STORYLINE OFTHEPROJECT e e Climate changevs. e We e The needforaction e cr Ser e e e e ocean andcr Consequences ofc e e Origin ofc Climate changeisareality Climate isnotweather We The mostvulnerablepeopleandcountriesare The oceanandcr Oceans areimportantregulatorsofthec Because ofc Because ofc Because ofc Greenhouse gasemissions(CO The greenhouseeffectisanaturalphenomenon. change hasimpactsontheseser energ ecosystem ser system (currents, marine species. becoming moreacidic, changing duetoicemelt. ecosystems andhumansocieties. c due tohumanactivitiesareresponsiblefor also aquestionofc c the mostaffectedbyc yosphere limate change. limate change, act vices providedbytheoceanand canactattheindividualleveltomitigate y, etc.)andculturalbenefits. limate change limate change, limate change, limate change, yosphere vices (oxygen, ortoreduceitsimpactson yosphere providealotof thermalinertia, limate justice. limate changeonthe weather . limate change. whichendangerssome . thesealevelisrising. theoceanis thecr food, 2 , CH etc.). vices. yosphere is Climate freshwater 4 andothers)

Acting is limate , 27 Background for teachers Pedagogical overview The climate in our hands 28 Ocean and Cryosphere leads toanacidification. project-based approach. school, andevenlocalcommunities.Thesefollowa projects, whichare carriedoutbythestudents, ly onimplementingconcrete adaptationormitigation STEM education. Other activities focus specifical- approaches whichare tolearning, frequently usedin ing theircriticalthinking.Theseadoptinquiry-based entific educationandsupportingstudentsin develop- Some activities are aimed at developing students’ sci- ject-based learning. out thisresource are andpro inquiry-basedlearning - two approaches thatwe strongly promote through - can take differentThis “active learning” forms. The address climatechangeissues. implementation oflocalandconcrete solutionsto mentation, observation, trial and error, debate, and ly participateinclass,through questioning,experi- This teachingresource requires thatstudentsactive- andproject-based learning inquiry-based Teaching climate changethroughactive learning: French thedissolution ofCO how studentsinvestigating 3. 2. 1. has three phases: thisapproachel ofinquiry-basedlearning, generally While itwouldbeoversimplifyingtouseafixedmod- turn leadstomoreturn questioning,more research, etc. Research andstructuringknowledge,whichin tions ordocumentarystudies; through experiments,investigations,observa- gate thehypotheses,whichmaybecarriedout Formulating a hypothesis:research toinvesti- dents, ithelpstoformulatehypotheses; Questioning: initiatedbytheteacherorstu- WHAT ISINQUIRY-BASED LEARNING? 2 into water intowater individually orasagroup. and canexplainaboutacertainphenomenon)either think theyknow, whattheythinkunderstand Students candevelopideasortheories(whatthey tested. mences whenthecredibility ofatheoryneedstobe documentary research. Theresearch phasecom- portunities tocarryoutspecificexperimentsand reject their different hypotheses, they are given op- students’ theories.To enablestudentstoacceptor that theybelievetobeplausible.Theseleadthe students are encouragedtoprovide explanations Using theirexperienceand PHASE 2:FORMULATING AHYPOTHESIS thinking skills. students indevelopingtheirscientificandcritical er shouldaskopen-endedquestionstosupport discuss waystheycouldaddress it.Theteach- the students tobecomeaware of a problem and this phaseistoguidethediscussionthatwilllead the studentshavetosolve.Theteacher’s role in lighting discrepancies will leadtoaproblem that of questioning,drawingcomparisonsandhigh- phenomena intheirenvironment. Theprocesses opportunities to ask questions about different The aimofthisphaseistoprovide studentswith PHASE 1:QUESTIONING students. teacher’s role is to support dialogue between the the students’ knowledge. During discussions, the group discussions play a key role in structuring tion andconstructingnewknowledge.Class questioning andresearch before findingasolu- between Sometimes studentsneedtoalternate hypotheses. will enablethestudentstovalidateordismisstheir interviewing anexpert(whichmaybetheteacher) are notpossible,documentaryresearch andeven If experimenting,modellingordirect observation This involvestestingthehypothesestheyhavechosen. group toinvestigatesolutionstheproblem raised. During thisphase,thestudentsworkaloneorina KNOWLEDGE PHASE 3: DOINGRESEARCHANDSTRUCTURING / or theirknowledge, / or Key aspectsofproject-based include: learning real-world problem solving. project-based so studentscanengagein learning crete actionstoaddress climatechange.Itadopts created, tofocusontheimplementationofcon- The secondpartofthisteachingresource hasbeen we reduce ourschool’s carbonfootprint? construct theirownsolutions.Forexample:Howcan tions thatpushstudentstoinvestigate,research, or projects are typicallyframedwithopen-endedques- through rigorous, relevantThe andhands-onlearning. as amethodofinstructionthataddresses core content higher education.Project-basedhasevolved learning education before graduallyspreading tosecondaryand itwaslongconfinedtoprimary quiry-based learning), tury (initiallybyJohnDewey, whoalsodescribedin- U U active learning. First described in the early 20 active learning. Project-based isafully-fledgedconceptof learning U in thepresent teachingresource: as implemented Examples of inquiry-based learning with establishedknowledge. knowledge created in class (the class conclusions) which isalltoooftenskipped,tocompare the An essentialstepinaninquiry-basedapproach, correct. We canallbewrong. even ifitisconsensual,doesnotmeanthat ideally beaconsensualconclusion.Nonetheless, work theydidinclass.Theclassconclusionshould dents todrawtheirownconclusions,basedonthe ings. We recommend thattheteacherallowsstu- It is important that students summarize the key find- U U U other fortheirsurvival. all livingbeingsinteractwithanddependoneach food websandtoestablishthat,inecosystems, part inarole playtofurthertheirunderstandingof Role playing.InlessonD2,thestudentstake climate andthefactorsthatinfluenceeachone. derstand thedifferences betweenweatherand dents carryoutadocumentaryanalysistoun- Documentary research. In lesson melting ofcontinentalicedoes. ice doesnotcausesealevelrise,whereas the an experiment to ascertain that the melting of sea Experiment. WHAT ISPROJECT-BASED LEARNING? In lessonC1,thestudentscarryout A1, the stu- th cen- • • • • • other classes,familiesandthecommunity. And, finally, theoutcomeofproject caninspire the different skills ofeachstudentiskeytosuccess. process, andthatcooperatingpoolingtogether errors andfailedattemptsare partofthelearning or planning,forexample. They realise thatmaking cross-functional skills–suchasdecision-making of theproject usuallymotivatesthem.They acquire them. Moreover, thepracticalandreal-world aspect incontextswhicharestudents learn meaningfulto The mainbenefitsofproject-based are learning that Cambodian studentsplantingmangroves. tives are attainable.He help definetheproject andmakesure thatitsobjec- focuses on student activity. The teacher’s role is to project-based Like inquiry-basedlearning, learning and mayactasanexpertif askedbythestudents. discussion ifnecessary, supervisesthediscussions independence andare activelyinvolved. tasks, where thestudents haveahighdegree of Breaking upofcomplex tasksintomore basic alone. students asaclassgroup andnottheteacher Understanding thattheproject ismanagedby challenges andimplementprojects inthefield. Sufficient timetoenable studentstoovercome ferent pointsofviewona particularissue. conducting desk-basedresearch toestablishdif- Students carryingoutpracticalinvestigations, tasks, tosolveaparticularproblem. beginning toend,includingavarietyofdifferent is toenablestudentsmanageaproject from search). Thepurposeof project-based learning a questionthatcanonlybeanswered through re- that canonlybesolvedthrough aninvestigation; Students workingonacomplextask(aproblem THE TEACHER’SROLEINPROJECT-BASED LEARNING / she refocuses theactivityor 29 Background for teachers Pedagogical overview The climate in our hands 30 Ocean and Cryosphere U structure theirwriting. teacher can,however, graduallyhelpstudentsto writings (bycorrecting mistakes, forexample).The play anauthoritativerole inthestudent’s personal process. It is important that the teacher does not tive or explanatory text), contribute to the learning All formsofwriting(drawing,figure, legend,descrip- understand itsusefulness. quires practice, which will be effective if the students often donotwritenaturally. Thisactivitytherefore re - dents thatare newtothe inquiry-basedapproach thoughts, makingthemcomprehensible toall.Stu- ing helpstocreate distance, toclarifyandformulate of inquiry-basedandproject-based Writ - learning. Oral andwrittencommunicationisacentralelement U previous writings,reformulate collectivewritings). understand (organize, sort,structure, compare to readings, lookbackonaprevious activity)and rize (keeparecord ofobservations,research and make decisions,plan,anticipateresults), memo- the studentstotakeaction(selectanexperiment, Students writeforthemselves.Writing helps SCIENTIFIC ANDLANGUAGEPROFICIENCY U U U U U U ings andcollectivewritings. Written notes can have two parts: individual writ- what theyhavedoneorunderstood,recap, etc. the class(other classes, thefamily, etc.), explain tion theotherstudentsandalsopeopleoutside dents share whattheyhave understood,ques- Students writeforothers.Writing letsthestu - dent’s personalprogress. vidual writingsisonewayofmonitoring each stu- draft theirreports. Forthe teacher, reading indi- questions, jot down what they anticipate, and activities thatwillenablethemtoanswerthese answers tothequestionsraised,describe personal space,where they record theirinitial Individual writingsrepresent thestudent’s cabulary. grammar rules,andsometimesuseaspecificvo- are thenchecked:theymustfollowspellingand sions, experimentsandresearch. Thesewritings dents’ ideasandsuggestions–followingdiscus- Collective writingsare asummaryofthestu - We understand 31 Lesson plan – Part I The climate in our hands 32 Ocean and Cryosphere by workingonthecore lessons. work onthiseducationproject, wesuggestyoustart the phenomenaexplored. Ifyouhavelimitedtimeto a comprehensive and easy-to-understand picture of we considertobeessentialforstudentsacquire Some lessons,calledthe“core lessons”are those your students’needs,ages,backgrounds, etc. possible orders, andyoucanadaptitdependingon The order oflessonsproposed isoneamongmany or performingarts. ry, geography, economics,andsociology)visual biology andgeology),socialsciences(suchashisto- from naturalsciences(suchasphysics,chemistry, are thelessons proposed, which include subjects change issuesare intrinsicallymultidisciplinary, so lows an inquiry-based teaching method. tivities andshortvideos.Theoverallprogression fol- role-playing games,debating,useofinteractiveac- tivities: experimentation,documentaryanalysis, think andthelessonsincludeawiderangeofac- to correspond to the student mind and how they of understanding.Thesequenceswere designed at aprimary–and cally soundandup-to-dateknowledgeprovided All theconceptsproposed are basedonscientifi- U U U U U U sary tounderstand: the studentswithessentialknowledgeneces- stand”. Asitsnameindicates,itisaimedatproviding The firstpartofthislessonplaniscalled“We Under WE UNDERSTAND #LESSONS U U U U U U ing toclimatechange. The nerability totheconsequences. and theirdifferent degrees ofexposure andvul - Each person’s/people’s role inclimatechange communities thatdependonthem. ocean andcryosphere ecosystemsandhuman The impactsoftheobservedchangeson how climatechangeisaffecting thesesystems. system are interconnected, andconsequently How role ofgreenhouse gases. The The basisandevidenceofclimatechange. possible measures formitigatingandadapt- physics involvedinclimatechangeandthe oceans, the cryosphere and the climate / or secondary–student-level As climate - know howto adapt thislesson plan to your students. cases, you,astheteacher, are bestequippedto students atdifferent levelsofadvancement.Inboth worksheets) inorder tofacilitatetheiradaptation (very oftenthelastpartoflesson,orspecific Some ofthe“core lessons”alsoincludevariations advanced studentsonly. Some ofthese“optionallessons”are suggestedfor mate changeimpactontheoceanandcryosphere. and gettingawiderviewoftheoverallissuecli- the students’understandingofdifferent issues “Optional lessons”are aimedatdelvingfurtherinto SEQUENCE E–WHAT CANWEDO? SEQUENCE D–WHYARETHEOCEANANDCRYOSPHERE IMPORTANT TOUS? SEQUENCE C–WHAT ARETHECONSEQUENCESOFCLIMATE CHANGEONTHEOCEANANDCRYOSPHERE? SEQUENCE B–WHAT ISTHEORIGINOFCLIMATE CHANGE? SEQUENCE A–WHAT ISCLIMATE CHANGE? C6 C5 C4 C3 C2 C1 D2 D1 D3 B3 B2 B1 A2 A1 E4 E3 E2 E1 Humans andgreenhouse gases The greenhouse effect: role-playing game The greenhouse effect: understandingwithananalogy Adaptation andmitigationmeasures worldwide Climate justice:role-playing game Climate justice:debate Our carbonfootprint Food websandecosystems Consequences ofclimatechangeonecosystemservices Ocean andcryosphere culturalservices Ocean’s thermalinertiaandclimateregulation Marine currents andclimateregulation Ocean acidification The “white”cryosphere anditsalbedo Thermal expansionoftheoceanandsealevelrise Melting cryosphere andsealevelrise Evidence ofclimatechange Climate vsweather Core lesson Optional lesson page 88 page 84 page 80 page 75 page 67 page 58 page 56 page 53 page 41 page 35 page 144 page 136 page 132 page 129 page 123 page 102 page 96 page 92 33 Lesson plan – Part I We understand The climate in our hands 34 Ocean and Cryosphere er lessonswillbemuchharder forthestudents. prior knowledge,thecontextualisationofalloth- sis forallofthefollowingsequences.Withoutthis The twolessonsinthissequenceconstitutetheba- man-induced climatechangeishappening. one isparamountintheacknowledgementthathu- the climatesystemanditschanges,second mental tounderstandthetimeandspatialscalesof anisms ofclimatechange.Thefirstoneisfunda- ence betweenclimateandweather, andthemech- two essentialaspectsmustbeaddressed: thediffer In order toteachandunderstand climatechange, WHAT ISCLIMATE CHANGE? SEQUENCE A LESSON LIST A2 A1 of glaciersandseaice,extreme events,speciesdistribution). been changingoverthelastdecades(globalwarming,sealevelrise,melting The studentscollectvariousevidenceshowingthattheworldclimatehas Natural sciences Evidence ofclimatechange between weatherandclimate. The studentscarryoutadocumentaryanalysistounderstandthedifferences sciences sciences /Natural Social Climate vsweather

- U U U U ent things. on Earth,andthatclimateweatherare differ stand thatthere are different climaticregions The firstlessonwillallowstudentstounder and analysis. sons are mainly based on documentary research regarding different informationsources. Bothles- while developingcriticalthinkingandawareness evidence thatclimatechangeishappening, students withclearandundeniablescientific The second lesson is aimed at providing the Core lesson Optional lesson page 35 page 41 - - Print copiesof LESSON PREPARATION WORKSHEETS A1.1,A1.2,A1.3 MATERIALS CLIMATE VSWEATHER LESSON A1 page 182. worksheets are availableontheOCE’s website.See projected intheclass.ThePDFversionsofall also use electronic versions of the documents, to be If possible,usecolourcopies.Notethatyoucan each group of3-4students). tions). (forexample,of geography , altitude, precipita- As aprerequisite, abasicgrasp studentsshouldhave G ~ ~ ~ ~ Documentary analysis Documentary INQUIRY METHOD midity Climate, weather, latitude, altitude, temperature, hu- KEYWORDS KEY IDEAS andclimate.stand thedifferencesbetweenweather analysistounder outadocumentary Students carry SUMMARY DURATION sciences sciences /Natural Social MAIN SUBJECTS ~ ~ ~ ~ G TEACHER TIP among the variables that conditiontheweather.among thevariablesthat ticular placeandtime. Temperature andhumidityare apar at oftheatmosphere isthestate The weather on latitude, altitudeanddistancefromtheocean. foraparticularregion.pattern Itdependsinprimarily oftheprevailingweather The climate isanaverage 1 h Activity: 5 -10min Preparation: PREPARATION WORKSHEETS A1.1,A1.2,A1.3

5 -10MIN (one foreachgroup) (onefor - - A1.2, A1.3. U U one specificclimatezone. Example,forapicture ture, andexplainwhytheythinkare related to This activityrequires students todescribethepic- this numberonthemaprather thantoanother. to landscape madeyoudecidethatitcorresponds number. Write ofthe pictured downwhichfeatures andplaceitonthecorresponding photo carefully each toaphoto.Observe on themapcorresponds 2. the worldmapandphotosof 1. U U prevail there? prevail andhumidity of theworld?Whattemperature throughout theyear. regions Whataboutdifferent and humidity, andthattheseparameters change iables todescribetheweatherare temperature conclusion thattwoofthemostimportantvar It dependsontheweather. Leadthemtothe whether thedayissunnyorrainy, coldorwarm: They will probably state thatitdepends on days? Whatguidesyourchoiceofclothes? lastmonth,orduringtheholi- week before, same type of clothes yesterday? What about the or shoes?ThenaskthemWere youwearingthe a sweatshirt?Shorts,skirtsortrousers?Sandals today? you dressed wet /dry): temperature andrainfall? temperature havethesame else intheworld?Dootherregions round? Istheweathersameaseverywhere sonal climate: Case 2:Ifyouliveinaplacewithoutsea- has aseasonalclimate(summer Case 1:Ifyouliveinaregion oftheworldthat Give thefollowinginstructions:Eachnumber Split theclassintogroups andgiveeachgroup How are Start by asking the students:Howare INTRODUCTION PROCEDURE Is theweathersameallyear Are youwearingat-shirtor Are 40 MIN 5 MIN WORKSHEETS A1.1, / winter or - 35 Lesson plan – Part I We understand The climate in our hands 36 Ocean and Cryosphere whiteboard. the mainreasons mentionedbythestudenton scapes shouldbeplaced onthatnumber. Write and explainwhythegroup thinksthattheseland - him ative ofeachgroup togothewhiteboard. Have 3. on altitude,latitude,distancefrom theocean). mate (temperature andprecipitation, whichdepend aim istoidentifytwoofthekeyfactorsthatdrivecli- presence ofaspecifictypevegetation),etc.The with adesert:drylandscape,lackofvegetation(or Köppen climate classification the atmosphere overmonths,years,decades, time”. Climateistherefore theaveragestateof ered: climateistheaverage weatherovera“long has todowiththelengthofperiodconsid- The difference betweenclimateandweather season toanother. change hourly, daily, or, onaverage, from one ic pressure. In most places in the world, it can , cloudiness, windandatmospher parameters, suchastemperature, humidity, weather isfrequently definedusingdifferent hail, snow, thunderstorms,heatwaves,etc. The nents, such as sunshine, rain, cover, wind, particular place and time. It has many compo- Weather isthestateofatmosphere ata After approximately 15 / her placetwoofthephotos ontheworldmap T Dr T Continental Polar ropical emperate y minutes, ask a represent- BACKGROUND FORTEACHERS - tropical, dry, temperate,continentalandpolar. fication, whichdefinesfivemainclimatetypes: the most popular is the used todescribetheclimateofaregion. Oneof Different climateclassificationsystemscanbe Scientific Overview). details canbefoundinpages or west,forexample)shapetheclimate(further (ocean, lake) and location on a continent (east topography, distancetoalargewaterbody ographic factors,suchaslatitude,elevation, centuries or more. For each place on Earth, ge- climate. (geography ingeneral).Allofthesefactorsshapethe distance from theocean,wind,latitude,altitude discussion, suchastemperature, precipitation, Emphasize thekeyfactorsthatcrop upduringthe for instance–ortheinternet. can consultappropriate books–ageographybook, with thewholeclass.Iftheydisagree, thestudents At theendofexercise, eachchoiceisdiscussed Köppen climate classi- 8 -11 ofthe Solution ofWorksheet A1.1 5. Mediterranean , tem- 3. Mangrove, tropicalclimate, 1. Flowing , polarcli- 11. Small island, tropical 9. Pasture field, temperate 7. Sea ice, polarclimate, perate climate, France Dominican Republic mate, Antarctic climate, Ireland Svalbard, Norway climate, Tuvalu Peninsula 8. Savanna, tropicalclimate, 6. Deciduous forest, temper 4. Rice field, tropicalclimate, 2. Mountain, continental 12. Desert, climate, dry 10. Rainforest, tropical ate climate, Tanzania Java, Indonesia climate, Canada Australia climate, Thailand V ermont, USA

- a lake). distance fromalargewaterbody(e.g.theoceanor cation onthecontinent(e.g.eastorwestcoast)and and humiditywhichdependonlatitude,altitude,lo- of temperature characterised by specific patterns climatesonEarth, alotofdifferent are time. There ataparticularplaceand the stateofatmosphere whiletheweatheris weather foraparticularregion, of for example:Theclimateisanaveragepattern Help thestudentsdrawagroup conclusionsuchas, our region? Earth. Askthestudents:Whatisclimatelikein tribution. Emphasizethediversityofclimateson diversity ofclimatesandtheirgeographicaldis- connects thedifferent features ofthephotosto 4. tudes andtimeshifts(day latitudes,students tolookat climate zones, seasons, alti- tions andletthestudentsguessthem. This requiresthe current and internetaccess,If youhave youmightwanttocheckthe G Help thestudentstodrawupasummarythat G TEACHER TIP / or average temperatures forallmarkedloca- temperatures or average WRAP-UP / night). 15 MIN 37 Lesson plan – Part I We understand The climate in our hands 38 Ocean and Cryosphere Each numberintheworldmapcorresponds toaphotoon WORKSHEET A1.1 WORKSHEETS A1.2 or A1.3. Each photocorresponds toanumberontheworldmapof WORKSHEET A1.2 WORKSHEET A1.1. 39 Lesson plan – Part I We understand The climate in our hands 40 Ocean and Cryosphere Each photocorresponds toanumberontheworldmapof WORKSHEET A1.3 WORKSHEET A1.1. 1. LESSON PREPARATION A2.8 WORKSHEETS A2.1,A2.2,A2.3,A2.4,A2.5,A2.6,A2.7, MATERIALS EVIDENCE OFCLIMATE CHANGE LESSON A2 opinion reflect climate change,etc. media posts, other media resources that in their young, interviews, newspaper articles, social how theclimatehaschangedsincetheywere grandparents orothercommunity members) on changing: opinionsofolderpeople(parents, they considertobe“proof” thattheclimateis Ask thestudentsto collect “evidence” of what To be done at the end oftheprevious lesson. ~ ~ ~ ~ ~ ~ Documentary analysis Documentary INQUIRY METHOD change, longtimescales, scientificdata Global warming, events, extremeweather gradual KEYWORDS KEY IDEAS sea ice, extremeevents…). (global warming, sealevelrise, meltingofglaciersand world climate hasbeenchangingoverthelastdecades the that Students collectvariousevidenceshowing SUMMARY DURATION sciences Natural MAIN SUBJECTS ~ ~ ~ ~ ~ ~ (one ofthecaseexamplesforeachgroup) always checkoursources. always arereliable.Not allsourcesofinformation We must floods –arechanging. such asheatwaves, storms, tropicalcyclones and The frequency and ocean areincreasing. andthe ofboththeatmosphere The temperatures fromyearstomillionsofyears. variations includesThe climate variabilitythat hasanatural 1 h Activity: 5+10 min Preparation: PREPARATION

/ or intensity of natural events – or intensityofnatural 15 MIN 2. grouped together. ed tothesameclimate change issueshouldbe brought: studentsthatbrought “evidence”relat- group students according tothe “evidence” they ly present his Start thislessonbyaskingeachstudenttobrief- dents areconfrontedwiththiskindoftaskforthefirsttime. of graphs. tospendmoretimeifthestu- Donothesitate Some documentsrequirebasicskillsintheinterpretation tial obstacles tostudentunderstanding: During thislesson, youshouldtakeintoaccounttwopoten- G U U Print copiesof most relevant fortheir“evidence”. each group withthegraphics copy ofeachworksheet,tobeableproviding A2.5, A2.6,A2.7,A2.8 U U brought bythestudentsmayhelp. changes. This iswhystartingwithconcreteexamples progressively introduce more global and long-lasting occurlocallyandtoday.that Subsequently, youcan to, the students canrelate start witheventsthat events to be real.world aretoofaraway As ateacher, youcan life. occurin other parts of the Changes and events that totheirpersonal aredirectly related ceive eventsthat young (andoftenold!)peoplewilltendtomerelyper non: andsocialmedia, Evenintheeraofglobalization climateThe factthat change isaworldwidephenome- to perceive. over, somechangeswillbegradualandthusdifficult hend theideaofchangeonthesetimescales. More- seem aneternity. For themitisnoteasy to compre- ceive forayoungstudent, forwhom50 yearsmay involved withclimate changecanbedifficulttocon- The timescaleofclimate change: The largetimescales G TEACHER TIP INTRODUCTION / her “evidence”totheclass.Then, WORKSHEETS A2.1, A2.2, A2.3, A2.4, WORKSHEETS A2.1,A2.2,A2.3,A2.4, .You mayprintmore thanone 5 MIN / articles that are the articles thatare the - 41 Lesson plan – Part I We understand The climate in our hands 42 Ocean and Cryosphere retreat. graphics lated to global warming and to which you will give dent shouldbeinagroup where “evidence”isre- is onlysnowfallhigherupthemountains–thisstu- where itusedtosnowevery year;nowadays,there told him Example: Onestudentbringsastoryhisgrandfather brought themselves. graphics that reflect the“evidence” theyhave give eachgroup ofstudents oneormore articles 1. be seenfrom visualrecord, suchassatelliteim- duction ofseaiceandglacier surfacecaneasily this lesson,weprovide afewexamples.There- track climatechangeand itsconsequences.In Scientists usedifferent typesofevidenceto constantly increasing. observed sincetheindustrialrevolution, whichis of temperature increase (ortherateofwarming) of thewholeplanet.Anothermeasure istherate the increase oftheaveragesurfacetemperature global warming. Byglobal warming we mean refer tooneofitsconsequencesforourplanet, When talking about climate change, people also made more damagingbylong-termsealevelrise). er (e.g. extensive flooding due to a storm surge, rise. Thesecaninteractandreinforce oneanoth- es that build up over decades, such as sea level like hurricanes,and through of single,short-livedextreme weatherevents, ferent timescales:through changesinthenature manifests itselfinanumberofwaysandondif- thropogenic climatechange).Climatechange Teachers oflessonB3forfurtherdetailsonan- the ScientificOverviewandBackground for industrial revolution (seepages system resulting from humanactivitiessincethe mate change,meaningthechangesofclimate employed asasynonymtoanthropogenic cli- term ic Overview, Earth’s climatevariesnaturally. The As explainedpages Choose from the / / is thus now commonly “climate change”isthusnowcommonly her aboutthetownhelivedinasachild, articles on temperature change or glacier PROCEDURE WORKSHEETS 8 -11 oftheScientif 40 MIN incremental chang- provided and BACKGROUND FORTEACHERS of 14 -15 of / Foragivenclimate,theweathervariesdaily pattern. lar placeandtime,whereas climateisanaverage weather isastateoftheatmosphere, ataparticu- lesson), the students should have understood that (and buildingontheknowledgefrom theprevious the proof relates toweatherorclimate.Intheend umn listingthe“proof”, theotheronestatingwhether decision. Create a table on the whiteboard, one col- class abouthis 3. change ortoweather. whether theevents decide, inviewoftheirnewlyacquired knowledge, mate change”theyhavebrought intoschool,andto 2. man activity,andinparticulartherelease ofCO climate changeandconclude thatitisduetohu- ciplines usetoobserve,measure and understand scientists from allovertheworldandfrom alldis- ent types of evidence that tens of thousands of The examplesaboveare justsomeofthediffer trapped insedimentlayers. studying thedifferences inorganisms andpollen cores are usedto evaluatechangesinclimateby that are trappedintheice’s layers.Sediment composition ofairbubblesfrom pastclimates composition oftheatmosphere byanalysingthe of ice)are usedtoevaluatechangesinthegas also followclimatechanges.Icecores (samples tors of change. Changes in tree ring thickness soming datesandharvestare alsoindica- mosquito inEurope). Thechangeofflowerblos- gion may now be able to (e.g. the unable tosurviveduringwinterinacertainre- der tosurvive.Newspeciesthatwere previously further north,orhigherupthemountains,in animal needing cooler temperatures may move way oftrackingclimatechange.Forexample,an ic climateconditionstothrive,alsoprovides a of animalandplantspecies,whichneedspecif- tion locally. The change in the spatial distribution allows ustomeasure temperature andprecipita- (from ); thermometers and rain gauges measure thelocalsealevel)andwithaltimeters ured both with tidal gauges (instruments that agery andphotographs.Sealevelcanbemeas- a greenhouse gas(seelessonB1,page A representative ofeachgroup theninformsthe Ask eachgroup toanalyse the“evidenceofcli- / her group’s viewandexplains their / information relates toclimate Asian tiger 53). 2 - - , mation sources. analysed were provided bydifferent kindsofinfor should noticethatthevariousarticles sents thefindingstoothergroups. Thestudents its document(s),onememberofeachgroup pre- 5. • • • Ask thegroups toanalyse the documents: ten onthewhiteboard. Select theexamplesthatrelate totheproof writ- A2.2, A2.3,A2.4,A2.5,A2.6,A2.7,A2.8 reliable sources ofinformationonclimatechange. information. MentiontheIPCCasoneofmost importance ofverifyingthereliability ofsources of snow cover, highertemperatures, etc.).Discussthe different (sea level rise, animal migration, shrinking mate changeonvariousregions oftheworldare the globalclimateischanging.Theimpactsofcli- Conclude thatthere issolidscientificevidencethat of climatechangeevidenceon places around theworld. Handoutoneexample demonstrating thattheclimateischanginginmany 4. en daydoesnotdescribeagivenclimate. (even duringtheday!),whereas theweatheronagiv- IPCC reportsontheOCE’s website(seepage You canfindteacher-friendly summaries ofthelatest G NASA, etc.)? Are thesesourcesreliable? NASA, etc.)?Are thesourcesofthosedocuments(IPCC, What are weather (lookatthetimescaleofdata)? to the climate and not the they related Why are sea level,etc.)? shown(temperature, What typeofchangesare After eachgroup hasanalysed anddiscussed The students are nowgiven scientific evidence, G TEACHER TIP WRAP-UP 15 MIN WORKSHEETS A2.1, toeachgroup. / graphics they 182). - org/tools/c-roads/). C-roads software (https://www.climateinteractive. ing withhighschoolstudents,youcanalsousethe (atmosphere, ice,landandocean).Ifyou are work- and theirimpactsontheEarth’s climateandsystems plore different greenhouse gasemissionscenarios buildyourownearth.com) thatwillenablethemtoex- your own Earth” online software (http://www. To extendthislesson,studentscanusethe“Build OPTIONAL EXTENSION1(1 thechangeinannualprecipitation. showing Students analysingdata information. community –are amongthemostreliable sources of have beenthoroughly reviewed byalarge scientific regards climate change, the IPCC reports – which to checkthereliability ofasource ofinformation.As how Conduct alessonduringwhichstudentslearn ICAL THINKING OPTIONAL EXTENSION2(1 H) –BUILDYOUROWNEARTH H) –FAKE NEWSANDCRIT - 43 Lesson plan – Part I We understand The climate in our hands 44 Ocean and Cryosphere G sphere summer),intheyear 1979andintheyear2015. The twoimagesshowtheArctic Hemi- seaiceextentduring themonthofSeptember(theendNorthern WORKSHEET A2.1 Source: NASA–https://svs.gsfc.nasa.gov/4435 SEPTEMBER 2015 SEPTEMBER 1979 G What canyouobserve? G These twofigures showglobalwarmingandthechangeinsealevelwith respect toa reference value. WORKSHEET A2.2 G What doyounotice? SEA LEVELCHANGEINMM GLOBAL WARMING IN°C Source: fromNASA–https://data.giss.nasa.gov/gistemp/tabledata_v3/GLB.Ts+dSST.txt data Source: from NASA–https://climate.nasa.gov/vital-signs/sea-level/ data Year Year 45 Lesson plan – Part I We understand The climate in our hands 46 Ocean and Cryosphere G tween 1950and2018). These twofigures show thechangeinmeanprecipitation (between1951and2010)temperature (be- WORKSHEET A2.3 G What doyounotice? Source: NASA–https://data.giss.nasa.gov/gistemp/maps/index_v4.html CHANGE INMEANANNUALSURFACE TEMPERATURE FROM1950-2018 Source: IPCC Assessment Report5– WG1 TRENDS INPRECIPITATION OVERLANDBETWEEN1951AND2010 °C G G Observe thetwodocumentsandanswerfollowingquestions: WORKSHEET A2.4 G G Is italocalorglobalphenomenon? What dotheytellyouaboutthechange inglaciers? Source: NASA-https://climate.nasa.gov/climate_resources/125/infographic-sea-level-rise/ Source: NASA-https://climate.nasa.gov/climate_resources/4/graphic-dramatic-glacier-melt/ Muir glacier, Alaska. August13, 1941andAugust31, 2004. 47 Lesson plan – Part I We understand The climate in our hands 48 Ocean and Cryosphere G G G the followingquestions: Read the following article published in The Conversation, an online non-profit newsorganisation, and answer WORKSHEET A2.5 G G G March 15,20182.16pm GMT Academic rigour, flair journalistic Do youthinkitisalocalorglobalphenomenon? What happenedbetween1909and2017? Where isthe “Mer deGlace” located? 1909 2017 Author G G G G –CCBY https://ourworldindata.org/natural-disasters Source: EMDAT (2019): OFDA/ extremes, including winds, damaging floods, droughtandwildfires, canbedevastating. ricanes, torrentialprecipitation, droughts, heatwaves). eventsarethemselves, Extremeweather troublesome, buttheeffectsofsuch (e.g. foragivenlocation patterns hur falloutoftherealnormalweather superpowerful eventsare eventsthat NUMBER OFRECORDEDEXTREMEWEATHER EVENTS https://www.cpc.ncep.noaa.gov/products/analysis_monitoring/regional_monitoring/ Source: Wikipedia &NOAA Look atthetwofigures belowandanswerthefollowingquestions: WORKSHEET A2.6 G G G G Is italocalorglobalphenomenon? What happenedinEuropeSummer2019? What kindofextreme weathereventscanyouimagine? What isanextreme weatherevent? / National National Weather Service CRED International Disaster Database,CRED International deLouvain, Universitécatholique Brussels, Belgium. T (°C) 9°C above the average temperatures forthisseason. temperatures 9°C abovetheaverage the UnitedKingdom, reachingupto withtemperatures Belgium, Germany, Luxembourg, theNetherlands, and weather, recordsin settingall-timehightemperature In July2019, Europeexperiencedexceptionallyhot JULY 25, 2019 EUROPE – EXTREMEMAXIMUMTEMPERATURE (°C) - 49 Lesson plan – Part I We understand The climate in our hands 50 Ocean and Cryosphere G G AEDES ALBOPICTUS Europeannorthern countries,mostlikelyintroduced byvehiclescomingfrom Europe. southern Albania, Italy, France,Greece, SpainandtheBalkancountries. Furthermore, ithasalsobeenreported inother In Europe, thetigermosquito isnowwellestablishedinsouthern alongtheMediterraneancoast increase intemperature inEurope inrecent decadeshasmadetheregion more suitableforpersistence. Previously, European weatherwastoocoldtoguaranteetheinsect’s long-termsurvival.Buttheclimate-induced The tigermosquitowasfirstseeninEurope in1979,theUSA1985,Latinmerica1986andfrica1990. considered oneoftheworld’s 100mostinvasivespeciesaccording totheGlobalInvasiveSpeciesDatabase. spread globallythrough thetransportofgoodsfrom heavilyinfestedareas. In2008,thetigermosquitowas It originallyinhabitedthetropical forests oftheSouth-EastAsiaexclusively. Butinthelastthree decades,ithas 10 mminlengthandisaknownvectorofvirusesaffecting humanhealth(suchasChikungunyaandDengue). Itmeasures The tigermosquitoisnamedthusbecauseofitsstrikingwhiteandblackpattern. between2 Read thefollowingdocumentandanswerquestions: WORKSHEET A2.7 Administrative boundaries:Administrative ©UN-FAO; ©EuroGeographics; ©Turkstat * Countries expertspriorto publication. donotrepresent theofficialvieworpositionofcountries. designated thedata Pleasenotethat ECDC and EFSA. produced on 1 Feb Map 2018. is collected through the presented in this map Data Vector Net project. by are validated The maps G G Why isitabletothriveinEuropetoday? Why isthetigermosquito(Aedesalbopictus)considered athreat? / Regions are displayed at differents scales to facilitatet theirvisualization. differents scalestofacilitatet Regions aredisplayedat – CURRENTKNOWNDISTRIBUTION– JANUARY 2018 G G The followinggraphshowsthechangeinbeginningofappleblossomGermanyrecent decades. WORKSHEET A2.8 G G Explain why itishappening. What doyounotice? BEGINNING OFAPPLEBLOSSOMINGERMANY(AVERAGE) https://www.umweltbundesamt.de/daten/klima/veraenderung-der-jahreszeitlichen Source: Deutscher Wetterdienst, Germany’s (2018) MeteologicalService National 51 Lesson plan – Part I We understand The climate in our hands 52 Ocean and Cryosphere ing a preliminary understanding of both the physical The present sequence addresses this issue, provid - ing humanresponsibility intoday’s climatechange. change (sequenceA).Thesecondstepisrecognis - first stepinunderstandinghuman-inducedclimate Acknowledging that theclimateischanging WHAT CAUSES CLIMATE CHANGE? SEQUENCE B LESSON LIST B3 B2 B1 duce them. moreto learn about greenhouse gasesandthehumanactivitiesthatpro- causes ofclimatechange.Thestudentsanalysedifferent scientificdatasets Through amystery-solvingactivity, thestudentsunderstandhistorical Social sciences Humans andgreenhouse gases and linkthisphenomenonwithglobalwarming. “trapping” theinfrared radiationandstoppingitfrom “escaping”intospace, Playing catch,thestudentsunderstandrole ofgreenhouse gasesin Physical education(<12years) The greenhouse effect: role-playing game an analogywithgreenhouse gasesintheatmosphere. aboutthegreenhouseThe studentslearn effect bybuildingagreenhouse as Natural sciences The greenhouse effect: understandingwithananalogy

physical modelexperimentationandseriousgames. both. Thissequenceinvolvesdocumentaryanalysis, tivities responsible forit,as wellasthelinksbetween lar, therole ofgreenhouse gases),andthehumanac- mechanisms involved in global warming (in particu- Core lesson Optional lesson page 56 page 53 page 58 • For eachgroup of3to4students: MATERIALS THE GREENHOUSEEFFECT: UNDERSTANDING WITHANANALOGY LESSON B1 • • • 1 light bulb (at least 60 ~ ~ ~ ~ ~ ~ Experimentation INQUIRY METHOD global warming Greenhouse effect, greenhousegas, infraredradiation, KEYWORDS KEY IDEAS gases intheatmosphere. with greenhouse building a greenhouse as an analogy The studentslearnaboutthegreenhouseeffectby SUMMARY DURATION sciences Natural MAIN SUBJECTS sealing thecontainer. (Optional) Modelling clay, which can be useful for sealed withplasticwrap; parent plastic(asthinaspossible),oracontainer 1 transparent containermadeofglassortrans- 2 electronic thermometers; in thesun; optional, andtheexperimentscanbecarriedout Note: Iftheweatherissunny, thelightbulbsare gen bulbs),mountedonastand. energy-saving lamps:useincandescentorhalo- ~ ~ ~ ~ ~ ~ in anincreaseEarth’s surfacetemperature. results An increaseingreenhousegasconcentration space andtherestissentbacktosurface. face. into escapes Onlypartofthisinfraredradiation emitted by Earth’sabsorb infrared radiation sur The greenhousegasesintheEarth’s atmosphere emits infraredradiation. When theEarth’s surfaceiswarmedbythesun, it are, theyemit. themoreinfraredradiation thewarmer they All objectsemitinfraredradiation; 1 h30 Activity: 10 min Preparation: PREPARATION

W, if possible 100 10 MIN W; no - and theozonelayer). protection, warmth,humidity, danger, pollution,gas the garden, greenhouses forflowers,growing plants, hear “greenhouse effect” (suchasagreenhouse in write downalltheconceptstheythinkofwhen ready beenintroduced). You canaskthestudentsto greenhouse gases(oratleastCO pending onthestudents’age,somemaymention clusion thatthecauseissomekindofpollution.De- discussion sothatthestudentscometocon- the causesoftemperature increase. Guidethe starts bydiscussingthestudents’hypothesesasto pacts ontheoceanandcryosphere. Thislesson ing, andthatthisglobalwarminghasseveralim- that the temperature of the atmosphere is increas - In theprevious lessons, the studentshavelearned following page). most realistic proposal to emerge (see figures on the house effect. Buildingagreenhouse shouldbethe could carry outintheclassroom totestthegreen- 1. ues inatable. regular intervalsandwritedownthemeasured val- 3. control. Another thermometershouldbekeptoutsideasa the provided container, withathermometer inside. 2. mometer allows youtonoticethechangeintemperature. mometer allows mometers is not required, your ther but make sure that difference ofupto4degrees. The useofelectronicther and inthemiddleofday. You canexpectatemperature For noticeableresults, dotheexperimentundersun G Ask thestudentstothinkofanexperimentthey The studentsshouldmeasure thetemperature at Each group buildsabasicgreenhouse with G TEACHER TIP INTRODUCTION PROCEDURE 50 MIN 20 MIN 2 , sinceithasal- - - 53 Lesson plan – Part I We understand The climate in our hands 54 Ocean and Cryosphere greenhouse. insideandoutsidethe Measuring thetemperature rise. Explainthatthegreenhouse isusedasananalogy. 4. The greenhouseexperimentinaplasticorglasscontainer. the containment. increase. The dominanteffectcontributingtowarmingis thereisnonoticeabledifferenceintemperature out that greenhouse (where there is no greenhouse effect), it turns withapolyethylene(plastic) sorption ofinfraredradiation) theory, thereisagreenhouseeffect, resulting fromtheab- Moreover, whencomparing aglassgreenhouse(where, in outsidethaninside. temperature therefore displaysalower fromthegreenhouse.air fromescaping The thermometer you useacover. The containmenteffectpreventsthewarm tion andisreplacedbycolderair. This ispreventedwhen containment. Without acover, thehotairrisesbyconvec- increase:the temperature thegreenhouseeffectand In agreenhouse, twomaineffectscontributetogetherto G sk the students what is making the temperature Ask thestudentswhatismaking thetemperature G TEACHER TIP Modelling c lay Air Container The temperatureiswarmerinsidethecontainers. thermometer Electronic Measure temperaturesatregularinter 25. tightly sealedwithmodellingc The baseofthecontainercanbe 8°C Sunlight orlamp Student notesoftheexperiment. (the Earth’s surfaceandtheloweratmosphere). sun) thusleadingtowarming “inside”thegreenhouse ted bytheEarth’s surface(andalsodirectly bythe house, “trapping”theinvisible infrared radiationemit - al warming.Thegreenhouse gasesactlikeagreen- and thegreenhouse gaseffect thatiscausingglob- Discuss thelinkbetweenexperimentalresults dents 6. in theclassroom. presented andtakenassuch,isentirely acceptable fore calledgreenhouse gases.Suchananalogy, if same role asthegreenhouse roof. Theseare there- 5. the source ofgreenhouse gasesintheatmosphere. If youchoosenottodolessonB3,givethestu- There are gasesintheatmosphere thatplaythe lay WORKSHEET B3.4 vals WRAP-UP No container Air to analyse in groups. Discuss toanalyseingroups. Discuss 20 MIN 21.2 °C nm wavelengths,isvisibletothehumaneye.In- part ofthespectrum,between400and700 different wavelengthranges.Onlyaverysmall shows thespectrumoflight,broken downinto some are invisibletooureyes.Thefigure below (which correspond to different wavelengths), but to theirwavelength. We thenseedifferent colours rays are deflectedtovaryingdegrees according different wavelengths.Whenusingaprism,the Light iscomposedofmanyformsradiation, transparent tovisibleradiation. visible radiation.Theatmosphere isessentially spectrum ofthelightemittedbysun:thisis Our eyesare onlycapableofseeingpart of the INFRARED RADIATION page the averagesurfacetemperature (seefigure on This alterstheEarth’s energy equilibrium and past, orhumanactivities, as inthepresent. es: eitherbecauseofnaturalcauses,asinthe The concentrationofgreenhouse gaseschang- than thepresent averageof15°C. Earth’s surfacewouldbeofabout-18°Crather greenhouse gases,theaverage temperature of er thanitwouldotherwisebe.Infact,without ture oftheloweratmosphere istherefore warm- trapping heat emitted from below. Thetempera- face. Greenhouse gases thus actlikeablanket, oxide) andsentbacktowards theEarth’s sur vapour, carbon dioxide, and nitrous house gasesintheatmosphere (mainly water heat istrappedonitsreturntospacebygreen - sion ofinfrared radiation (heat).Someofthis the Earth’s surface,generatingthe upward emis- The sunlightcrosses the atmosphere andwarm GREENHOUSE EFFECT Light spectrum RADIA 10). WAVELENGTH TION TYPE wavelengths Short Ultraviolet GAMMA RA 400 nm YS 0.01 nm X-RA BACKGROUND FORTEACHERS YS 10 nm UL 500 nm TRA VIOLET VISIBLE LIGHT - radiation. house gases)isnottransparent toinfrared atmosphere (duetothepresence ofgreen - mostly emitsradiationintheinfrared range.The temperature ofabout15ºC,theEarth’s surface depends onsurfacetemperature. Atanaverage the sun)emitsradiationofawavelengththat An object that is heated (e.g. Earth heated by of visiblered colour, isinvisibletous. frared light,withwavelengths longerthanthose also agreenhouse gas),notthesameissues. gases involved(eventhoughtheozoneitselfis distinct problems: notthesameatmospheric house effect andthe“ozonehole”are thustwo er isgraduallyclosing.Theincrease inthegreen- been prohibited, and the “hole” inthe ozone lay - was signed in 1985, the use of these gases has to alllifeonEarth.SincetheMontreal Protocol this ozonelayer, whichposesasignificantthreat bons use ofcertainrefrigerant gases(Chlorofluorocar it from reaching theEarth’s surface.Themassive radiation responsible andprevents forsunburn) absorbs theultravioletradiationofsunlight(the centration isparticularlyhighinthiszone.Ozone present throughout theatmosphere, butitscon- tude ofbetween15and30km.Ozoneisactually and withinitthe“ozonelayer”,locatedatanalti- the poles.Aboveit,wefindstratosphere, atmosphere. Itisthickerattheequatorthan at resents more than 80% of the total mass of the events occur, iscalledthetroposphere. Itrep- layer, inwhichweliveandwhere mostweather its temperature, varieswithaltitude.Thelowest The composition of the atmosphere, as well as THE OZONELAYER: TWODISTINCTPHENOMENA THE GREENHOUSEEFFECTAND“HOLE”IN INFRARED – 600 nm CFCs) hasresulted inalocaldepletionof 1 mm MICROWAV ES 700 nm 30 mm Infrared RADIO wavelengths WAV ES Long - 55 Lesson plan – Part I We understand The climate in our hands 56 Ocean and Cryosphere THE GREENHOUSEEFFECT: ROLE-PLAYING GAME LESSON B2 1 2. 1. LESSON PREPARATION greenhouse gases(GHG)inblue(atmosphere). will beinred, fossilfuels(FF)inblack(likeoil)and T-shirts orvestsofthree different colors.IdeallyHEAT MATERIALS

on theright)namedEARTH, Draw three distinctzonesonthefloor(seefigure different colors. of theappropriate colororprepare vests ofthree day before. AskthestudentstobringaT-shirt To bedoneduringtheprevious lessonorthe ~ ~ ~ ~ ~ ~ Role-playing game INQUIRY METHOD global warming, fossilfuels Greenhouse effect, greenhousegas, infraredradiation, KEYWORDS KEY IDEAS this phenomenonwithglobalwarming. stopping itfrom “escaping” intospacesotheycanlink greenhouse gases in “trapping” and infraredradiation In agameofcatch, thestudentsunderstandroleof SUMMARY DURATION (<12years) Physical education MAIN SUBJECTS proposed bytheUKScienceMuseum.TheOCEisgrateful totheauthors. This lessonwasinspired bytheactivity“Atmosphere-Exploring ClimateScience”(https://learning-resources.sciencemuseum.org.uk/ ) ~ ~ ~ ~ ~ ~ mosphere. increaseoftheEarth’sresults inatemperature - at An increase in thegreenhousegasconcentration the restissentbacktosurface. intospaceand escapes part ofthisinfraredradiation emitted byEarth’ssorb infraredradiation surface: only greenhousegasesin theEarth’sThe ab- atmosphere emits infraredradiation. When theEarth’s bythesun, surfaceisheated it When heated, allobjectsemitinfraredradiation. 1 h Activity: 5 +15min Preparation: PREPARATION

5 +15MIN ATMOSPHERE and SPACE. you bringyourhandsclosetoawarmobject. controls. You canalso“feel”infrared radiationwhen to oureyes,butisused,forexample,inTVremote “radiates” intospace.Infrared radiationisinvisible The infrared radiationemitted bytheEarth’s surface they include the Earth, which is warmed by the sun. emit (giveoff) heatradiation (alsoinfrared radiation); The teacherstartsbyexplainingthatwarmobjects Diagram of the three zones to be drawn onthefloor. ofthethree zonestobedrawn Diagram atmosphere; andtheotherquarter, theFFgroup, will will playtherole ofgreenhouse gasesintheEarth’s of space;aquarterthestudents,GHGgroup, radiation leavingtheEarth’s surface,inthedirection dents, theHEAT group, willplaytherole ofinfrared 1. See “Background forteachers” ofthepreviouslesson(B1). G HEA Split theclassintothree groups: Halfofthestu- T G TEACHER TIP SP HEA ACE FF T GHG HEA 1 INTRODUCTION T PROCEDURE FF GHG HEA EAR T TH GHG HEA FF T 30 MIN GHG 10 MIN HEA T FF A FF HEA HEA TMOSPHERE T T HEA T GHG HEA T (HEAT) toescapeintospace. phere makesitmore difficult for infrared radiation creased amountofgreenhouse gasesintheatmos- escape intospaceinthesecondround?The- from thefactthatfewerHEAT studentsmanagedto 3. the analogy. done, drawaversiononthewhiteboard anddiscuss (with alegendandanexplanation).Oncetheyare 2. cape intospace. same time,lessHEAT studentshavemanagedtoes- At theendofround, observethatinexactlythe Second round • • • • • • too long, limit the duration of the round to 2 minutes. Measure thetimeneeded tofinisha round. Ifittakes First round game goesasfollows: warmed starts ononesideoftheroom: theyrepresent the group spread outintheATMOSPHERE. TheHEAT group stored intheEarth’s crust.ThestudentsintheGHG seated duringthefirst round: thefossilfuelsare play therole offossilfuels.TheFFgroup remains ond round mustlastaslongthefirst. greenhouse gasesintheatmosphere. Thesec- Stress the factthat now there are now far more join theotherGHGstudentsfrom thefirst round. into of oil,gasandcoal.TheFFare thentransformed of the Earth, andthatyouwilltaketheFFoutofcrust you (theteacher)represent theinhabitantsof Before startingthesecondround, explainthat tions forthesecondround. Ask thestudentstogobacktheirinitialposi- managed toescapeintospace. 2 min,countthenumberofHEAT membersthat the round ends.Ifyouhavetoendtheround at the othersideorbeentrappedbyGHGgroup, When alltheHEAT studentshaveeitherreached infrared radiationescape into space.) an analogytogreenhouse gasesthatdonotlet fore thestudentcantry escaping again.(Thisis to the If aGHGtrapsHEAT, thelatterhastogoback try totrapthem. into space,passingthegreenhouse gaseswhich The The FFgroup remains seated. Ask the students: Ask thestudentstodrawgametheyplayed HEAT group has to cross the room to “radiate” GHG: They receive a EARTH (seefigure ontheprevious page).The EARTH zone and count out loud to five be- EARTH, as an analogy to the exploitation What conclusion can you draw GHG T-shirt or vest and causing globalwarming.” are gases into the atmosphere a lot of greenhouse Humanactivitiesthatemit Earth's surfaceincreases. and the of the (lower) atmosphere The temperature radiationcanescapeintospace. lessinfrared phere, in the atmos- present gases are greenhouse more radiation emitted by the Earth. If part of the infrared trap gasesintheatmosphere radiation. Greenhouse surface emits infrared up. The warm surface warms ample: The studentswriteaconclusionofthelesson.Ex- 4. mosphere. radiative effects of the different molecules in the at- dows. Thelastismore advanced,differentiating the greenhouse gasesbychangingthenumberofwin- (as inlessonB1):itsimulatestheconcentrationof nomenon usingtheagriculturalgreenhouse analogy or absorbed;thesecondconceptualizesphe- photons” –theinfrared radiation–received, emitted the “visiblephotons”–sunlightand“infrared of greenhouse gases can be changed) based on es onglobalmeantemperature (theconcentration the firstdemonstrateseffect ofgreenhouse gas- The multimediaactivityhasthree different options: simulation/greenhouse. the followingwebsite:https://phet.colorado.edu/en/ tivity entitled“TheGreenhouse Effect” availableon A possibleextensionistousethemultimediaac- OPTIONAL EXTENSION gases becomestoohigh. the problem startswhen the amountofgreenhouse The greenhouse effect isessentialforlifeonEarth; at theEarth’s surfaceinsteadoftheactual+15°C! atmosphere wouldbemuchlower:–18ºCinaverage would escapeintospace,andthetemperature ofthe gases at all in the atmosphere. All infrared radiation (v) whatwouldhappenifthere were nogreenhouse and the atmosphere’s temperature increases), and the atmosphere (more infrared radiationis“trapped” fects ofanincreased amount ofgreenhouse gasesin meat production andintensive agriculture), (iv)theef- human activitiesthatemitgreenhouse gases(like greenhouse gases(through combustion),(iii)other of fossilfuels(coal,oil,gas),(ii)howemit exploiting fossil fuels.Discuss(i)thedifferent types two rounds?Theteacher’s role wastoplayhumanity Ask: “When theEarthisheatedbysunlight,its What was my role (teacher) in between the WRAP-UP 20 MIN 57 Lesson plan – Part I We understand The climate in our hands 58 Ocean and Cryosphere of eachpergroup) HUMANS ANDGREENHOUSEGASES LESSON B3 1 WORKSHEETS B3.1,B3.2,B3.3,B3.4,B3.5,B3.6 MATERIALS ~ ~ ~ ~ ~ ~ Debate INQUIRY METHOD house gases, anthropogenicemissions, climate justice Industrial revolution, steamengine, fossilfuels, green- KEYWORDS KEY IDEAS producethem. activities that to learnmoreaboutgreenhousegasesandthehuman change. The students analyse different scientific data an understandingofthehistoricalcausesclimate activity,Through a mystery-solving the students gain SUMMARY DURATION Social sciences MAIN SUBJECTS OCE isgratefultotheauthors. initiative, byTrócaire andthe Centre forHumanRights andCitizenshipEducation,DCUInstituteofEducation(Dublin,Ireland). The This lessonwasinspired byLesson5ofthe“Creating Futures” resource, produced inthescopeofEducation foraJustWorld ~ ~ ~ ~ ~ ~ ture had already increased by approximately 1ºC. increasedbyapproximately ture hadalready until 2017, tempera - theglobalmeanatmospheric faster thaneverbefore. Sincepre-industrialtimes isincreasing oftheatmosphere The temperature are greenhousegases. ane (CH mosphere isincreasing. Carbondioxide(CO - ofgreenhousegasesintheat The concentration ever since. Europe. Burningoffossilfuelshasbeenincreasing forms ofproduction, ledtoanindustrialrevolutionin ogy, alongsidesocio-economicchangesandnew In the19 future changesoftheEarth’s climate. duced by human activities – concerns ongoing and Anthropogenic climate change–climate changein- 1 h30 Activity: 10 min Preparation: 4 ), nitrousoxide(N th century, progressinscienceandtechnol- PREPARATION

2 O) and water vapour (H vapour O) andwater 10 MIN 2 ), meth- 2 (one O) 1 “Was James Watt to blame for Ali missing school?” able tosolvethefollowingmystery: dents toread andorganize the cards inorder tobe responsible forgreenhouse gasemissions. this lesson,thestudentswillfindoutwho increase intheEarth’s surfaceairtemperature. In of greenhouse gasesintheatmosphere leadtoan Recap lessonsB1andB2:We haveseenexcess 1. LESSON PREPARATION a copyof 2. they havetostartbysolvingamystery. ble forexcessgreenhouse gasesintheatmosphere, 1. CHANGE PART 1(30 Organising thecardstosolvemystery. 2. Print two oppositesidesoftheclassroom. Place one“Agree” andone“Disagree” signat each forgroup. vanced students: Divide theclassintogroups andgiveeachgroup Tell the students that to find out who is responsi- WORKSHEETS B3.1,B3.2,B3.3 WORKSHEETS B3.1,B3.2,B3.3 MIN): THEHISTORICALCAUSESOFCLIMATE INTRODUCTION PROCEDURE B3.4, B3.5,B3.6 10 MIN 1 H ): onecopyof (and,forad- . Askthestu- / what is “The industrialrevolutionwasagoodthing.” statement withtheclass: change their minds. Similarly, discuss the following They are allowedtomove duringthedebateifthey the mystery, askingthemtojustifytheirposition. ment. Discuss the mystery with the students on the signstoreflect how theyfeelaboutthestate- swer, asktheclasstopositionthemselvesbetween 3. which aremoreclosely to related Ali. which cards are more closely to James related Watt, and lighted cards, youcansuggesttheystartbychoosing thequestion,gle toanswer evenwhenusingonlythehigh- ontheindustrialrevolution.formation Ifthestudentsstrug- you cangivethemtheothercards, whichprovideextrain- easiest to place in a logical order. finished,When they have thequestion, areessentialtoanswer ones that andthe them thehighlightedcardstoorganizefirst. Thesearethe Depending onyourstudents’level, youcanchoosetogive G energy consumption.Whatever thefuel,itpro- oil, gas or coal) represented 85% of the world’s In 2019,combustion(woodandfossilfuelslike associated emissionofgreenhouse gases. natural resources (such asfossilfuels)andthe ing population,ledtotoday’s vastexploitationof an energy source, togetherwithaquicklygrow- population. Theincreasing useoffossilfuelsas gether withaconsiderablegrowth inthehuman and NorthAmerica).Thesechangesoccurred to- ing to new living standards (starting with Europe societies, from agriculture tomedicine,andlead- political changesaffecting allsectorsofhuman edented scientific,technological,economicand The sider accesstoitbecriticalfortheirfuture. tremely uneven.Mostdevelopingcountriescon- in the last four decades, but its use remains ex- tion hasconstantlygrown worldwide,doubling or expensive batteries). Overall energy consump- although itisverydifficult tostore (exceptinsmall dinarily convenientwaytocarryanduseenergy, and solarenergy sources. Electricityisanextraor electricity, worldwiththesteamengine,hydrothe western - onwards, the industrial revolution has transformed traction andmillsforexample).From the 1800s ity invariousformssinceitsorigins(fire, animal The useofenergyhasbeenparthumanactiv- HUMANS ANDGREENHOUSEGASES When the groups think they have found an - G TEACHER TIP industrial revolution brought withitunprec- fossil fuelsand,lastly, nuclear, wind BACKGROUND FORTEACHERS - on bothitsGWPandthetotal amountemitted. given greenhouse gastoglobalwarmingdepends or tensofthousands.Theoverall contributionofa methane (CH es are produced byhumanactivities,suchas the Earth’s atmosphere. Othergreenhouse gas- 36, and N and 28 -36, B3.6 sions andclimatechange. responsibility withrespect togreenhouse gasemis- tions onthewhiteboard anddiscusseveryone’s Write thestudents’answers totheprevious ques- analyse thedocumentsin Divide thestudentsintogroups andaskthemto OF SCIENTIFICDATA CONCERNINGCLIMATE CHANGE PART 2(30 The GWPofagas(otherthanCO emitted (knownas“lifetime”). time itstaysintheatmosphere afterbeing ation (knownas“radiativeefficiency”) andthe each greenhouse gas:itsabilitytoabsorbradi- depends mainlyontwokeycharacteristicsof (GWP).TheGWP The different greenhouse gaseshaveadifferent GASES GLOBAL WARMING POTENTIALOFGREENHOUSE duces carbondioxide(CO for thislesson. of greenhouse gasemissions, see theworksheet of theScientificOverview. Forthemainsources details ongreenhouse gasemissions,page PFCs andSF of CO time, in comparison tohow much radiation1 ton sions ofthatgaswillabsorboveragivenperiod calculate theamountofradiationthatemis- The GWPofCO riod oftime,usuallyconsidered over100years). before continuingwithSequenceC. lesson E2(page If youwish(orthestudents), youcanproceedto G inorder toanswerthequestions. G TEACHER TIP 2 wouldbeabletoabsorb(inthesamepe- MIN, FORADVANCED STUDENTS):ANALYSIS 4 2 6 ) ornitrous oxide(N O of265 can have GWPs in the thousands canhaveGWPsinthethousands 2 page 132) orE3(page istherefore 1;CH WRAP-UP - 298, while CFCs, HCFSs, 298, whileCFCs,HCFSs, 2 WORKSHEETS B3.4,B3.5, ), whichdispersesin 20 MIN ) – Climate Justice,136) –Climate 2 4 O). Forfurther has a GWP of hasaGWPof 2 ) is useful to ) isusefulto 14 59 Lesson plan – Part I We understand The climate in our hands 60 Ocean and Cryosphere G In order toanswerthequestion, cutoutandorganize thecards provided in WORKSHEET B3.1 Ali (intheblueshirt), Punjab, Pakistan. (1736-1819). James Watt G Is James W att responsible for Ali missingschool? Power loom weaving inacottonmillEnglandaround1835. Power loomweaving Punjab, Pakistan. WORKSHEET B3.2 . WORKSHEET B3.2 and a dry seasonwhenthereismuchlessrain. and adry Pakistan hasamonsoonseasonwhenthereislotofrain, city factories. the countryside, wheretheyfarmedtheland, toworkin peoplemovedfrom During theindustrialrevolutionmany andsomehenswhich givethemmilkandeggs. cow mother. andvegetables. wheat They grow a They alsohave Ali liveswithhisgrandmother, histhreesiblingsand atmosphere. Burning coal, oilandgasreleasescarbondioxideintothe electricity.is thenusedtoturnaturbineandgenerate high pressure. at vapour used to produce water The vapour plants.power Burning the coal produces heat, which is Today, theprincipleofsteamengineisstillusedincoal into down Pakistan’sflowing rivers. onthemountains inPakistanthe icecaps aremeltingand As theEarth gets hotter due to climate change, some of spreading to Western EuropeandtoNorth America. 1760and1830.proximately Britain, ItbeganinGreat then - The industrialrevolutiondescribestheperiodbetweenap , forexample. and giveofflesscarbondioxidethanpeopleinEuropeor On average, peopleinPakistan burnalotlessfossilfuel moreseriousdroughtsandfloods. likely tohave As theEarthgetshotterduetoclimate change, Pakistan is anywhere, andtheyoftenmovedinto cities. . The steamenginemeant factoriescouldbesetup water.flowing Thismeantfactorieshadtobebesidea Before Watt’s steamengine, by factories werepowered ide in the Earth's atmosphere hasgoneupandup. ide intheEarth'satmosphere Since theindustrialrevolution, theamount ofcarbondiox- the market. to Ali’s village, sohecouldnotgettoschool, hospitalor high.the river rose very the only road The floods destroyed Last year, Ali’s was flooded. village The rainfell heavily, and was usedmoreandduringtheindustrialrevolution. The steamengineworkedbyburningwoodorcoal. Coal tant partoftheindustrialrevolution. factories. James Watt’s steam engine is seen as an impor proved thesteamengine. machinesin power Itcouldnow In the1770sand80sJames Watt, aScottishengineer, im- things madeinfactoriesusingspecial machinery. in homesusinghandtools. The industrialrevolution saw Before theindustrialrevolution, thingswereoftenmade spun muchmorequicklythanbefore. cotton could be The use of the steam engine meant that bythefloods. the roadafteritwasdestroyed Eventually, peoplein Ali’s workedtogethertorebuild village camp highupahillforthreeweeks. away,their housewasswept andtheyhadtostayinasafe When Ali’s flooded, village theircropsweredestroyed, withhiscousins. goes toschoolinanearbytown fields andabiggroundwhereheusedtoplaycricket. Ali inPakistan.Ali livesinavillage green hasmany Hisvillage thismakestheEarthwarmer.found that gas emissionsmakethis “blanket” thicker. Scientistshave “blanket”, fromEarth’s heat trapping surface. Greenhouse actlikea Greenhouse gasesintheEarth'satmosphere - 61 Lesson plan – Part I We understand The climate in our hands 62 Ocean and Cryosphere WORKSHEET B3.3 Disagree Agree G G Look atthefollowingidentitycards ofdifferent gasesandanswerthefollowingquestions: WORKSHEET B3.4 G G e e Contributes to: million) inpre-industrialtimestoover400 intheEarth’sConcentration has increasedfrom~280 atmosphere the ocean, andthesoil. landvegetation e e e The CO e e e Emitted by: e Contributes to: e Contributes to: 750 intheEarth’sConcentration hasincreasedfromaround atmosphere e e e e Emitted by: METHANE –CH CARBON DIOXIDE–CO 280 ofnitrous oxide intheEarth’sThe concentration has increased from atmosphere e e e Emitted by: NITROUS OXIDE–N WATER VAPOUR –H Which humanactivitiesare responsible forgreenhouse gasemissions? What are themaingreenhouse gasesintheatmosphere thatare emittedby humanactivities? e e e e e e e e e e e e e e e e e Acidification oftheoceans Acidification Anthropogenic greenhouseeffectandglobalwarming(majorcontributor) atmosphere bychangingtheclimate.atmosphere inthe vapour thepotentialtosubstantiallyinfluence theamountofwater Humans have water vapour. Human activitieshaveonlyaminordirectinfluenceontheamountofatmospheric Is themostabundantgreenhousegasinatmosphere. Deforestation Cement production Burning fossilfuelslikecoal, oilandgas more heat than methane) more heat Anthropogenic greenhouseeffect (evenhigherglobalwarmingpotentialthanmethane: almost10times itcantrap dioxide) Anthropogenic greenhouseeffect(hashighwarmingpotential: thancarbon around30timesmoreheat itcantrap Landfills andwaste Paddy riceproductionwhenfieldsareunderwater Fossil fuelextractionanduse stomach!) (itisproducedintheir Cow andsheepburpsdefecation Fuel vehicles Fossil fuelcombustion foddercrops) in fieldsandgrowing fertilizers Agriculture (spreadingartificialandnatural ppb (partsperbillion)inpre-industrialtimestoover1850 ppb inpre-industrialtimes, tomore than330 2 in the atmosphere ispartially absorbedby intheatmosphere 4 2 2 O O 2 ppm today. ppb in2017. ppb in2017. ppm (partsper 63 Lesson plan – Part I We understand The climate in our hands 64 Ocean and Cryosphere G G Look atthefigures belowandanswerthefollowingquestions: WORKSHEET B3.5 Source: from IPCC adapted AR5 WG3. sources included canbefoundintheContributionof intheseestimates WG IIItothe AR5 oftheIPCC). Source: fromhttps://www.epa.gov/ghgemissions/global-greenhouse-gas-emissions-data adapted fromIPCC–2014detailsaboutthe (data 76% Carbon dioxide G G Which economicsectors(sectorsofhumanactivity)contribute themosttogreenhousegasemissions? Which gascontributesmosttoglobalanthropogenicgreenhouse gasemissions? Other energ 9.6% Industry 21% y BY ECONOMICSECTORS–2010 GREENHOUSE GASEMISSIONS EMISSIONS BYGAS– GLOBAL GREENHOUSEGAS T 14% ransport TOTAL 49 GT CO heat production Electricity and 2 - eq 2010 25%

Methane 16% Buildings 6.4% Agriculture, Nitrous Oxide and otherlanduse 6% forestr 24% 2% Other y G G figures belowandanswer thefollowingquestions: and greater energy consumptionhavecontributedtoincreased greenhouse gasemissions.Observethetwo these developmentshavecontributedtoanunprecedented increase inthehumanpopulation.More people edented scientific,technological,economicandpoliticalchangesaffecting allsectorsofhumansocieties.All Technical progress sincetheindustrialrevolution isnotonlyrelated tothesteamengine,butalsounprec - WORKSHEET B3.6 G G Name two factorsthatcanexplain thisevolution. How hasCO WORLD POPULATION OVERTHELAST12,000YEARS ANDUNITEDNATIONS PROJECTIONUNTIL2100 GLOBAL AVERAGED CARBON DIOXIDECONCENTRATION INPPM Note: theyearsarerepresentedaccordingtoGregoriancalendar(yearsbefore0BCE (ftp://aftp.cmdl.noaa.gov/products/trends/co2/co2_annmean_mlo.txt Source: –GlobalMonitoringDivision NOAA–EarthSystem ResearchLaboratory Source: https://ourworldindata.org/world-population-growth#population-growth Christ). BC –Before 10 billion 2 billion 4 billion 6 billion 8 billion 280 300 320 340 360 380 400 420 -10000 2 1880 concentration intheatmosphere evolvedsincetheindustrialrevolution? 1890 1900 -8000 1910 1920 -6000 1930 1940 -4000 1950 ) 1960 -2 000 1970 1980 0 1990 – 1700 Before theCommonEra 2000 2100 2010 Y ear 2015 2020 year year – or 65 Lesson plan – Part I We understand The climate in our hands 66 Ocean and Cryosphere the world’s oceansandcryosphere. Whiledirectly af- most importantconsequencesofclimatechangefor aboutandexperimentonsomeofthe students learn In thissequence,sixlessonsare proposed tohelp repercussions are verydiverse. change necessarilyaffects thewholesystemandits interconnected andinequilibrium. Therefore, climate The Earthisacomplexsystemwhere everythingis CHANGE ONTHEOCEANANDCRYOSPHERE? WHAT ARETHECONSEQUENCESOFCLIMATE SEQUENCE C LESSON LIST C6 C5 C4 C3 C2 C1 about therole of theocean’s thermalinertiainclimateregulation. Through adocumentaryanalysisandanexperiment, thestudentslearn Natural sciences(advanced students) Ocean’s thermalinertiaandclimateregulation them understandhowmarinecurrents influenceclimateworldwide. drive oceancurrents. Theanalysisofathermohalinecirculation map helps ences ofseawater(dependingonsalinityandtemperature differences) can The studentscarryouttwoexperimentstounderstand thatdensitydiffer Natural sciences(advancedstudents) Marine currents andclimateregulation pH, andalsobetweenCO The studentsperformanexperimenttounderstandthe linkbetweenacidityand Natural sciences Ocean acidification ing climatesystemfeedbacks. face withhighalbedo.Thislessonalsoprovides anopportunityfordiscuss- out anexperimenttounderstandtheimportanceofcryosphere asasur The studentsdebateontherole ofseaicefortheEarth’s climateandcarry Natural sciences The “white”cryosphere anditsalbedo communities). to discussthedifferent impactsofsealevelrise(onecosystemsand human seawater contributestosealevelrise.Adocumentaryanalysisallowsthem The studentscarryoutanexperimenttoascertainhowthermalexpansionof Natural sciences Thermal expansionoftheoceanandsealevelrise on freshwater supply. abouttheimpactsoficemelting a documentaryanalysis,thestudentslearn does notcausesealevelrise,whereas meltingoficeonlanddoes.Through The studentscarryoutanexperimenttoascertainthatmeltingofseaice Natural sciences Melting cryosphere andsealevelrise cation. Theydiscusstheeffects ofoceanacidificationonmarine organisms.

2 concentrationintheatmosphere andoceanacidifi- heat uptakeandmarinecurrents. rise, cryosphere melting,oceanacidification, consequences ofphenomenaasdiversesealevel the studentswillbeabletounderstandcausesand plored intheselessons.A t theendofthissequence, communities and the issues involved are thus ex- are alsoobservedonkey ecosystemsandhuman fecting these systems, the impacts of climate change Core lesson - - Optional lesson page 67 page 92 page 88 page 84 page 80 page 75 • • • • • MATERIALS MELTING CRYOSPHERE ANDSEALEVELRISE LESSON C1 • • • Water; Large container:oneforeachgroup; Ice cubes(3-4foreach group); for eachgroup); WORKSHEET C1.5 WORKSHEET C1.4 WORKSHEET C1.3 WORKSHEET C1.2 WORKSHEET C1.1 ~ ~ ~ ~ ~ ~ ~ ~ ~ KEY IDEAS supply.melting iceonfreshwater analysis,umentary studentslearnabouttheimpactsof whereas themeltingoficeonlanddoes. Through adoc- the meltingofseaicedoesnotcauselevelrise, outanexperimenttodeterminethat The studentscarry SUMMARY DURATION sciences Natural MAIN SUBJECTS Experimentation INQUIRY METHOD ciers, permafrost, melting, freshwater, sealevelrise Cryosphere, seaice, continental ice, icesheets, gla- KEYWORDS ~ ~ ~ ~ ~ ~ ~ ~ ~ for rivers in mid- and low-latitude mountains.for riversinmid-andlow-latitude source is an important freshwater The cryosphere rise, whereasthemeltingofseaicedoesnot. The meltingoficeonlandcontributestosealevel leasttwoyears. ously forat Permafrost hasbeenfrozencontinu- isgroundthat Antarctic. Itismadeoffrozenwater. Sea icecanbefoundinthe Arctic aswellinthe sheets, formedbycompactedsnow. 98% oftheworld'siceiscontainedinpolar and theoceanleadstomeltingofcryosphere. oftheatmosphere An increaseinthetemperature comprising frozenwater. encompassesallareasoftheEarth The cryosphere 1 h30 Activity: 5 +10min Preparation: PREPARATION

(oneforeachgroup); (oneforthewholeclass); (oneforthewholeclass); (oneforthewholeclass); –foradvancedstudents (one 5 +10MIN the difference. • • 2. 1. LESSON PREPARATION ice. Showthem melting ofseaiceandthe meltingofcontinental ing ice,buttheydonot distinguish betweenthe level isrising?Moststudentswillthinkof themelt- 1. ING ANDSEALEVELRISE PART 1 (40 back totheotherissueslater. focus onsealevelriseinthislesson,andwillcome dents spontaneouslymentionsealevelrise.We will dents’ answersonthewhiteboard. Ingeneral, stu- Writeconsequences ofglobalwarming? thestu- Start byaskingthestudents:Canyounamesome 3. the melting. in a warm place (or in the sun) in order to accelerate below If this is not possible, to do the experiments described try enoughtimefor the icetomeltduringbreak.to leave It isbesttostartthislessonbeforethelunchbreak, inorder G See page182. glaciers) and multimedia activities (sea level rise). Multimedia resources: videos(sealevelrise; nental ice(halfofthegroups). stones): afewforeachgroup workingonconti- Heavy “waterproof” objects (pebbles,cobble- Print Prepare icecubesthedaybefore. See page182. Download thevideosfrom theOCE’s website. as anadditionalexercise byadvancedstudents. each group). The the wholeclass)and Ask thestudents:Whydoyouthinksea PROCEDURE G TEACHER TIP WORKSHEETS C1.1,C1.2 MIN): CONTINENTAL VERSUS SEA ICE MELT INTRODUCTION WORKSHEET C1.1 40 WORKSHEET C1.5 MIN +BREAK20 WORKSHEET C1.4 20 MIN and sotheycansee canbeused C1.3 MIN (onefor (onefor - 67 Lesson plan – Part I We understand The climate in our hands 68 Ocean and Cryosphere the ocean.Afterlookingat whereas sea ice (Arctic and land) are formedonlandfrom compactedsnow, Glacier iceandsheets(intheAntarctic andGreen - encompasses allofthefrozen wateronEarth.” “cryosphere” onthewhiteboard: “Thecryosphere that existonEarth.Write adefinitionoftheword class anddiscussthedifferent cryosphere reservoirs U groups setuptheexperiment: discussed andapproved bythewholeclass, 5. that allowsthemtoanswerthisquestion. 4. ice onlandbothcausesealevelrise? question: question? Helpthestudentsformulatefollowing think ofanexperimentthatwillhelpusanswerthis Answers will probably beverydiverse. contributetosealevelrise? reservoirs these different students: tities oficeonEarth?Show 2. 3. water andformsdirectly attheocean’s surface. and formonland,whereas seaiceismadeof- ice are different. Icebergs are madeoffreshwater students canalsounderstandthaticebergs andsea U paper tothecontainer.paper arulerorsheetof a lineonthecontainerandattaching level hasrisenornot?Possible include: answers drawing whetherthewater willyouknow Ask thestudentsHow intheocean).continental glacieroriceshelfandfloat brokenoffa large piecesoffreshwater have icethat ) andicebergs(whichare is formedfromfrozenseawater is understandingthedifferencebetweenseaice(which One ofthedifficultiesforstudents(andmostadults) G G e e temperature. Thiswaterrepresents theocean: They partiallyfillthecontainerwithwaterat room Once theprotocol oftheexperimenthasbeen In groups, let the students thinkofan experiment Where canwefindlargequan- Ask thestudents:Where Show e e G G TEACHER TIP TEACHER TIP object shouldstickoutofthewater. The icecubesrepresent continentalice.The er, and thenplacetheicecubesontopofit. ing acontinent–atthebottomofcontain- The other half in thewater. Theicecubes represent seaice. Half ofthegroups gentlyplacetheicecubes Do the melting of sea ice and the melting of Do themeltingofseaiceand What do you think: will the melting of all What doyouthink:willthemeltingofall WORKSHEET C1.2 put a heavy object – represent- oncemore andaskthe WORKSHEET C1.2 WORKSHEET C1.3 Antarctic) is formed in Ask: Can you Can you tothe , the U example, whenyoubatheinthesea). reason whyyoucooloff fasterinwaterthanair(for higher thermalconductivitythanair).Thisisalsothe because itisincontactwithseawater(whichhasa ability ofseaice:Itmeltsfasterthancontinentalice This firstobservationhelpstounderlinethevulner (within afewhours). placed onthe“continent”meltmuchmore slowly quickly (withinafewminutes),whereas those The ice cubes placed in the water melt very U on thesatelliteimageof them analyseit.Withadvancedstudents,youcanwork 8. TAL ICEMELTING FORFRESHWATER SUPPLY PART 2(20 does. sea levelrise,whereas themeltingofcontinentalice that the melting of sea ice does not contribute to dents tocompare theirresults. Theywillconclude 7. and writedowntheirobservations. they cantaketimetodrawtheexperimentalset-up 6. Top: beforeicemelting. Bottom: aftericemelting. U U cubes havebeenadded. The waterlevelmustbemarkedaftertheice container (theseaiceshouldfloat). cubes are notincontact withthebottomof is enoughwaterinthecontainer, sothattheice For thegroup workingon seaice:ensure there Distribute Distribute When theicecubeshavemelted,askstu- While thestudentsare waitingfortheicetomelt, MIN): THECONSEQUENCESOFCONTINEN- WORKSHEET C1.4 WORKSHEET C1.5. to each group and let toeachgroup andlet - continental icemeltingonthegrowth ofplantsand Hold aclassdiscussionontheconsequencesof liquid water. This is one of water’s unique proper the densityoficeisabout 90%thedensityof merged seaiceportionsisdue tothefactthat ume). Thedistributionofthe emerged andsub- of itissubmerged (around 90%ofitstotalvol- water (around 10%ofitstotalvolume),butmost Sea iceisalready intheocean.Partofitisabove contributing tosealevelrise. the resulting meltwaterflowsintotheocean, By definition,continentalicesitsonland.Hence, SEA LEVELRISE,MELTING OFSEAICEDOESNOT MELTING OFCONTINENTAL ICECONTRIBUTESTO increase inseawatersalinity. ing seawater. Thisprocess contributestoalocal water (the ice) and is expelled into the surround- cannotremain inthesolidstructure ofthe frozen arctica. Unlikecontinentalice,itisformedfrom Arctic Ocean,around andintheSouthern Ant- Sea icefloatsontheoceanandexistsonlyin of freshwater. floating in the ocean. Continental ice is made out pieces ofitmaybreak off, becomingicebergs the flow of a glacier reaches the ocean, large sively compressed until it becomes ice. When accumulation ofsnowonlandwhichisprogres- (where icesitsonland).Itisformedbytheslow and theGreenland andAntarctica icesheets prises glaciers(inpolarandmountainregions) Continental iceistheonland,whichcom- CONTINENTAL ICEANDSEAAREDIFFERENT to thislessonare detailed below. this book.Hence,onlythree conceptsthatare key plained inpages in thecryosphere dueto climate changeare ex- the ScientificOverview, andthechanges observed to humansare detailed onpages cryosphere (snow, iceandfrozen ground) provides of the Scientific Overview. Theservicesthatthe different reservoirs isprovided inpages Detailed informationaboutthecryosphere andits seawater. When seawater freezes, the WRAP-UP of the same section of 15 -17 ofthesamesection 10 MIN BACKGROUND FORTEACHERS of 12 -13 of 10 -11 -

in 250BCE. first demonstrated by can begiventohighschoolstudentsandwas volume ofdisplacedwater).Suchanexercise the buoyantforce, thatis,totheweightof of theicecubeisidentical,inabsoluteterms,to cube) andbuoyancy(inequilibrium,theweight the volumeofwaterproduced bymeltingtheice (the massof the icecube is equal to themassof result oftwobasicprinciples:massconservation done using four or five lines of calculation, is the cube. Thissimpledemonstration,whichcanbe el doesnotchangewiththemeltingofice melting oftheicecube.Therefore, thewaterlev- to thetotalvolumeofwaterresulting from the of theicecubebelowwaterlevel)corresponds submerged volumeofanicecube(theportion It canbemathematicallydemonstratedthatthe er, whichiswhythesealevelremains thesame. two phenomenaroughly compensate eachoth- water, thatis,forthesamemass).Therefore, the volume than liquid water (for the same amount of er thesealevel,becauseiceoccupiesalarger submerged portion of sea ice melts, it helps low- because itwasinitiallyoutofthewater. Whenthe tion ofseaicemelts,ithelpsraisethelevel corresponding liquids.When theemerged por ties, becausesolidsare usually denserthanthe arctica icesheetsare severalkilometres thick. just afewmetres thick,whileGreenland andAnt- faster than continental glaciers is because it is Another reason whyEarth'sseaiceismelting ice cube,improving theheatexchangeprocess. ecules (ofwater)interactwiththesurfaceof er densitymeansthatahighernumberofmol- due tothegreater densityofwater. Thisgreat- is muchmore efficient inwaterthanair, mainly (rather thanwater).Thisisbecauseheattransfer which hasmostofitssurfaceincontactwithair Ice on water melts faster than ice on land, SEA ICEMELTS FASTER THANCONTINENTAL ICE production. runoff from continentalglaciers,suchashydropower You candiscussotherimportant uses offreshwater especially freshwater supply. local resources (animalstohunt,agriculture, etc.), Archimedes of Syracuse, - 69 Lesson plan – Part I We understand The climate in our hands 70 Ocean and Cryosphere Adapted fromFig.Adapted 4.25oftheIPCC Working GroupIreport(2013). WORKSHEET C1.1 the largestexpansion ofcontinentaliceonEarth. Antarctica icesheet, nearAdélieLand. Antarcticaicesheetis and feedsmultipleglaciers. The SouthernPatagonian Icefieldisthelargestexpansionofcontinentaliceinsouthernhemisphereotherthan Antarctica SNOW COVER CONTINENTA GLACIERS L ICE LAKE &RIVERICE PERMAFROST floating onthe oceannorthofSpitzbergen.Sea icefloating SEA ICE SEA ICE ICE SHELF CONTINENTA L ICE ICE SHEET The followingsatelliteimagesshowthesedifferent cryosphere reservoirs. The cryosphere isallthe frozen wateronEarth.Intheworld,there are different reservoirs of“frozen water”. WORKSHEET C1.2 Source: from adapted “NASA Sea Ice / Goddard SpaceFlightCenterScientific Studio”. Visualization https://svs.gsfc.nasa.gov/3885 Glaciers Ice sheets Permafrost 71 Lesson plan – Part I We understand The climate in our hands 72 Ocean and Cryosphere WORKSHEET C1.3 – block of a continental glacier (which sits on land) that fallsintotheocean. Iceberg –blockofacontinentalglacier (which sitsonland)that Sea ice–theisformedfromfrozenseawater, theocean’s directlyat surface. G G the mountainsonbothsidesofvalleyare dry. you canseeinthefigure ontherightbelow. Noticethatthewaterismilkyandflows alonga green valley, while above. Sometimes, villagers even build channels to redirect the water directly from the meltwater lakes, as The figure ontheleftbelowshowsvalley downstream ofthe glacier thatwas represented inthefigure the glacier. Patagonia. Thewhitearrows pointtothewaterflowingfrom The figure belowshows anexampleofaglacier inArgentinian WORKSHEET C1.4 G G Why doyou thinkthevalley issogreen? Where doyouthinkitisflowing to? Meltw ater lak are behindtheserocks Glacier andmeltw e ater lake W ater line 73 Lesson plan – Part I We understand The climate in our hands 74 Ocean and Cryosphere e e e e e are false:vegetationappears inred. Peruvian Andes.Theimagewascaptured on29June2009bytheKoreanKompsat-2 .Thecolours The followingfigure shows asatelliteimageofthelargest icecapinthetropics: theQuelccayaicecapin WORKSHEET C1.5 e e e e e . 1980s. of alakeinthelate the formation overtheyears,The lakehasgrown formedaroundthe andfurthersmallerlakeshave inrecent years. hasaccelerated retreat lostabout50%ofitstotallengthsincethe1960s. Ithasalready Glaciermeltingledto In theupper-left corneroftheimage, istheQoriKalisGlacier, theicecap’s mainoutlet. –andthis This glacier isretreating well asforlocalecosystems. According tosomeestimates, couldvanishwithinafewdecades, theicecap suppliesformillionsofpeopleas depletingwater the shows This map “glacier shape” ofthevalleys, byancientglaciersbeforetheirretreat. carved As seenabove, runoffs. mainlyinthevalleysandalongwater (inred)grows thevegetation and electricity. region, asasourceofdrinkingwater icecap In thisdry relyontheQuelccaya thecommunitieslivinginvalleysdownstream Since the1970s, hasbeenshrinkingduetorising temperatures. icecap lostover20%ofits area. theQuelccaya Ithasalready Qori KalisGlacier • • • • For eachgroup: WORKSHEETS C2.1,C2.2 MATERIALS THERMAL EXPANSION OFTHEOCEANANDSEALEVELRISE LESSON C2 vanced students) ~ ~ ~ ~ ~ erator). Coloured water(previously cooledinthe refrig- A stopper; A straworpipette; A bottleorlaboratoryflask; ~ ~ ~ ~ KEY IDEAS tems andhumancommunities). cuss thedifferentimpactsofsealevelrise(onecosys- level rise. themtodis- analysisallows A documentary contributesto sea the thermalexpansionofseawater out an experiment to ascertain how The students carry SUMMARY DURATION sciences Natural MAIN SUBJECTS Experimentation and documentary analysis anddocumentary Experimentation INQUIRY METHOD coastal erosion, coastalecosystems, coastalcommunities Thermal expansion, seawater, sealevelrise, flooding, KEYWORDS ~ ~ ~ ~ ~ ~ ~ ~ ~ Saltwater mayseepintogroundwater.Saltwater destroyed. riskofbeingalteredor Coastal ecosystemsareat less than100kmfromtheocean. In 2010, lived about30%of the globalpopulation ly beflooded, leadingtocoastalerosion. Due tosealevelrise, coastalregionswillincreasing- cause ofsealevelrise. heated. This iscalledthermalexpansion, andisone Water, like allliquids, expands involumewhen by 2100. it willrisefurther–bybetween25 15 risenaround The globalmeansealevelhasalready oftheocean. the temperature rises, oftheatmosphere As thetemperature sodoes 1 h30 – 1 h Activity: 15 min Preparation: cm since1900. According todifferentscenarios, PREPARATION .

and C2.3 15 MIN (per group forad- cm andover1 m el rise).Seepage182. Multimedia resources: multimediaactivity(sea-lev - at riskduetosealevelrise. ecosystem servicesandare amongthefirst meadows), whichprovide uswithnumerous (mangroves, saltmarshesandseagrass three importanttypesofcoastalecosystems lesson’s worksheetprovides aninsightinto structures andcanultimatelydisappear. This between therisingsealevelandhumaninfra- ments, coastalecosystemsare “squeezed” have beenartificialisedduetohumansettle- treating isimpossible:incoastalzonesthat land whenpossible,ordisappearre- Coastal ecosystems are driven to retreat in- 100 30% oftheglobalpopulationlivedlessthan to faceduesealevelrise(in2010,about the coastare already facingandwillcontinue challenges that human populations living by view provides detailedinformationonthe systems. both Sea levelrisehasmultipleconsequencesfor in lessonC1). half is due to continental ice melting, as seen thermal expansionofseawater(theother rise observedsincethe1990sisdueto sea levelrise.Around halfofthesealevel due tothermalexpansion,whichleads volume oftheoceanistherefore increasing tra ready absorbedmore than90%oftheex- of theScientificOverview, theoceanhas al- plained indetailonpages (thermal expansionordilatation).Asex- ranges), increases itsvolume whenheated the exceptionofwaterincertaintemperature Matter, whetherinsolidorliquidstate(with heat generatedbyglobalwarming.The km from theocean). human settlementsandcoastaleco- BACKGROUND FORTEACHERS Page 18 oftheScientificOver 14 and16 - 75 Lesson plan – Part I We understand The climate in our hands 76 Ocean and Cryosphere and sothelevelofcolumnliquidrises). (heat causestheliquidinsmalltubetoexpand, thermometer andaskthemtoexplainhowitworks You might want to show the students an analogue the studentswillmentionexpansionofwater. could causesealevelrise?Itisnotverylikelythat observed sincethe1990s.Askclass:Whatelse nental ice only accounts for half of the sea level rise Explain tothestudentsthatmeltingofconti- ing ofcontinentaliceleadstosealevelrise. phere andtheoceansare warmingup,andthemelt- Go overtheconclusionsoflessonC1:Theatmos- 1. LESSON PREPARATION Watch the water columninthestraw.Watch thewater usingabain-marie. beingheated Example ofabottlewater have proposed. 2. the bottle+stopperstrawsetinadvance. on theageofstudents,youmaywishtoprepare ing seawatercausesthesealeveltorise.Depending them toimaginehowtheycouldtestwhetherwarm- 1. PART 1(30 2. Print onecopyof each group, andonecopyof Refrigerate thecoloured wateraheadoftime. for eachstudent. The students perform the experiment that they Show thestudentsavailablematerialandask MIN): THERMALEXPANSION OFSEAWATER INTRODUCTION PROCEDURE WORKSHEETS C2.1 20 MIN 1 H WORKSHEET C2.3 and Before After C2.2 for will havetoleavetheirhomesandmigrate. ties’ livelihoodsandontourism).Somepopulations coastal ecosystems, impacts on coastal communi- es ofsealevelrise(coastalerosion, destructionof they are done,discussthedifferent consequenc- C2.3 • • Discuss theconclusionsofactivities: 3. SEQUENCES OFSEALEVELRISE PART 2(30 • • For advancedstudents: G U U U U U tinental ice (see lesson C1, Sea level rise is mainly due to the melting of con- the strawrepresents thesealevelinoceans. students haveunderstoodthatthewaterlevelin to contextualizetheexperimentensure thatthe Seawater expandswhenheated.Itisimportant will experiencedifferent rates ofsealevelrise. Sea levelriseisnotconstant anddifferent locations systems andcommunities. Sea level rise will cause problems in coastal eco- ena are consequencesofclimatechange. thermal expansionoftheoceans.Bothphenom- Give thestudents U U U U U toanalyseandanswerthequestions.When ume canbemadevisible. With thissetup, evenasmallchangeinthewater’s vol- water, freshlytakenfromthetap. thanwithwater rather It isthereforeagoodideatofillthebottlewithchilled the experiment, itsexpansion willbe. themoreapparent thebeginning of inthebottleat The colderthewater hasavisibleeffect. iation var evenaslighttemperature thestudentsthat shows er with the handsisaninterestingoption, because it of 40°Cismorethanenough). Warming thecontain- doesnotneedtobeboiling–atemperature (the water method istoputitintoacontainerfilledwithhotwater or in the sun.placing itonaheater The most effective ter containedinthebottle, likeholdingitinyourhand, There areseveralpossiblewaysofwarmingthewa- tight. You canusemodellingclay orchewinggum. andthestopperneedstobewater between thestraw inserted throughthestopperintowater). The seal whenitis shouldriseintothestraw the colouredwater The bottleneedstobefilleduptherim(alittlebitof usefulhere. which isvery tle. Moreover, betterthanplastic, glassconductsheat isheated).water Itisthereforebesttouseaglassbot- ifthebottleissqueezed(notonly up inthestraw If thebottleismadeofplastic, willalsorise thewater G TEACHER TIP MIN, FORADVANCED STUDENTS):THECON- WRAP-UP WORKSHEET C2.1,C2.2 10 MIN page 67) and to the and - -

G G G G G 0-10 Population density(hab/km Look atthepictures below: Look attheimageonright: the world,withover160millionpeoplelivingthere today. Bangladesh hasoneofthehighestpopulationdensitiesin country hasanaltitudeoflessthan12 of thecountry. Thedeltaisaveryfertileregion. Mostofthe Brahmaputra rivers, and their delta, encompass a large part Bangladesh isacountryinSouthAsia.TheGangesand WORKSHEET C2.1 Note: “Today” corresponds toayearbetween2000and 2015, data. depending ontheavailable G G G G G How willthe riskofflooding change betweentodayand2100? Which consequences ofclimatechange willaffectpeoplelivinginBangladeshthemost? What isthedifference betweenthecurrent populationandtheexpected in2100? Which region ofBangladeshhasthemostinhabitants? Which region ofBangladeshhasthelowest altitude? 10-100 100-1M 1M-10M BANGLADESH BANGLADESH 2 ) >10M 0-10 ... infloodedareas(hab/km 10-100 100-1M YEAR 2100 m abovesealevel. 1M-10M TODAY 2 ) >10M Flood risk High risk Altitude Deep waters Moderate risk Moderate Shallow waters Shallow Safe BANGLADESH BANGLADESH BANGLADESH At altitude < 0m 0-3 m 3-10 m YEAR 2100 10-70 m TODAY > 70 m > 77 Lesson plan – Part I We understand The climate in our hands 78 Ocean and Cryosphere G Read thecards describingthedifferent coastalecosystems. WORKSHEET C2.2 is a mix of seawater and freshwater that issaltierthanfreshwater, that andfreshwater Brackish waterisamixofseawater butlesssaltythanseawater. tide. issubmerged duringhightideandemergedlow Intertidal zoneisathat Note: G food to a great communityofanimals. food toagreat and are good filtering systems. They are home and provide coastal erosion. They canstoreCO from space. provide protection against meadows Seagrass ter meadows, theycanbeseen sometimessolargethat the tropics to the Arctic. They can form dense underwa- saltyorbrackishwaters,They arefoundinshallow from and seeds. They cansettleinmuddy, soils. rockyorsandy canevenproduceflowers that plants withrootsandleaves Seagrasses, oftenconfused with seaweed, areactually SEAGRASS MEADOWS store CO nesting groundstobirds. Saltmarshesalsosequesterand They areanimportanthabitat, providingshelter, foodand like filtersand clean chemicalpollutantsfromthewater. and absorbing rainwater.flooding byslowing Theyfunction sediments. actionand trapping buffering wave They reduce littleoxygen.very Saltmarshesprotectthecoastlineby high tide. andwith The soilthereforetendstobemuddy at areregularlyflooded marshes arecoastalwetlandsthat frequently nearestuaries, insaltyorbrackish water. Salt- grasses, intheintertidalzone, herbsandshrubsgrow and arctic regions.Saltmarshes occur in temperate Their SALTMARSHES them. beneath oxide from the atmosphere, which they can store in thesoil forabsorbingcarbon di- ahighcapacity Mangroves have other organismsseekingfoodandshelterfrompredators. to fish and system also makes mangrove forests attractive action andreducingcoastalerosion. root Their intricate Mangrove forestsprotectthecoastlinebybufferingwave along tropicalandsubtropicalcoasts. soil.in areas with low-oxygen Mangrove forests only grow intertidal zone. These trees thrive in salty or , live in the coastal Mangroves are trees and shrubs that MANGROVES Why are theseecosystems soimportant? 2 fromtheatmosphere. 2 intheirrootsandsoil What istheirimportanceforlocalcommunities?Listthereasons. G G G G G nesia. Papua NewGuinea’s andIndo- tralia, aswellthecoastsof showing thenorthcoastofAus- Observe thefollowingmaps WORKSHEET C2.3 year 2100. with future sealevel rise by the day andattheriskassociated along thesamecoastlinesto- Now, lookattheriskofflooding Note: “Today” correspondstoayearbetween2000and2015, data. dependingontheavailable G G G G G depend on these ecosystems? fect localcommunitieswhich How doyouthinkthismayaf- to thesecoastalecosystems? What doyouthinkwillhappen meadows)? saltmarshes orseagrass al ecosystems(mangroves, zones withimportantcoast- In flooded regions, are there ed regions alongcoastlines? Are there more or less flood- coastlines? meadows alongtheses saltmarshes andseagrass distribution ofmangroves, What doyounoticeaboutthe sions scenario. fortheyear2100basedononepossiblefuturegreenhousegasemis- Flood-risk map Flood-risk map fortheyear2000. Flood-risk map Distribution of Source: fromUNEPOceanData Adapted Source: Viewer High risk Mangroves Moderate risk Moderate Saltmarshes – http://data.unep-wcmc.org/datasets Safe Seagrass meadows meadows Seagrass At altitude YEAR 2100 TODAY 79 Lesson plan – Part I We understand The climate in our hands 80 Ocean and Cryosphere • • • THE “WHITE” CRYOSPHERE ANDITSALBEDO LESSON C3 • For eachgroup: MATERIALS ergy-saving lamps,useincandescent orhalogen 1 lightbulb(atleast60 coloured ink; 1 bluecontainerora withdark-blue- ed ink; 1 white container or a container with white-colour ~ ~ ~ ~ ~ ~ ~ WORKSHEET C3.1 analysis anddocumentary Experimentation INQUIRY METHOD feedback loop Cryosphere, reflection, albedo, additionalwarming, KEYWORDS KEY IDEAS tunity todiscussclimate systemfeedbacks. with ahighalbedo. This lessonalsoprovidesanoppor asasurface stand theimportanceofcryosphere Earth’s outanexperimenttounder climate andcarry theroleplayedbyseaicein The studentsdebate SUMMARY DURATION sciences Natural MAIN SUBJECTS ~ ~ ~ ~ ~ ~ ~ that are very hardtostoponcesetinmotion. arevery that feedback loops (both positive and negative) many system there are In theclimate-ocean-cryosphere feedback. adangerous cycle,This initiates calledapositive year.surface coveredbyiceisshrinkingfasterevery decreasing, whichleadstoadditionalwarming. The melts,As thecryosphere theEarth’s overallalbedois Earth's surfacewouldbehigher. Without thecryosphere, ofthe thetemperature called albedo. is ofasurface toreflectsolarradiation The capacity absorbed bytheEarth.amount ofenergy incoming solarradiation. the Itthereforeregulates Due toitswhitecolour, reflectsmost thecryosphere 1 h30 Activity: 20 min Preparation: PREPARATION

; W, ifpossible, 100 20 MIN W; noen- - - - take up more heat? take upmore ocean is important? Why? Does theice or theocean incolourbetweentheiceand that thedifference Why isthecolouroficeimportant?Doyouthink as the surrounding ocean is dark. covered byicebecauseoftheirwhitecolour, where- sea ice. The students will have identified theareas ing. Polarbearsare endangered duetotheretreat of ing threatened becauseitshuntinghabitatisshrink- Students generallycomeupwiththepolarbearbe- ifitdoesnotcontributetosealevelrise? ice retreat Now, aboutsea askthestudents:Whydowecare level rise. thatseaicedoesnotcontributeto have learned Recall lesson C1 onthemeltingcryosphere. We ocean, whichhasamuchdarkercolour. of thesea ice isretreating and being replaced by two maps?Theywillobservethatthewhitesurface betweenthe thedifferences age show?Whatare is noticeable.Askthestudents:Whatdoesim- ence betweentheseaiceextentin1979and2015 1. LESSON PREPARATION ask themhowtheycould checkthem.Encourage 1. the Arctic Oceanin Start thissessionbyshowingthesatelliteimageof See page182. Multimedia resources: video(seaiceandalbedo). • 2. Print orproject Thermometer. experiments canbecarriedoutinthesun. sunny, thelightbulbsmaynotbenecessary– and tilted towards the table. Note: if the weather is light bulbs), mounted on a support that can be fixed Download videofrom OCE’s website.Seepage After the students haveshared their hypotheses, INTRODUCTION PROCEDURE WORKSHEET C3.1 WORKSHEET C3.1 50 MIN 20 MIN Ask the students: . . Thediffer 182. - U predict whatwillhappen astimegoesby? predict proximately 20 ature values–forexample,every5 2. (B) Experimentusingtwofabricsofdifferentcolours. (A) Experimentusingtwocontainerswithcolouredwater. U experiments are suggested: them tocarryoutanexperiment.Two examplesof U U black T-shirt placedinthesunorunderalamp. measure thetemperature underawhiteand rics withdifferent colours.You can,forexample, Carry outasimilarexperimentusingtwofab- ature inthetwocontainers. or underalightbulb.Measure thewatertemper dark blueink.Placethecontainersinsunlight our the water directly by mixing it with white or blue (liketheocean).Anotherpossibilityistocol- ed white(liketheice),otheronepainteddark cal containers(withlidspreferably) –onepaint- Place the same quantity of water in two identi- The studentsread andwritedownthetemper minutes. Askthestudents: Can you minutes, forap- - - the colourofcarorseatsmakeadifference? happens ifacarisparkedinthesunsummer?Does and theireverydayexperience.Forexample:What connections betweenthefindingsofexperiment on ahotandsunnyday?Thestudentswillfindmore Would towearawhiteorblackT-shirt youprefer 4. the darkcontainer. of theexperiment,finaltemperature ishigherfor es faster than that of the white container. In the end the temperature ofthedark bluecontainerincreas- ature. Bycomparingthetwo plots,theywillseethat the whitecontainer)showingchangeintemper two plots(oneforthedarkbluecontainerandone 3. um oftheentire system. impact anddestabilizethe current equilibri- nents oftheclimatesystem canhaveamajor feedbacks, small changes toafewcompo- negative (slowingofchange). Through these both positive(accelerationofchange)and The hasmultiple feedbacks, phenomenon beingself-accelerating. tion effect iscalledapositivefeedback,the hence more open ocean, etc. This amplifica- warms more, whichleadstomore melting, ocean absorbsmore energy. Theocean faces, thedarkersurfaceofnewopen ish icepermanentlymeltsonlarge seasur water hasalowalbedo(< 40% to80%),whilethedarkerArctic Ocean Ice andfresh snowhaveahighalbedo(from measured byaquantitynamedalbedo. reflects back to space. er thesurface,more solarradiationit tops, forests andsandybeaches.Thewhit- form; justthinkofoceans,snowy mountain The colour of the Earth’s surface is not uni- is directly reflected backtospace. is absorbedbytheEarth’s surface;partofit diation. However, notallincomingradiation planet ispartiallyemittedbackasinfrared ra- ing radiationabsorbedbythesurfaceofour lessons B1andB2,wesawthattheincom- the solarenergy thatreaches ourplanet.In at theEarth’s surfaceishighlydependenton entific Overview, theequilibriumtemperature As discussedinpages Discuss theresults withthe students.Askthem: During the20 BACKGROUND FORTEACHERS minutes, askthestudentstodraw This whiteness is 10%). Whenwhit- 8-11 oftheSci - - 81 Lesson plan – Part I We understand The climate in our hands 82 Ocean and Cryosphere experiment (A)onthepreviouspage. inthetwocontainersused thechangeintemperature Plots showing our changesfrom whitetothecolourofrock have ahighalbedotoo:as ice melting seaice,but glaciersandicesheets In thislesson,thealbedo effect wasdiscussedfor system whichstrongly influencetheEarth'sclimate. ferent feedbacksintheclimate-ocean-cryosphere the whiteboard anddiscussthatthere are manydif- forth. You canhavethestudentsdrawthisloopon in temperature intheatmosphere, andsoon albedo isreduced.leadstoanincrease Thisinturn of theocean,more icemeltsandthemore the ture oftheatmosphere, thewarmertemperature positive feedbackloop:thewarmertempera- The discussionmustunderlinetheexistenceofa leads tooceansbecomingwarmer. understand thatthetotalorpartialretreat ofseaice so special about ice? might betheconsequencesoficemelting?Whatis have justseenwithlightanddarkcontainers,what of climatechange.Askthestudents:Givenwhatwe (ice sheets, sea ice and glaciers) are melting because Sum uptheresults oflessonC1:large icesurfaces albedo whenitreflects sunlightwell. come upwithphraseslike:Somethinghasahigh given whattheyhaveobserved.Thestudentscould water. Askthemtotrydefinetheword “albedo” the studentsthaticehasagreater albedothansea- Write theword “albedo”onthewhiteboard andtell WRAP-UP At this stage, the students will 20 MIN / snow melts,thecol- / soil systems andindigenouspopulations. Study the impact of the melting sea ice on polar eco- OPTIONAL EXTENSION summer. glaciers withwhiteblanketstoreduce meltingduring Europe, likeSwitzerland, communitiescoversome increasing melting.Inthe Andesandsomepartsof beneath, warmingthesurrounding cryosphere and (more evaporation phenomenon feedback:ative counteractstheinitial amechanismthat due toincreasedalbedo. Indeed, wecallaneg- thisiswhat when seenfromspace), whichwouldleadtoglobalcooling evaporation,water andhencemoreclouds (whicharewhite The studentsmayaskifglobalwarmingwillresultinmore 123). 102 ) andD3(page See lessonsD2(page G G er albedo feedbacks. totakeintoaccountallofthese mate. modelstry Climate known feedbacks and negative It is the balance between the climate system’s positive G G TEACHER TIP PROGRESSION TIP – that will determine the evolution of the future clithat - → temperature lower – some ofwhichmaystillbeun- → → less evaporation). more → - great G Source: NASA–https://svs.gsfc.nasa.gov/4435 year 2015. The twoimagesshowtheArctic seaiceextentduring themonthofSeptember, intheyear1979and WORKSHEET C3.1 SEPTEMBER 1979 SEPTEMBER 2015 G What canyouobserve? 83 Lesson plan – Part I We understand The climate in our hands 84 Ocean and Cryosphere OCEAN ACIDIFICATION LESSON C4 See page182. Multimedia resources: video(oceanacidification). • • • • MATERIALS ~ red-cabbage juice(foreachgroup); pH meterortestingkitforswimmingpools lemon juice,etc. Liquids totestacidity:water, vinegar, softdrinks, 3 different seashells and3containers; 1 strawandcontainer(foreachgroup); rine organisms. onma- They discusstheeffectsofoceanacidification andoceanacidification. intheatmosphere centration ~ ~ ~ Experimentation INQUIRY METHOD Ocean acidification, CO KEYWORDS KEY IDEAS link between acidity and pH, and also between CO The studentsperformanexperimenttounderstandthe SUMMARY DURATION sciences Natural MAIN SUBJECTS ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ absorbed almost30%ofanthropogenicCO The oceansareanimportantCO The oceans’CO 1 h30 Activity: 10 min Preparation: Once dissolvedintheocean, CO past 200years. are some of the marine organisms that areaffected. are someofthemarineorganismsthat Shellfish, corals, plankton, seaurchinsandstarfish ocean acidityincreases. Building newshellsbecomesincreasinglydifficultas acidic water. The seashellsofmarineorganismsdissolveinvery in oceanacidity. to formcarbonicacid, andcontributestoanincrease PREPARATION 2

uptakeisincreasing. 2 uptake, carbonicacid, pH 10 MIN 2 reacts with water reactswithwater 2 sink. They have 2 inthe 2 con- ably notbeaware thatalotofCO mention thatplantsabsorbCO else can it go? Some students will probablyWhere 182. Download the video on the OCE's website. See LESSON PREPARATION all theCO Ask thestudents:Whatdoyouthinkhappensto actually becomesmore acidicastheCO and waterpollution.Discuss thefactthatocean gestions, suchaspossible effects onmarineanimals dissolves intheoceans.Theymayhavesomesug- tion inthewaterincreases. Ask thestudentswhattheythinkhappenswhenCO the oceans. be keptformonths. before usingit(oneday). Ifyoustoreitinthe freezer, itcan sure itworks. Itworksbestifyoudonotstoreitfortoolong You juice in advance to make should test the red cabbage follows: ing kit, youcanmake “homemade” juiceas red-cabbage pool pH test- apHmeterorswimming If youdonothave G U U U U U U (baking soda)changesthesolutiongreenishblue. colour,magenta whereas adding sodium bicarbonate olet. Ifyouaddvinegar, thesolutionshouldturnabright colour changesfromadarkviolettomorepinkishvi- juice,a glassofredcabbage andcheckwhether the To juice, testtheredcabbage into throughastraw blow juice isready. through astrainer, andthereyouare: yourredcabbage turnsdarkpurple.water Pour juice theredcabbage pieces.Pour ontotheredcabbage boilingwater The andgiveanevenmore intensecolourtothejuice. bage hours. This will break up the cell walls of the red cab- container andputtheinfreezerforafew intosmallpieces,Cut theredcabbage placethemina G TEACHER TIP 2 in the atmosphere? Does it stay there? Doesitstaythere? intheatmosphere? INTRODUCTION 20 MIN 2 , buttheywillprob- 2 isabsorbedby 2 concentra- page 2 eral minutesisenoughto demonstrate thatthishy- Blowing through astrawinglassofwateroversev - es theacidityofseawateris correct? could testwhetherourhypothesis thatCO 2. Students performingpHtests. derstood, theycanproceed tothefollowing step. between pHandacidity. Oncethisrelationship is un- etc.). This allows them to understand the relationship ent liquids(water, vinegar, softdrinks,lemonjuice, 1. PART 1(30 for swimmingpoolsorred cabbagejuice. pH meter. (vinegar, lemonjuice,etc.),andthenintroduce the Ask thestudentsforsomeexamplesofacidicliquids ready know that increasedCO that know ready If the class has done lesson B1, B2 or B3, the students al- besides globalwarming, namelyoceanacidification. G peratures and changing CO peratures (for example, betweenglobaltem- analysing thecorrelation research to introduce this idea doing a brief documentary phere arecontributingtoglobalwarming. Ifnot, consider atmospheric CO atmospheric of thisglobalwarmingwerestudied. However, increasing olution). Inthepreviouslessons, someoftheconsequences Ask thestudents:Doyou have an idea of how we In groups, thestudentsmeasure thepHofdiffer G TEACHER TIP MIN): OCEANACIDIFICATION Alternatively, you can use a pH testing kit 2 concentration has other consequences hasotherconsequences concentration PROCEDURE 2 levels since the industrial rev- 2 - emissionsintotheatmos 1 H 2 - increas - U few possiblehypothesesraisedbythestudents: experiment, askthestudentstopredict theresult. A animals (corals,shells,etc.).Before carrying outthe isms. The solution is to use remains or dead bodies of could show whether acids can harm marine organ- 5. do notreproduce orreproduce less,etc. U U U U 6. U absorbed around 30%oftheanthropogenic CO cation. Inthelast200years,oceanshavealready to takeupCO 3. using red cabbagejuiceas apHindicator. ence before andafterblowing intothestrawwhen Additionally, itmakeseasiertoseeacolourdiffer the initialpHofwater(around 8forseawater). ter tomakeitmore likeseawater. Thisalsoincreases pothesis istrue.Thestudentscanaddsalttothewa- CATION FORMARINEORGANISMS PART 2(30 throughastraw,By blowing studentsaddCO or asphyxiatedbyCO answers includethatmarineorganisms are poisoned to marineorganismslivingintheoceans?Common 4. U U U U U U In vinegar, theshellwillbreak intoseveralpieces. In vinegar, holeswillappearintheshell. The shellwillbediscoloured invinegar. The shellwilldisappearinvinegar. shell placedinvinegarmay dissolvecompletely. the cium carbonateoftheshells. Ifleftovernight, duced whenanacid(vinegar) reacts withthecal- of? students appear andthewaterbecomesopaque.Ask minutes, theshellsbegintodissolve–bubbles mixed withvinegar, andinpure vinegar. Afterafew solutions: inwater(control experiment),inwater Place three shells(orthelike)inthree different and vinegar. There willbenovisibledifference between water sk the students to think of an experiment which Ask thestudentstothinkofanexperimentwhich The experimentcouldbesimilartothefollowing: Tell thestudentsaboutcapacityofseawater Ask thestudents:Whatdoyouthinkwillhappen They are made of carbon dioxide, which is pro- MIN): CONSEQUENCESOFOCEANACIDIFI- What do you think the bubbles are made made What doyouthinkthebubbles are 2 andhowthisleadstooceanacidifi- 2 , ortheyshowdeformations, 2 tothewater. 2 . -

85 Lesson plan – Part I We understand The climate in our hands 86 Ocean and Cryosphere U n exoskeleton is an external skeleton–itisfoundoutside anexoskeletonisanexternal 1 exoskeleton ification affects all animals that have a shell or an shell materialcanbehindered aswell.Oceanacid- rine organisms bedamaged,theformationofnew marine organisms: notonlycantheshellsofma- conclusion on the effects of ocean acidification on als. Theclassshouldthencomeupwithagroup acidification affects theshellsofplanktonandcor To conclude,showthevideoexplaininghowocean theeffectofvinegaronshells.Students observing Shells dissolvinginvinegar. U web). onecosystems(impactsthefood ocean acidification students wouldliketounderstandthepotentialimpactsof You maydirectlyproceedtolessonD2(page appear). (moreorlessbubbleswill the reactiontovinegarmayvary intheshell,depending ontheamountofcalciumcarbonate a different chemical compositions; Different shells have G G seawater, in2013,hadapHofaround 8.05). than seawater(vinegarhasapHof2-3,whereas is anexaggeration:Vinegarmuchmore acidic The studentsshouldbeaware thatthisexperiment internal skeleton, whereasinternal acrab hasanexoskeleton. rather than inside the body. Humans, for example, have an G G PROGRESSION TIP TEACHER TIP 1 madeofcalciumcarbonate. WRAP-UP 10MIN 102) ifthe - bonic acidintoH follows naturallyisthedissociationofcar ic acidispredominant. Thereaction that ocean acidification (due to the increase of H acidification. mospheric CO important consequenceoftheincreasing at- al warming. However, there is another very HCO the ocean.Oncedissolvedinseawater, CO C2, in vegetatedcoastalecosystems(seelesson of itissequestered byplantsandsediments taken from the water by phytoplankton, part activity is absorbed by the ocean. Part of it is water, increases theamountofH An acidisasubstancethat,whendissolvedin ACIDITY ANDPH We haveseenhowCO lion tonsofCO Overview, around onequarterofthe40bil- As detailedonpage OCEAN ACIDIFICATION action ofcalciumandcarbonate ions. them. Calcium carbonate is formed in the re- tion ofH pH isaunitthatmeasures theconcentra- solution notaveryconvincingexample). chemical reactions (for example, anacidic highly reactive ionsare involvedinmany ocean uptakeofCO use calciumcarbonate(CaCO Marine organisms withexoskeletonsorshells crease). ion concentrationandtheresulting pHde- reacts withwatermolecules(H of CO This isareversible reaction, butiftheamount carbonic acidH alkaline, ifitspHishigher. neutral whenitspHequals7,andbasic,or is considered acidicifitspHislowerthan7, than apH a pH pH = 6 solutionistentimesmore acidicthan page 3 = - . Gradually, thisreaction contributesto 2 BACKGROUND FORTEACHERS istoohigh,theproduction ofcarbon- 7 solution,itselftentimesmore acidic + = It is a logarithmic scale: a ions.Itisalogarithmicscale: 75), andpartofitdissolvesin solution 8 solution,andsoon.Asolution 2 2 concentration:theincreasing emittedeachyearbyhuman 2 + CO ionsandbicarbonate 2 3 , whichleadstoocean . 2 17 oftheScientific contributestoglob- 3 + ) to produce ) toproduce 2 ions. These ions.These O) toform [...] - + 2

CaCO bind to,theymayevencausetheseparationof high thattheycannolongerfindotherionsto with Ca the economyandhumanfoodsecurity. direct impactonmarinebiodiversity, butalsoon species (includingcorals)are threatened, witha pending onfuture emissions.Asaresult, many crease by between 0.3 to 0.4 units by 2100, de- The pHofseawaterisexpectedtofurtherde- seawater). pH ofvinegarismuchlowerthanthereal pHof fiers, exaggeratedforeducationalpurposes(the the effect ofoceanacidificationonmarinecalci- in thislesson,withseashellsandvinegar, shows velopment stages.Theexperimentperformed to affect marinecalcifiersattheirdifferent de- (even if seawaterpH remains above 7) is enough 8.05 in2013.Asmallincrease inoceanacidity units sincetheindustrialrevolution toaround Global meanpHhasdropped byaround 0.1 those thatalready exist. oskeletons more difficult andcandeteriorate ganisms: itmakesformingnewshellsandex- the oceanshasa associate preferentially withH in theacidsolution.Hence,CO this happens,wesaythattheshells“dissolve” tributing totheirprogressive degradation.When and exoskeletonsofthoseorganisms, thuscon- in anacidicocean),theCO Moreover, if the concentration of H to buildshellsorcalciumcarbonateskeletons. for somemarineorganisms (marinecalcifiers) from takingplaceandthus makingitverydifficult [...] If there isanexcessofH 3 moleculesthatalready exist intheshells 2+ ions,preventing theprevious reaction double impactonmarineor + 3 2- ions(asisthecase ionswilltendto + ionsratherthan 2 absorptionby + ions is so - NEUTRAL pH scaleandexamplesofdifferent solutions. 10 11 12 13 14 pH 0 1 2 3 4 5 6 7 8 9 BASE ACID oven Bleaches, pH =14 Liquid draincl Grapefruit juice, pH =5 Black coffee pH =6.3-6.6 Milk, pH =7.4 Blood pH =8 Sea water pH =10.5-11.5 Ammonia solution pH =13.5 pH =2 Lemon juice, pH =2.5-3.5 tomato juice pH =0 hydrochloric acid Batter pH =9.5 Baking soda urine, cl y acid, eaner saliva , lye vinegar

eaner + soda, BLEACHES

MILK +- CLEANER DRAIN LY E 87 Lesson plan – Part I We understand The climate in our hands 88 Ocean and Cryosphere • • • • • • MARINE CURRENTSANDCLIMATE REGULATION (ADVANCED STUDENTS) LESSON C5 • MATERIALS Salt; Food colouring; Cold water; A kettle; Three smallcontainers(bottle,teacup,other); sponge (oneforeachgroup); Tanks filledwithwaterat room temperature and a ~ ~ ~ ~ ~ ~ ~ WORKSHEET C5.1 analysis anddocumentary Experimentation INQUIRY METHOD rents Density, salinity, thermohalinecirculation, marinecur KEYWORDS KEY IDEAS influence worldwide. climate marinecurrents helpsthemunderstandhow tion map ocean currents. The analysisofathermohalinecircula- differences)can drive pend onsalinityandtemperature (which de- differences in the density of seawater how outtwoexperimentstodetermine The studentscarry SUMMARY DURATION sciences Natural MAIN SUBJECTS ~ ~ ~ ~ ~ ~ ~ regional andaffecttheEarth'secosystems. a major impact on have Changes in ocean circulation and regionalclimate. global Marine currentsplayakeyroleinregulating withinandthroughoutalloceanbasins. ocean water which actsasaglobalconveyorbelttransporting Density differencesdrivethermohalinecirculation, circulation. and atmospheric and moisture. The sunisthemainmotorofoceanic The oceans, exchangeheat landandatmosphere ismoredensesinks. that dense rises;water ter islessdensethancoldwater. isless Water that Freshwater islessdensethansaltwater. Warm wa- 1 h30 Activity: 15 min Preparation: PREPARATION

; 15 MIN - 3. 2. U ry outanexperimentlikethis: ( Hand outamapofthethermohalinecirculation 1. LESSON PREPARATION El Niño). Multimedia resources: videos(marinecurrents and U 2. agreed on,askthestudentstopredict theresult. ocean is either cooled or warmed. Once a protocol is lows them totestwhathappens when a region ofthe 1. PART 1(30 U warm water when it reaches thepoles? waterwhenitreaches warm the oceans:oceancurrents. Whathappenstothe the map?Themapshowsmovementofwaterin arrows (sinkingandrisingwater).Whatisshownon ours (warm and cold water) and the direction of the dents aboutthemeaningofred andbluecol- WORKSHEET C5.1 U U U page 182. Download videofrom the OCE'swebsite.See Put waterinthefridgedaybefore. resents theocean. Fill atankwithwateratroom temperature. Itrep- Print out boil. may useakettle,butthewaterdoesnotneedto red (red isusuallyassociatedwith“warm”).You Fill a smallcontainer with warmwater, coloured diffusing. Thehotwaterremains atthesurface. water isabsorbedbythe sponge before itstarts surface andtopourthehot waterontoit.Thehot It helpsto place a sponge floating atthe water The students, divided into small groups, can car Ask thestudentstodesignanexperimentthatal- MIN): THERMALCURRENTS WORKSHEET C5.1 INTRODUCTION PROCEDURE ) toeachgroup andaskthestu- 50 MIN (oneforeachgroup). 20 MIN - U U have similarlyintheocean? 3. sinkstothebottomoftank.The cold-water U U troduced at the endofthelesson. troduced at thought ofasbeing “heavier”. The worddensitywillbein- isdenserthanwarmwater,Cold water henceitcanbe G to thebottomoftank. and observewhathappens.Thebluewatersinks Pour thecoldwateroverspongeintank coloured blue(usuallyassociatedwith“cold”). Fill anothersmallcontainerwithcoldwater, “warm”) andsalinity(from thegreek word “hal- ature (from thegreek word “thermos”meaning due toitsdependenceonchangesintemper times referred toas“thermohaline”circulation, ocean circulation. This component issome- In thislesson,wefocusonlyonslow, deep basins anddepths. circulation”, themovement ofseawateracross taneously todrivethe“meridionaloverturning circulation. Thesetwocomponents actsimul- per oceancurrents, and2) theslow, deepocean major components:1)thefast,wind-driven,up- global oceancirculation can bedividedintotwo gen, andnutrientsthroughout theocean.The marine lifebytransportingheat,carbon,oxy- role inregulating theclimateandsupporting Ocean circulation andcurrents playacentral Ask the students: G TEACHER TIP Do warm and cold water be- Do warm BACKGROUND FORTEACHERS - 18 oftheScientificOverview, respectively. turning circulationturning are further in and the effects of climate change on the over The role ofoceancurrents ontheclimatesystem ropean climate. westerly winds,isresponsible forthemildEu- shown bytheGulfStream, which,togetherwith coastal temperatures and livingconditions, as surface currents havea considerable effect on changes intemperature andsalinity. Marine phere andseaiceformation leadtosignificant in highlatitudes,where heat losstotheatmos- vertical mixing. This “sinking” occurs primarily es andit“sinks”bywayofaprocess called ter coolsorgetssaltier, itsdensityincreas - density ofseawater. Whenaparcel ofseawa - inos” meaning“salty”),bothofwhichmodifythe vious knowledgetotheseexperiments. ready dealtwithbuoyancy, theycanapplytheirpre- is denserthanfreshwater. Ifthestudentshaveal - cold waterisdenserthanwarmwater, andsaltwater dents see water “rising” or “sinking”! This is because simple, theyusuallycreate astonishment:Thestu- While theaboveexperimentsmayappeartobevery freshwater andthusitsinks. and observewhathappens.Saltwaterisdenserthan 5. of saltforonecupwater). amount ofsalthasbeendissolved(i.e.5tablespoons A smallcontainerisfilledwithwaterinwhichalarge placing thehotandcoldwaterwithsaltwater: 4. PART 2(20 why itsinks. The densityisdefinedas: At equal mass, volume. has a lower denser water This is G water hasasmallermassbecauseitislessdense. water equal volumeofhotandcoldwater. You hot willseethat scale:This can be checked using an accurate weigh an The students pour the saltwater onto the sponge The studentscandoasimilarexperimentbyre- G TEACHER TIP MIN): SALINECURRENTS Density = Volume Mass pages 10 and - 89 Lesson plan – Part I We understand The climate in our hands 90 Ocean and Cryosphere “sink” intodeepwateratthepoles? deep water. Askthestudents:Whydocurrents colder regions likethepoles, thecurrents flowinto Look atthethermohalinecirculation mapagain.In 1 from freezing seawater. Atthispoint,youhaveto Theywillanswer: Ask them:Howdoesseaiceform? comes from. ably beconfused,notunderstandingwhere thesalt sea ice,itwouldbelesssalty?Theywillmostprob- that is produced from melting with all the freshwater ter atthepolesbesaltier?Wouldn’t youthinkthat The question that arises next is: ier aswell–althoughitiscounterintuitive. they mightanswerthatitisbecausethewatersalt- they haveseenthatsaltwatersinksinfreshwater, for it to sink. What could it be?Since other reason Ask thestudents:Besidesbeingcolder, isan- there the wateriscolder, whichispartiallytrue. The studentswillprobably answerthatitisbecause ocean currents. explored onlytwoofthemostimportantdrivingforces – seethebackgroundforteachers. Inthislesson, wehave In reality, complicated tothisquestionisvery theanswer G Brine isasolutionofwaterand highconcentrationofsalt. G TEACHER TIP WRAP-UP 20 MIN Why would the wa- will bediscussedagaininlessonC6(page92). The contributionoftheoceantoclimateregulation example). ature andsalinity(through themeltingofseaice,for rine currents because it affects both water temper different regions. Climatechangeimpactsthema- and theresulting consequences fortheclimatein the impactsofclimatechangeonmarinecurrents transport heatfrom theequator tothepoles.Discuss rents playfortheworld’s climate:forexample,they Introduce thestudentsto thekeyrole marinecur er anditsinksbecauseissaltier. water to sink at the poles: it sinks because it is cold- and sinks.Therefore, there are tworeasons forthe happens whenwaterbecomessaltier?Itgetsdenser It actuallygoesintothesurrounding water. Andwhat doesthesaltgoto? where So, whenseaiceforms, Ask them: concentration ofsalt.) in theice.(Brineisasolutionofwaterandhigh – exceptforsomebrine give themtheinformationthatseaiceisnotsalty See page182. A video on El Niño is available on the OCE's website. marine currents intheworld’s climate. enon, asanexampleoftheimportantrole playedby High schoolstudentsmaystudytheElNiñophenom- OPTIONAL EXTENSION Seawater is salty whereas sea ice is not. Seawater is salty whereas 1 confinedinbrinepockets - - locations. The otherreason isthatthesalinityofthiscurrent ishigherthanthesalinityofsurrounding wateratboth current sinksintothedepthsofocean.Thetemperature difference isonlyoneof thereasons forittosink. In twoplaces–north-eastofIcelandandsouth-west ofGreenland –partof the waterofNorthAtlantic salinity –increases. Furthermore, becausepartofthewaterinthissurfacecurrent evaporates,thesaltcontentofwater– tic towards Europe. Onitswaynorth,thecurrent warmstheairaboveoceananditswatercoolsdown. flows from Florida to the northeast, first along the east coast of North The GulfStream, anditsextension,theNorthAtlanticcurrent, isawarmoceansurfacecurrent. Thiscurrent in yellow. whereas warmsurfacecurrents are showninred andregions of"sinking"or"surfacing"currents are shown The figure belowshows the map:deepcurrents, coldandsaline,are showninblue; WORKSHEET C5.1 seaw The globaloceanconveyorbeltisaconstantlymovingsystemof oceancirculationdriven Deep current, ater densit coldandsaline y . Itisalsocalledthethermohalinecirculation. A TLANTIC OCEAN OCEAN SOUTHERN Shallow andwarmcurrent ARCTIC OCEAN INDIAN OCEAN Regions wherecurrents"sink"or"surface America, and then across the by differencesin P OCEAN ACIFIC

Atlan- " 91 Lesson plan – Part I We understand The climate in our hands 92 Ocean and Cryosphere • • • STUDENTS) OCEAN’S THERMALINERTIA ANDCLIMATE REGULATION (ADVANCED LESSON C6 Print copiesof LESSON PREPARATION • For eachgroup: MATERIALS group). 2 containers. 1 1 ~ ~ ~ ~ ~ ~ ~ WORKSHEET C6.1; analysis documentary Experimentation; INQUIRY METHOD Thermal inertia, sink, heat climate regulation KEYWORDS KEY IDEAS inertia (comparedtotheland)inclimate regulation. the studentslearnaboutroleofocean’s thermal analysisandanexperiment,Through adocumentary SUMMARY DURATION sciences Natural MAIN SUBJECTS ~ ~ ~ ~ ~ ~ ~ kg ofsand,soiland kg ofwater; winters andcoolersummers–alongthecoastlines. The oceanscontributetoamildclimate –warmer whenheated. slowly whencooledandwarmup slowly they cooldown The largethermalinertiaoftheoceansmeansthat regulation. mate thermal inertiacontributetoregionalandglobalcli- andtheir large toabsorbheat The oceans’capacity warming. fromglobal absorbed 90% of theheat already sink and have The oceans are an important heat ered byoceans). 70%oftheEarthiscov- ing theEarth(approximately reach- The oceansabsorbmostofthesolarradiation 1 h Activity: 15 min Preparation: PREPARATION WORKSHEET C6.1

/ or semolina; 15 MIN (oneforeach 2. should focusonasinglegraph. AL CLIMATES PART 1(10 will helpanswerthesequestions. Adocumentaryanalysis climate ofacoastalregion? fromthe different very the climateofaninlandregion region’soceans haveaninfluenceona climate?Is “”.Whatdoesthatmean?Howcan fluence climate? We sometimes heartheexpression Start byaskingthestudents:Howcanoceansin- copy of 1. design anexperimenttotest theirhypotheses. first, the ocean orthe land? will warm whichonedoyouthink warm, dents: Iftheairisreally 4. PART 2(30 The continentalclimateisalsodrier(notshown). summers when compared to “continental” climates. “oceanic” climates havemilderwinters andcooler are locatedincontinentalinteriors.Inotherwords, regions are located near the coast, whilered regions Blue regions? gions haveincommon?Andbluecurve - re curve locate eachcityonthemap.Whatdored red curves.Ifyouhaveamap,askthestudentsto mer andwinter)isnarrower forbluecurvesthan (dotted lines) temperatures (andalsobetween sum- range betweenmaximum( lines) and minimum 3. mer andcolderinwinter. perature curves,thetemperature ishigherinsum- students willprobably firstobservethat,foralltem- ofthetwocities?The curves tween thetemperature Ask: Divide the students into groups and hand out a Building on the previous discussion, ask the stu- Guide themsotheynoticethatthetemperature WORKSHEET C6.1 What are the similarities and differences be- the similaritiesanddifferences What are MIN): THEOCEAN’SINFLUENCEONREGION- MIN): THETHERMALINERTIA OFWATER INTRODUCTION PROCEDURE toeachgroup. Eachgroup 40 MIN 10 MIN Ask them to U U and only1%hasbeenstored intheatmosphere. due toclimatechangehasbeenstored intheocean, However, weknowthat 90%oftheexcessenergy ature nearthesurfacehasincreased byonly0.6°C. since pre-industrial times,whiletheoceantemper The atmospherictemperature hasincreased by1°C increase? toaglobaltemperature and landwillreact and askthestudents:Howdoyouthinkocean the ocean.Recallfirstlessononclimatechange theoceanorland?Theansweris: nal temperature: thesamefi- reaching heatbefore of absorbingmore dents: To furtherdevelopthetopic,youcanaskstu- coast havemilderclimatesthancontinentalregions.” ertia thanland.Asaconsequence,regions nearthe variations thanland–theyhaveagreater thermalin- conclude: “Oceans are less sensitive to temperature which havea“temperate”climate.Thestudentsmay much. Thisinfluencestheclimateofcoastalcities, the landtemperature –itdoesnotheatorcoolas The oceantemperature doesnotvaryas muchas the coastheatingandcoolinglessthancitiesinland? thermal inertia. in response tothesurrounding temperature iscalled ness withwhichamaterialchangesitstemperature served forthetwomaterials.Thedegree ofslow- Discuss thedifferent heatingorcoolingtimesob- U as follows: 5. U U U rial: moreslowly. coolsdown thewater - and the other mate Measure the coolingtimeof the water is thesame.on thesameshelftoensuretemperature a radiator, –preferably youcanplacetheminarefrigerator only increasesby6°C. Insteadofplacingthecontainerson time, (1 ofthesamemasswater thetemperature lina risesby17°Cwithinabouthalfanhour. At thesame A measuringexample: of1 thetemperature G tainers every5 Measure andnotethetemperature ofbothcon- Place thecontainersonaradiator. or semolina)intwosimilarcontainers. Place anidenticalmassofwaterandsand(orsoil The groups performanexperiment, forexample G TEACHER TIP Which one of the two do you think is capable WRAP-UP How does this relate tocitiesnear How doesthisrelate minutes forhalfanhour. 10 MIN kg ofsemo- kg) - on theplot), ontheplot). (bluecurve therightonewithwater twocontainers:Heating theleftoneisfilledwithsemolina(redcurve T emperature (°C) 10 15 20 25 30 35 40 0 5 to itspre-industrial temperature. (possibly thousands of years)tocooldown reduced, the ocean will take a very long time gases andtheoceanheat uptake istherefore even ifhumansstopemitting greenhouse huge volume of the ocean also mean that, er, seawater’s large thermal inertia and the terseasonal temperature variations).Howev- continental climates(greater dailyandin- (warmer wintersandcoolersummers) the significantdifferences betweenoceanic atmosphere andlandsurface,explains ations, whichare otherwisedrivenbythe down. Thishelpsreduce localclimatevari- significant amountofenergy before cooling warming upand,inversely, itcanrelease a sorb asignificantamountofenergy before inertia. Thismeansthatseawater can ab- temperature: wesayithasalarge thermal a large inertiawithrespect tochangesin stances toresist change.Liquidwaterhas Inertia istheproperty ofallphysicalsub- 15h35 1 kgofwater BACKGROUND FORTEACHERS 15h40 15h45 15h50 15h55 1 kgofsemolina 16h00 16h05 16h10 T ime (h) 93 Lesson plan – Part I We understand The climate in our hands 94 Ocean and Cryosphere -10 -10 G G G WORKSHEET C6.1 itude. same graphislocatedatasimilarlat- Notice thateachpairofcitiesinthe Look upthedifferent citiesinthemap. 40 10 15 20 25 30 35 10 15 20 25 30 35 40 -5 -5 0 5 0 5 G G G LISBON MADRID COPENHAGEN MOSCOW How farare theyfromthesea? What doyouthinkare thereasons? What are thesimilaritiesanddifferences ofthetwo betweenthetemperature citiesofeach graph? curves Jan Jan Fe Fe b b Mar Mar Ap Ap r r May May T T T T emp. emp. emp. emp. Jun Jun max. max. max. max. Jul Jul (°C) (°C) (°C) (°C) Aug Aug Sep Sep T T T T Oct Oct emp. emp. emp. emp. Nov Nov min. min. min. min. Dec Dec Casablanca (°C) (°C) (°C) (°C) Marrakesh Lisbon -10 -10 10 15 20 25 30 35 10 15 20 25 30 35 40 40 -5 -5 Brest 0 5 0 5 C BREST MARRAKESH STRASBOURG Jan Jan ASABLANC Fe Fe Madrid b b Mar Mar A Strasbourg Ap Ap r r May May T T T T Copenhagen emp. emp. emp. emp. Jun Jun max. max. max. max. Jul Jul (°C) (°C) (°C) (°C) Aug Aug Source: Météofrancedata Moscow Sep Sep T T T T Oct Oct emp. emp. emp. emp. Nov Nov min. min. min. min. Dec Dec (°C) (°C) (°C) (°C) change foroceanandcryosphere ecosystems,while The firstlesson reviews the consequencesofclimate mainly from thepointofview ofhumancommunities. an equilibriumintheoceanandcryosphere systems, such, thissequencefocusesontheimportanceof derstand whythatsomethingisimportanttous.As we should take care of something, they need to un- Very often,inorder forpeopletounderstandwhy IMPORTANT TOUS? WHY ARETHEOCEANANDCRYOSPHERE SEQUENCE D LESSON LIST D3 D2 D1 human populationsacross history. abouttheculturalimportanceofoceanandcryospherestudents learn for Through documentaryresearch andoranartwork This sessionistobeadaptedlocalcontexts.Anexampleprovided. Social sciences Humans, theoceanandcryosphere on eachotherfortheirsurvival. thatinecosystems,allorganismswebs. Theylearn interactwithanddepend Through arole-playing game,thestudentsexplore polarandmarinefood Natural sciences Food websandecosystems impacts thoseecosystemservices. vices theoceanandcryosphere provide. Theyexplore howclimatechange The studentscreate aconceptualframework showingtheecosystemser Natural sciences Consequences ofclimatechangeonecosystemservices

/ Visual orperformingarts spiritual heritages. sues, andreach therealm ofcultural,historicaland the servicesprovided go beyond basiclivelihood is- is aimedathelpingstudentsrealize thatsomeof highly recommend youadapt toyourlocalcontext, in thesecondlesson.Thethird lesson,whichwe of different polarandmarineecosystemsisdrawn provide uswith.Aspecialfocusonthefoodwebs also takingintoaccounttheecosystemservicesthey / artistic performance,the Core lesson - Optional lesson page 96 page 123 page 102 95 Lesson plan – Part I We understand The climate in our hands 96 Ocean and Cryosphere a different sticker). CONSEQUENCES OFCLIMATE CHANGEONECOSYSTEM SERVICES LESSON D1 Print LESSON PREPARATION • MATERIALS extra stickerson group of 3 to 4 students. Print only one copy of the • • Glue. A large papersheettostickallthestickers; ~ ~ ~ ~ ~ WORKSHEETS D1.1,D1.2,D1.3 analysis Documentary INQUIRY METHOD human livelihoods Ecosystem services, complexsystem, humanactivity, KEYWORDS KEY IDEAS ecosystem services. vide. climateThey explorehow changeimpactsthose pro- theoceanandcryosphere the ecosystemservices aconceptualframeworkshowing The studentscreate SUMMARY DURATION sciences Natural MAIN SUBJECTS ~ ~ ~ ~ ~ WORKSHEETS D1.1 livelihoods. fects theoceanandcryosphere, aswellhuman changeresultingfromhumanactivitiesaf- Climate isinterconnected. everything The Earthsystemisacomplexinwhich services. water, climate regulation, coastalprotection, cultural by theoceanandcryosphere: oxygen, food, fresh- provided Humans need various ecosystem services 1 h30 Activity: 25 min Preparation: PREPARATION WORKSHEET D1.3

and D1.2 25 MIN ; , onecopyforeach (eachgroup gets ers, of theconceptualframework (“Mechanisms”stick- the listofconceptsneededtobuildfirstpart 1. stickers provided in concepts suggestedbythestudentsshouldmatch and note each osphere aboutintheprevious thattheylearned lessons ent impactsofclimatechangeontheoceanandcry- Start by asking the students to think about the differ ly matchthestickersprovided in the conceptssuggestedbystudentswillcertain- whiteboard, againintheformofconcepts.Some forinourlives?Notetheanswerson osphere - Whatdoweneedtheoceanandcry cryosphere? aboutthesechangesintheoceanand do wecare Continue thediscussionwithstudents:Why sticker foreachconceptsuggested andvalidatedby tioned inthelistprovided, letthestudentsaddanew gested bythestudentsare pertinentbutnotmen - atmosphere isincreasing.” atmosphere hoods. providedandonhumanliveli- on theecosystemservices severalconsequences theselinkswillhave derstand how ecosystems studiedinthepreviouslessons, and2)toun- between climate changeandtheoceancryosphere This lessonhastwomainobjectives: 1)toreviewthelinks tive knowledge). Example: ofCO “The concentration question, orevena “notion” (whichtendstoinvolveintui- tion). by thescientificcommunity, andnotaninitialrepresenta- (validated to anideayouwantthestudentstakeaway “Concept” corresponds that referstoasimplestatement G G Divide theclassintogroups andgiveeachgroup WORKSHEET D1.1 G G TEACHER TIP TEACHER TIP One concept=onesentence. Itisnotakeyword, a INTRODUCTION concept on the whiteboard. Some of the PROCEDURE WORKSHEET D1.1 ). Ifsomeoftheconceptssug - 40 MIN 20 MIN WORKSHEET D1.2 . 2 inthe . - students tolistpossiblesolutions fortheircommunity. services willnolongerbeavailable forthem.Askthe be affected by climate change and which ecosystem ly, they havetothinkabouthowtheircommunitywill sticker intheirframework logically. To dosoproper WORKSHEET D1.3 group anextra“Localcommunity”stickersprovided in a populationofoneregion oftheworld.Giveeach work, tellthemthateachgroup willalsorepresent 4. infrontofthewholeclass.Presentation Organising thedifferentstickerstobuildaconceptualframework. “Services” stickers, anisms” stickersintoalogicalorder, givethemthe 3. to” or“isdueto”. arrows. Forexample,an arrow couldmean“leads order, indicatingtheconnectionsbetweenthemwith 2. cepts” stickersbeforehand. own objectives),youcouldcutoutthelisted“con- the class. In order to save time (or to adapt to your vices” stickers, thesametime. orgivethemallstickersat them the “Mechanisms” stickersfirstandthenthe “Ser Depending onthelevelofyourstudents, youcouldgive G Once theyhavefinishedtheirconceptualframe- Once theyhavemanagedtoputallthe“Mech- Ask thestudentstoplacestickersinalogical G TEACHER TIP . Each group has to include this extra . Eachgroup hastoincludethisextra WORKSHEET D1.2. - - climate refugees.) Other factors? Some will have to migrate, becoming ability toadaptdependon?Resources?Education? munities canadapt,otherscannot:whatdoesthe cial consequencesofclimatechange.(Somecom- advantage ofthediscussiontogofurtherintoso- being affected byclimate change.You canalsotake services provided bythe ocean andcryosphere are the class. Discuss on how many of the ecosystem Compare anddiscussthedifferent solutionswith community. conceptual frameworkandthesolutionsforhis 5. ened byclimatechange. and cryosphere and how theseservices are threat- painting abouttheservices provided bytheocean Work withavisualartsteachertoproduce amural OPTIONAL EXTENSION Conceptual framework. possibleframeworksolutions. Oneofthemany concepts. andlinksbetweenthe ing andexplainingtheirorganization may allbedifferent. isimportanttheirwayofthink- What and the conceptual frameworks prepared by the students derstood. For thisactivity, thereisnotasinglerightanswer, beenpoorlyretainedornotcompletelyun- mayhave that lead to a deeper discussion to recall the logical sequence learned during the project. Mistakes or missing parts may thestudentshave what This lessonalsohelpsevaluate G A representative of each group presents the G TEACHER TIP WRAP-UP 30 MIN / her 97 Lesson plan – Part I We understand The climate in our hands 98 Ocean and Cryosphere produces goodsandservicesthatincrease human ecosystem functionsusingitsnaturalresources, it and translates them into economic units. and economics. Itidentifiesecologicalfunctions ate man-madepressures byincorporatingecology The ecosystemservicesapproach aimstoevalu- various importantservicesforhumansocieties. Interactions within the ecosystem can produce environment, interactingasafunctionalunit cro-organism communitiesandthenon-living “ logical Diversity(1992)definesecosystemsas the humanpopulation.TheConventiononBio- ecosystem functionsasgoodsandservicesfor sity conservation.Itisaconceptwhichframes 1970s toraisepublicawareness ofbiodiver The termecosystemservicesemerged inthe a dynamiccomplexofplant,animal,andmi- We usefreshwaterinhouse- resources (fromthedeep-sea). Owing toitshighalbedoandcoldwater, tant sourceforriversinmid- the cryosphere playsakeyroleinmedi - the cryosphere The cryosphere isanimpor The cryosphere The services underlinedarealready,The services orareexpectedtobeinthenearterm, adversely affectedbyclimate change. and low-latitude mountains and low-latitude mineral They provideuswithmineral holds, agriculture, industry. ating globalandregionalclimate.ating The cryosphere reg- The cryosphere radiation absorbedby radiation lating the amount of lating ulates andadjusts ulates the Earth'ssurface. albedo helpsregu- Cryosphere's high Cryosphere's to riverrunoff. REGULATING - The oceansareanimpor already absorbed90%of already and have tant heatsinkandhave the globalwarming heat. the globalwarming mary mary people in the world rely people intheworldrely on seafoodastheirpri- Approximately 3 billion 3billion Approximately Oceans areneededfor and shrimpfarming. fishing, butalsofish SERVICES freshwater todrinkand They provideuswithairtobreathe, source ofprotein. PROVISIONING The ocean'sinertiaandcurrents global andregionalclimate. BACKGROUND FORTEACHERS play a key role in mediating play akeyroleinmediating - s an As an the waste-water the waste-water food to eat. AND SUPPORTING SERVICES contribute to oceans supply an estimated oceans supplyanestimated The oceansarehome 80% oftheworld'soxygen. to largebiodiversity. The oceans treatment. The phytoplanktoninthe ”. - seawater anduptak- seawater en byphytoplankton. CO osphere provide uswith. and cultural services that the ocean and the cry- the different provisioning, supporting,regulating low youcanfindanon-exhaustivedescriptionof of the Scientific Overview for further details). Be- es andculturalservices(seepages services, supportingregulating servic- system servicesintofourgroups: provisioning tem Assessment.Thisframeworkdivideseco- One commontypologyistheMillenniumEcosys- different kinds of services ecosystems supply. There havebeenseveral attempts toclassifythe tems forthebenefitofbothnature andpeople. and how to better manage and protect ecosys- benefits ecosystemsprovide inautilitariansense, amines howpeopledependonecosystems,what wellbeing. Theconceptofecosystemservicesex- 2 isdissolvedin They provideus almost 30%oftheanthropogenic with energy. CO The oceansareanimportant coasts) and the cryosphere (the coasts) andthecryosphere snowy mountains andthepolar snowy regions) provideuswithimpor CO 2 tant recreationalservices. sink: absorbed theyhave The oceans(especiallythe 2 inthepast200years. into rivers. Hydroelectric ows flows glaciers andsnow The water of melting ofmelting The water plants on rivers can plants onriverscan produce electricity. more biomassthanthecontinents. ecosystems and theoceanshost There are many distinctmarine There aremany grass bedsandsaltmarshes, playanimportant ecosystems, suchasmangroveforests, sea- Plants and sediments of vegetated coastal Plants andsedimentsofvegetated role insequesteringCO CULTURAL 90% oftheworld’s tradeiscarriedby sea anditis, byfar, themostcost-ef- fective way to move goods and raw fective waytomovegoodsandraw materials aroundtheworld. materials - SERVICES (waves, tidesandcurrents) converted intoelectricity. salinity gradientscanbe The movement of water The movementofwater hazards (storms, tsuna- mis andcostalerosion). ecosystems protectthe coasts against natural coasts against and temperature and and temperature the humanculturaland spiritual richnesssince cryosphere arepartof cryosphere Marine andcoastal The oceansandthe 2 (thebluecarbon). ancient times. 12 -13 WORKSHEET D1.1 the past200years. to additionalwarming. more solarradiation, whichleads “dark surfaces”: theseabsorb “white surfaces” arereplacedby With the melting of the cryosphere, Since the19 Once dissolvedintheocean, CO The oceansareanimportantCO level rise. sea icedoesnotcontributeto utes tosealevel rise; melting of Melting ofcontinentalicecontrib- ever before. phere isincreasingfasterthan - oftheatmos The temperature atmosphere. tities of greenhouse gases into the releasedlargequan- tivities have pH known asoceanacidification. pH known acid, leading to a drop of seawater toform carbonic reacts withwater 30% oftheanthropogenicCO sink: absorbedalmost theyhave th century, humanac- 2 in 2 2

trous oxide, isincreasing. carbon dioxide, methaneandni- gases in the atmosphere, such as ofgreenhouse The concentration particular region. fora ofweather pattern average and time, whiletheclimate isan aparticularplace at atmosphere of the is the state The weather disruptions. can amplifytheeffectofsmaller important positivefeedbacksthat The climate systemhasalotof glaciers, orpermafrost). snow (seaice,frozen water icesheets, all areasoftheEarthcomprising encompasses The cryosphere this riseisaccelerating. by around 15 The globalmeansealevelhasrise basins anddepths. withinandacrossallocean water conveyor belttransportingocean circulation, whichactsasaglobal differences drive the thermohaline Temperature andsalinity (density) MECHANISMS cm since 1900, and the cryosphere. ture increases lead to melting of Atmospheric andoceantempera- warming. from global 90% oftheextraheat absorbed already sink andhave The oceansareanimportantheat energy absorbedbytheEarth. energy ation, controllingtheamountof reflects mostincomingsolarradi- Because itiswhite, thecryosphere tributes tosealevelrise. thermalexpansioncon- Seawater increasing. oftheoceanis The temperature 99 Lesson plan – Part I We understand The climate in our hands 100 Ocean and Cryosphere WORKSHEET D1.2 important forourwellbeing. these ecosystemsprovideandare that services en therecreational - al andmountainregionsthreat changeimpactsoncoast- Climate quences areneverisolated. connected: climate changeconse- isinter system whereeverything The Earthsystemisacomplex acidification. webs andareaffectedbyocean essential elementsofmarinefood Shellfish, coralsandplanktonare versibly affectthisheritage. times: climate changemayirre- spiritual wealthsinceancient been partofhumanculturaland have The oceansandcryosphere climate. alargeimpactonthe have lation climate, changesinoceancircu- globalandregional in mediating As marinecurrentsplayakeyrole - increasing oceanacidity. to build and canbedissolved with aremoredifficult um carbonate marine organismsmadeofcalci- Seashells andexoskeletonsof source ofprotein. rely onseafoodastheirprimary 3 billionpeopleworldwidewho worrisome fortheapproximately rine ecosystemsareparticularly changeimpactsonma- Climate provide uswith. they andtheservices cryosphere We canprotecttheoceanand change. oceans isaffectedbyclimate largebiodiversityofthe The coastal erosion. of coastalregionsandincreased Rising sealevelsleadtoflooding SERVICES electric power plants). electric power production(in hydro- and energy households, agriculture, industry for isavailable Less freshwater sea levelrise. and saltmarshes, aremenacedby mangroves, meadows seagrass Coastal ecosystems, suchas rising sealevels. riskfrom the seaandisthusat liveswithin100kmof population Today, about40%ofthehuman ygen. 80%oftheworld'sox- estimated phytoplankton, whichsuppliesan willaffect Ocean acidification WORKSHEET D1.3 weather events. weather tion, andprotectionfromextreme nue fromtourism, erosionpreven- food securityfromfisheries, reve- They providecommunitieswith dependoncoral reefs.land states smallis- The livelihoodsofmany consumption. nearby seafortheirhousehold fish from the inhabitants catch fuel woodandsmalltimber. The coast. Mangrovesalsoprovide and infrastructuresalongthe providing protectionforpeople action,Mangroves bufferwave communities livenearmangroves. In theKeralacoastofIndia, many people livingtheretoday. worldwide, withover160million densities the highestpopulation than 12 country, hasanaltitudeofless Most ofBangladesh, acoastal m. Bangladeshhasoneof communities andtheircattle. cit occurs, faminecanhithuman population. defi- When awater hardly meetstheneedsof precariousand Agriculture isvery rates.fall andhighevaporation weakandirregularrain- with very which hasasemi-aridclimate, The Sahel is a region in supply.freshwater glaciers forasignificantpartofits depends onrunofffrom Andean city,the world'shighestcapital areas inLatin America. LaPaz, urban one ofthefastest-growing of El Alto, inBolivia, comprise La Paz, andtheneighbouringcity LOCAL COMMUNITIES for hunting, fishingandtransport. ecosystems anddependonthem an ancientculturallinktoseaice The Inuit Arctic communitieshave built onpermafrost. city onEarthandisthelargest major ofany winter temperatures climate, Yakutsk hasthecoldest circle. With anextremesubarctic about 450 Sakha RepublicinRussia, located Yakutsk cityofthe isthecapital km southofthe Arctic 101 Lesson plan – Part I We understand The climate in our hands 102 Ocean and Cryosphere U FOOD WEBSANDECOSYSTEMS LESSON D2 LESSON PREPARATION See page182. webs, videos(acidification andcorals; mangroves). Multimedia resources: multimediaactivitiesFood • • • MATERIALS U ( Coral reef ( work on, and print the corresponding worksheets: Option 1:Chooseoneorseveralfood websto and more thanoneperstudent). groups ofstudents(longenough,atleast2 will do as well) to extend between String (yarn student); worksheets canbehungaround theneckofeach Yarn (sothateachspeciesofthefoodweb forest ( D2.7, D2.8,D2.9,D2.10,D2.11,D2.12,D2.13; WORKSHEETS D2.1,D2.2,D2.3,D2.4,D2.5,D2.6, ~ ~ ~ ~ ~ painting Role-playing game INQUIRY METHOD Ecosystem, equilibrium, fragile foodweb KEYWORDS KEY IDEAS other tosurvive. all livingorganismsinteractwithanddependoneach and marinefoodwebs. inecosystems,They learnthat Through arole-playinggame, thestudentsexplorepolar SUMMARY DURATION sciences Natural MAIN SUBJECTS WORKSHEETS D2.6 ~ ~ ~ ~ ~ affecting humansaswell. system candisrupttheentirefoodweb, eventually of asingleelement from aneco- The disappearance Ecosystems arefragile. affect livingorganisms. systems Changes intheoceanandcryosphere 1 h30 – 1 h Activity: 25 min Preparation: WORKSHEETS D2.4 PREPARATION WORKSHEETS D2.1,D2.2, D2.3 /

multimedia activities + mural multimedia activities+mural and D2.7 and 25 MIN ), Mangrove ( D2.5 ), Arctic Ocean WORK- ), Kelp m, U (provided inthe responding toaspeciesthatispartoffoodweb ecosystem game.Giveeach studentacard cor 1. OPTION 1(35 Write thestudents’suggestionsonwhiteboard. ecosystems? and plantsintheoceanorcryosphere sea level,oceanacidification,etc.)haveforanimals melting,rising change phenomena(likecryosphere What consequencescouldthevariousclimate on theoceanandcryosphere. Askthestudents: Recap thedifferent consequencesofclimatechange of string.Different ecosystemsare availablewithdif- U food websbeforehand. about the different species can be introduced to build the ofthefoodwebsin themselves.study lesson A preliminary climate change on food webs, but it does not focus on the The goalof this lesson is to explore the consequences of G to otherspecies. are free toholdthestringsthatconnecthim necklace around theneck, sothathis resent aspeciesandhang thecorresponding board webs (the image of the species, glued on card- Make anecklaceforeachspeciesinthefood structions ontheOCE'swebsite. be downloadedaheadoftime.Refertothein- weak orinexistent,themultimediaactivitiescan (see Option 2:Connecttothemultimediaactivities and SHEETS D2.8 D2.10 Inform thestudentsthatthey willnowplaythe G TEACHER TIP D2.13) page and + yarn, forexample).Eachstudentwillrepyarn, - MIN) –ROLE-PLAYING GAME PROCEDURE D2.11 . INTRODUCTION ). If the Internet connectionistoo 182). IftheInternet and WORKSHEETS ), Antarctica ( D2.9 ), NorthSea( 35 – 10 MIN ) andseveralpieces 70MIN WORKSHEETS D2.12 WORKSHEETS / her hands / her - U U U U U Assign eachstudentonespecie,followingtheratio: ical area. knowledge oftheecosystems,andtheirgeograph- pending onthelevelofstudents,theirprevious you are teaching.Thefood webscanbechosende- ferent levelsofcomplexity dependingonthegrade U U U U U Example 2–Kelpforest foodweb Example 5–NorthSeafoodweb Example 4–Mangrove foodweb Example 3–Arctic foodweb Example 1–Coralreef foodweb e e e e e e e e e e e e e e e e WORKSHEETS D2.10 WORKSHEETS D2.8 WORKSHEETS D2.6 WORKSHEETS D2.4 WORKSHEETS D2.1,D2.2,D2.3 e e e e e e e e e e e e e e e e plankton, ½playorganic matter. For theremaining students:½playphyto- matter. 3 studentsforkrill; The remaining studentsplaymangrove trees. plankton, ½playicealgae. For theremaining students:½playphyto- plankton, ½playkelp. For theremaining students:½playphyto- plankton, ¹/ For theremaining students: ¹/ 2 studentsplayshrimp,jellyfish; winkle, annelid; 3 studentsplayshrimp,crab,mangrove peri- 2 studentsforcopepod,krill,Arctic cod,clam; 2 studentsplayabalone,seaurchin, clam; 2 studentsforspongeandcoral; herring gull,bluemussel,oystercatcher; Atlantic mackerel, spinydogfish,grey seal, 1 studentforeachofthesespecies:herring, mus, crocodile; snapper, brown pelican,red ibis,periophthal- 1 studentforeachofthesespecies:mangrove rus, polarbear, bowheadwhale,littleauk; 1 studentforeachofthesespecies:seal,wal- starfish, kelpbass,seaotter, sealion,orca; 1 studentforeachofthesespecies:crab, blacktip shark; ish idol, damselfish, octopus, turtle, grouper, triggerfish, parrotfish, butterflyfish,Moor 1 studentforeachofthesespecies:shrimp, ³ playmacroalgae, ¹/ and and and and D2.9 D2.7 D2.5 D2.11 ³ ³ playphyto- playorganic - dents in turn toexplaintheirchoiceofconnections. dents inturn which holdtheotherendofeachstring.Askstu- They willholdastringperspeciestheydependon, kelp), andcontinueupthefoodwebtopredators. (phytoplankton, macroalgae, ice algae, mangrove or can eat). Start from the beginning of the food web their speciesdependsonforliving(whichit 3. 2. they feedontohaveenoughfoodeat. but theyneedalotofindividualsfrom thespecies food web.Top predators are alwayslessabundant, the mostabundantorganisms, atthebaseof ton, icealgae,macroalgae, mangrove andkelpsare Make sure thestudentsunderstand thatphytoplank- U Phytoplankton necklaces. “Krill student” connectingtotherestoffoodweb. U Example 6–Antarctic foodweb e e WORKSHEETS D2.12 The students have to figure out on which species Read thetextofallspecieswithstudents. e e plankton and¹/ For theremaining students: ²/ leopard seal,orca, humpbackwhale; penguin, albatross, cuttlefish, Weddell seal, 1 studentforeachofthesespecies:toothfish, ³ krill. and D2.13 ³ willplayphyto- 103 Lesson plan – Part I We understand The climate in our hands 104 Ocean and Cryosphere Solution forWorksheets D2.1, D2.2, D2.3 Solution forWorksheets D2.4andD2.5 Sea lion Octopus Kelp bass Shrimp T riggerfish Organic matter Kelp crab Clam Macroalgae Parrotfish Orca Blacktip shark T urtle Phytoplankton Starfish Butterflyfish Kelp Coral Phytoplankton Abalone Sea otter Example 1 Example 2 Moorish idol Grouper – – Sea urchin Coral reeffoodweb Kelp forestfoodweb Sponge Damselfish Solution forWorksheets D2.8andD2.9 Solution forWorksheets D2.6andD2.7 W alrus Clam Mangrove tree Annelid Ice algae Phytoplankton Shrimp Copepod periwinkle Mangrove Krill Arctic auk Red ibis Arctic cod Crab Crocodile Example 4 Example 3 Periophthalmus Seal – Mangrove snapper Mangrove foodweb Bowhead whale – Brown pelican Arctic foodweb Polar bear 105 Lesson plan – Part I We understand The climate in our hands 106 Ocean and Cryosphere Solution forWorksheets D2.10andD2.11 Solution forWorksheets D2.12and D2.13 Leopard seal Herring Phytoplankton Grey seal W Organic matter eddell seal Shrimp Humpback whale Krill Herring gull Copepods Cuttlefish Albatross Phytoplankton Atlantic mackere T oothfish l Spiny dogfish Oystercatche Jellyfish Penguin Example 5 Example 6 r Seal – – North Seafoodweb Orca Antarctic foodweb Blue mussel • • Example 1:Coralreef foodweb food (allitsprey speciesare sittingdownonthefloor). species. Aspeciescanalsodiewhenitnolongerhas the stringsconnectingittoallitspredator andprey system, thestudentsitsdownonfloor, releasing If one species dies due to a perturbation of its eco- suggested belowforthecorresponding foodweb. wrote onthewhiteboard, andaddsomeofthose tems. You canreview thestudentsuggestionsyou can suggestdifferent disruptionstotheseecosys- nected andeveryoneagrees onallconnections),you 4. • • Example 2:Kelpforest foodweb • • sorption ofman-madeCO to changesinthepHofseawater. Duetotheab- made of calcium carbonate and are very sensitive Like manyreef-forming organisms, coralsare algae toreturn. atures donotfallagain,allowingtheirsymbiotic a whilebutwilldieofstarvationifwatertemper rine species.Bleachedcoralscontinuetolivefor which are hometoapproximately 25%ofallma- Bleaching leadstothedestructionofcoralreefs, the symbioticalgaethatliveinsidetheirtissues. can occur. Coralsbleachwhenthepolypsexpel (e.g. duringmarine heatwaves), coral bleaching When watertemperatures are unusuallyhigh the wholeecosystem. considerably reduce kelppopulationsandaffect increase drastically. Theirgrazingpressure could populations ofseaurchin are therefore likelyto decrease inseaotterpopulationsduetohunting, With theincrease inwatertemperature andthe Some speciesofseaurchin prefer warmerwater. es inthewholefoodweb. mary production (bykelps),havingconsequenc- seawater temperature willmostlikelyaffect pri- higher than20°C.Climate-induced increase in 15°C. Theydonotsurviveatawatertemperature Kelp doesbetteratatemperature around 10to as theservicestheyprovide topeopleworldwide. alter theecosystemfunctionofcoralreefs, aswell When combined,alloftheseimpactsdramatically patterns. treme waveheightsandaltered oceancirculation associated totropical cyclones,increasing ex- increasing occurrence ofextreme weatherevents coral reef ecosystems,includingrisingsealevels, Other aspects of climate change can also affect species are alsoaffected byoceanacidification. ing overallreef structures. Certain phytoplankton which struggletoformtheirhard skeletons, alter acidification. Thisaffects thecorals,inparticular, the pHofseawaterisfalling,leadingtoocean Once theecosystemisset(allspeciesare con- 2 from the atmosphere, - - • Example 4:Mangrove foodweb • • • Example 3:Arctic foodweb • • • Example 6:Antarctic foodweb • Example 5:NorthSeafoodweb • amount ofCO ance couldleadtotherelease ofanimportant a significantquantityofcarbon.Theirdisappear resent only1%oftheworld forests, theystore their disappearance.Althoughmangroves rep- stress mangrove forests, eventuallyleadingto coastal squeezingduetosealevelrisefurther or havebeenusedasfuel.Global warming and shrimp aquaculture and coastal development, mangroves havedisappeared tomakewayfor Over thelast50years,almosthalfofworld’s and theirpopulationswilldecline. their diet.Thebirds willthen struggletofindfood cold waters.Thewarmingoftheirwaterwillalter Little auks feedon copepods species specific to algae, affecting thewhole foodweb. decreases inseaicewill lead toadecrease inice for therest oftheArctic foodweb.Climate-induced covered byice,icealgae are themainfoodsource a fewmetres belowthesurface oftheice.Inareas ic, icealgaeformlarge colonieswhichcanreach op intheice:icealgae.Despitebeingmicroscop - also hostsatypeofmicroalgae whichonlydevel- As wellasbeingthehabitatoflarge animals,seaice mals cansurvivewithoutice. favourite foodofpolar bears. Noneoftheseani- Sea iceisthehabitatofwalrusesandseals, As thewatertemperature rises,seaicemelts. duced iceretreat putstheir livesatrisk. Ice isthehabitatofpenguins andseals.Climate-in- certain phytoplanktonspecies are alsoaffected. changes). (a chemicalcompoundparticularly vulnerabletopH formation ofnewshellsmadecalciumcarbonate Ocean acidificationaffects existingshellsandthe krill willbeaffected. tors. Ifglobalwarmingcausesseaicetoretreat, sea ice.Seaicealsoprotects themfrom preda- Krill feedonorganisms thatcanbefoundunder causing theirpopulationtodecline. Without food,seabirds maystruggletofindfood ward shiftoftheirfood,fishwillalsomovenorth. plankton (copepods)stocks.Followingthenorth- northward. Thismayleadtoareduction inzoo- ton communitieshavealready startedtomove Because ofthewarmingseawater, phytoplank- pact onfisheries. fish. Their disappearance have a consequent im- Mangroves are thehomeofshrimpandjuvenile As ocean acidity increases (pH drops), 2 intotheatmosphere. - 107 Lesson plan – Part I We understand The climate in our hands 108 Ocean and Cryosphere maintain abalancedecosystem. ings are interconnected andthatitisimportantto webs. Thestudentsshouldrealize thatalllivingbe- 5. multimedia activities). the multimediaactivities provided (“Foodwebs” Instead ofdoingtherole-playing game, youcanuse OPTION 2(35 the basisoffoodwebs. all specieswitharrows, startingwiththosethatare at cies thatwere represented inthegame,connecting the studentstodraweachoflinksbetweenspe- place allrole-playing cards onthewhiteboard. Ask ecosystems andclimatechangeconsequences, 6. Example ofan Antarctic foodwebmuraldonebystudents(APECS-France). affected byclimate changeconsequences. tositdown,representing themneverhave unlessdirectly the sun(viaphotosynthesis). thestudents This meansthat producers,Primary suchasphytoplankton, are “fed” by G You canplaythesamegamewithdifferent food After thegamehasbeenplayedwithdifferent G TEACHER TIP MIN)– MULTIMEDIA ACTIVITIES species. create alarge muraldepicting anecosystemandits With thehelpofyourstudents’drawings,youcan 30 orca per classandonly5penguins,forexample. ratios should be respected, in order to avoid having A4 sheetofpaper. web, aloneorwithitspredator Each student draws a species from the chosen food MURAL OPTIONAL EXTENSION(2 humans ifthisbalanceisnotpreserved. that mustbemaintained,andtheconsequencesfor ecosystems, howecosystemshaveafragilebalance Discuss theinterdependence ofallorganisms in WRAP-UP Withinyourclass,predator H) –ECOSYSTEMFOODWEB 10 MIN / prey, onalandscape / prey activities or climate change for example. activities orclimatechangeforexample. tioning of the ecosystem is disrupted, by human this equilibriummaybeeasilybroken ifthefunc- to reach a state of equilibrium known as “climax”, ent species.Whileecosystemsevolveovertime etc.), whichchangethedistributionofdiffer sporadic fluctuations(tidallevel,storms,snowfall, ecosystems canbeaffected byvariousregular or Aside from thevariationscausedbyseasons, number ofabioticfactorsandlivingbeings. systems, forexample.Eachischaracterisedbya such asHimalayanecosystemsandtundraeco- also present innumerous terrestrial ecosystems Antarctic ecosystems.However, thecryosphere is marine ecosystems,whichisthecaseinArctic and grove forests. Thecryosphere canalsobepartof reefs, beaches,oceanfloorecosystemsandman- systems, includingestuarineecosystems,coral There are amultitudeofmarineandcoastaleco- to asthebiocoenosis.So,weget: things thatpopulateagivenbiotopeare referred Tansley alsocoinedtheterm“biotope”.Theliving vironment andtheconditions thatcharacterizeit. the basicecologicalunit,inorder toqualifyanen- light, water, carbondioxideorother chemicalcom- phytoplankton, canproduce theirownfoodusing food web.Theseorganisms, such asplantsand Autotroph organisms are alwaysthebasisofevery species maybeeatenbymultipleorganisms. ing thatanorganism mayeatseveralspeciesanda cause whom”. However, thereality ismore complex,be- be viewedaschains,symbolising “who iseatenby or apredator foranotherone.Thoserelations can tions, inwhicheveryorganism represents aprey Each ecosystemisstructured bytrophic rela- FOOD WEBS of the20 suggested theterm“ecosystem”atbeginning etc.) interact.TheEnglishbotanistArthurTansley factors, typeofsoil,chemicalelementspresent, “non-living” elements,suchasclimate-related ements, livingthingsandabioticfactors(the a functionalwhole,withinwhichthedifferent el- All livingthingsfrom agiven environment form ECOSYSTEM ecosystem =biotope+biocoenosis. food chainsare actuallyfoodwebs,mean- th century to describe this whole, which is centurytodescribethiswhole,whichis BACKGROUND FORTEACHERS - widespread consequences intheecosystem. result inanimbalanceoftheentire foodwebwith to thrive,anydisruptionin theseconditionsmay conditions (includingspecific climaticconditions) that aspeciesneedsparticularenvironmental affect allothersthatdependonit.Considering population, or the loss of a single species, can ed, eventheslightestdisruptioninaspecies As allspeciesinanecosystemare interconnect- the arrows conventionallysymbolize“iseatenby”. autotrophs, andsoon).Whendrawingafoodweb, trophs, orinsteadtheyeatheterotrophs thateat tion inthefoodweb(iftheydirectly eattheauto- or tertiaryconsumers,dependingontheirposi- several categories,suchasprimary, secondary Heterotroph organisms canbedifferentiated into which are notcapable of producing their own food. ers”. Autotrophs are theneatenbyheterotrophs, pounds. Theyare alsocalled“primaryproduc- Example ofafoodchain. 109 Lesson plan – Part I We understand The climate in our hands 110 Ocean and Cryosphere CORAL REEFFOODWEB1/3 WORKSHEET D2.1 light, water, CO upper layer of theocean. Like plants, phytoplankton use sun- inthesun-lit Phytoplankton aremicroscopicorganismsfloating producer, thebaseoffoodweb. at to produceorganiccompounds. Phytoplanktonareaprimary gae), aswellturtles. parrotfish, butterflyfishanddamselfish(whichfarmmacroal- forcrustaceansandmolluscs,habitat butalsoforfishsuchas ducers, likephytoplankton. asafoodsourceand They serve where thereisenoughlightforgrowth. pro- They areprimary Macroalgae, likeseagrasses, water typicallyoccurinshallow gen andorganicproductssupplied by thealgae. the coral’s wasteproducts. Inturn, ontheoxy- thecoralsdraw algae. Residingwithinthe coral’s tissues, these algaetakeup outer skeletonmadeofcalciumcarbonate. Mostcoralscontain called polyps.creatures Each soft-bodied polyp secretes a hard 2 and dissolved minerals for photosynthesis and PHYTOPLANKTON MACROALGAE thousands of tiny coral thousands oftiny made up of hundreds or we call “coral” areinfact mouth. Moststructures itintotheir and sweep plankton) fromthewater food (phyto- capture theyuseto arms that tentacle-like tiny have Corals areanimals. They CORAL and triggerfishfeedonorganicmatter. as andareknown semble snowflakes “marinesnow”. Shrimp waste products. Descendingclumps oforganiccarboncanre- comesfromtheremainsofplantsandanimals,that andtheir Refers toalargepoolofcarbon-basedcompoundsinseawater and groupers. bed, suchasoctopus predators andhideinthesandtoescape . theyfindonthesea- Shrimpfeedonorganic matter nearcoastsand waters Shrimp inhabittheseabedandshallow and triggerfishfeedonorganicmatter. as andareknown semble snowflakes “marinesnow”. Shrimps waste products. Descendingclumps oforganiccarboncanre- comes from the remains of plants and animals and their that Refers toalargepoolofcarbon-basedcompoundsinseawater food forMoorishidolsandturtles. (phytoplankton) andoxygen, anddispelswaste. as They serve terior, thesponge gainssomeforwardmotion, receivesfood ORGANIC MATTER ORGANIC MATTER SHRIMP a sponge’s porousex- through flows As water throughthem.culate tocir water allowing of poresandchannels mals withbodiesfull plants. They areani- often mistaken for and coloursare wide varietyofshapes Sponges arefoundina SPONGE - WORKSHEET D2.2 and grouper. waters. bysharks andareeaten They feedonorganicmatter Triggerfish liveintropicalshallow arebrightlycolouredfishthat eaten bysharksandgrouper.eaten corals tohidein, andfeedoncoralsmacroalgae. They are Butterflyfish aresmall, fish. brightlycolouredbony Theyneed and phytoplankton, bygrouperandsharks. andare eaten near coralreefs. They feedonmacroalgae, whichtheyfarm, Damselfish aresmall, liveinor brightly colouredfishthat BUTTERFLYFISH TRIGGERFISH DAMSELFISH CORAL REEFFOODWEB2/3 on spongesandcorals. bysharks. They areeaten With characteristicdisk-likestripedbodies, Moorishidolsfeed substrates. bysharksandgrouper.They areeaten macroalgaefromcoralsandrocky rot-like beaktheyscrape Parrotfish liveintropicalandsubtropicalwaters. Withtheirpar shrimp and is eaten bysharks andgrouper.shrimp andiseaten arms, ofsuckers. eachequippedwith two rows Itmainlyeats The octopusisasoft-bodiedmollusc andhaseightmuscular MOORISH IDOL PARROTFISH OCTOPUS - 111 Lesson plan – Part I We understand The climate in our hands 112 Ocean and Cryosphere WORKSHEET D2.3 be eaten bygrouper.be eaten sponges. aresharks,Their predators andyoungturtlescanalso beaches tolaytheireggsinthesand. macroalgaeand They eat liveintheoceanbut,that year, every theygoashoreonsandy Turtles shellandflippers, orleathery arereptileswithabony tip sharks eat alltypesoffish,tip sharkseat octopusandturtles. aroundtheworld,cal waters including brackishhabitats. Black- The blacktipsharkusuallylivesincoastaltropicalandsubtropi- BLACKTIP SHARK TURTLE CORAL REEFFOODWEB3/3 grouper can even eat turtles. grouper caneveneat triggerfish), crustaceans(suchasshrimps), andoctopus. Large fish(suchasdamselffish,They eat butterflyfish, parrotfishand eaten bysharks. fishsuchasdamselfishandare usually eat sea bassfamily. abigheadandwidemouth.They have They bodies belonging to the Groupers are large fish with heavy GROUPER WORKSHEET D2.4 light, water, CO upper layer of theocean. Like plants, phytoplankton use sun- inthesun-lit Phytoplankton aremicroscopicorganismsfloating ducer, thebaseoffoodweb. at produce organiccompounds. pro- Phytoplanktonareaprimary they are also eaten bykelp bass. they arealsoeaten and starfish. Seaottersare majorkelpcrabpredators, but macroalgae die, clams theyturn to ananimaldietandeat kelpand macroalgae.kelp crabseat Inwinter, whenthe Kelp crabsliveintheseabedamidkelpforests. Insummer, They aretypicallybetween3and10 marineanimalslivingontheseabed.Sea urchinsarespiny otters andstarfish. important herbivores in kelp forests. includeTheir predators sea andfeedonmacroalgae.chins moveslowly They arethemost 2 and dissolved minerals for photosynthesis and PHYTOPLANKTON SEA URCHIN KELP CRAB cm indiameter. Seaur KELP FORESTFOODWEB1/2 - source and habitat toseaurchins,source andhabitat abalonesandcrabs. producers,are primary like phytoplankton. as food They serve wherethereissuitablelightforgrowth. water in shallow They and Arctic waters. Likeothermacroalgae, theytypicallyoccur macroalgaeoccurringintemperate Kelps areatypeofbrown sea otters. clams andothershellfish. asfoodforcrabsand Theyserve tral disc and five arms. They feed on sea urchins, abalone, Starfish –orseastarsliveonthe seabed. acen- They have and starfish. on kelpandothermacroalgae. byseaotters Abalone areeaten Abalone aremarinesnails. They liveontheseabedandfeed STARFISH ABALONE KELP 113 Lesson plan – Part I We understand The climate in our hands 114 Ocean and Cryosphere WORKSHEET D2.5 plankton and are eaten bycrabsandstarfish. plankton andareeaten Clams areatypeofshellfish(5 lions. and itfeedsonlargeanimals, suchasseaottersand lives infamilies. Itshunting techniquesarehighlydeveloped can goasfartropicalseas. Itisahighlysocialanimalthat The orca is found in the Arctic and the Southern Oceans and alone andcrabs. They arehuntedbyorcas. exceptionally thickcoat. They preyonseaurchins, starfish, ab- between 14 and 45 The seaotteristhesmallestmarinemammal. Ittypicallyweighs kg. Sea otters stay warm thanks to their SEA OTTER CLAM ORCA cm across). They feedonphyto- KELP FORESTFOODWEB2/2 It feeds on crustaceans such as crabs and is eaten bysealions. It feedsoncrustaceanssuchascrabsandiseaten The kelp bass is a species of marine fish living in kelp forests. are eaten byorcas. are eaten weighs around100 of300 A malesealionweighsanaverage to seals andwalruses.The sea lion isa marine mammal related kg. Sealionsfeedonfish(kelpbass)and KELP BASS SEA LION kg, whileafemale WORKSHEET D2.6 and bybirdslikelittleauks. byfishliketoplankton andicealgaeareeaten Arcticcods the oceancurrents. They are 1 to5 Copepods are a typeofzooplankton, animals drifting with tiny light, water, CO upper layer of theocean. Like plants, phytoplankton use sun- inthesun-lit Phytoplankton aremicroscopicorganismsfloating producer, thebaseoffoodweb. at to produceorganiccompounds. Phytoplanktonareaprimary are eaten byseals. are eaten Arctic OceanandaroundGreenland. They feedon copepodsand Arctic cods(about30 2 and dissolved minerals for photosynthesis and PHYTOPLANKTON cm long) live in the cold waters ofthe cm long)liveinthecoldwaters ARCTIC COD COPEPOD mm long. They feedonphy- ARCTIC FOODWEB1/2 by walruses. reachtheseabedandareeaten toplankton andicealgaethat to other molluscs such as snails and octopus. They filter phy- Clams are a type of shellfish (5 algae. bywhales. They areeaten ice andalsoeat ers –theyfilterphytoplanktonoutofthewater few centimetreslongandweighupto2 Krill, ascopepods, arepartofthezooplankton. They canbea KRILL CLAM cm across). They are related clams, copepodsandkrill. ue. Hence, by they are eaten to their higher nutritional val- them tophytoplankton due and animals usually prefer form chains of a few metres, microscopic size, theycan organic matter. Despitetheir CO sea ice. They usessunlight, ducers whichdevelopinthe pro- Ice algaeareprimary 2 and water toproduce andwater g. Krillarefilterfeed- ICE ALGAE 115 Lesson plan – Part I We understand The climate in our hands 116 Ocean and Cryosphere WORKSHEET D2.7 tic cods) and are eaten bypolarbears. tic cods)andareeaten harp seals). fish(Arc- These largemarinemammalsmainlyeat bearded seals, ringedseals, spottedseals, hoodedsealsand The Arctic Oceanishometoseveralsealspecies(ribbonseals, seals. Polar bearsspendmostoftheir timeonseaicehuntingfor than 650 Polar can weigh more bears are the largest land carnivores that feed oncopepods. waters. moretemperate with coldcurrentsandavoid Littleauks in theNorth Atlantic, weighting only150 Little auksareamongthemostcommon andsmallestseabirds kg. athickwhitefurtokeepthemwarm.They have LITTLE AUKS POLAR BEAR SEAL g. They preferregions ARCTIC FOODWEB2/2 cold food: tofindtheirfavourite Arctic waters clams. Their blubber enables them to spend a lot of time diving in the habit Arctic waters. They areeasilyrecognisedbytheirtusks. Walruses arelargemarinemammals(upto1,700 only eat krill. only eat living thereall year round. filter food from seawater) that They whaleistheonlybaleen(toothlesswhales The bowhead There are 17 different types of whales living in Arctic waters. BOWHEAD WHALE WALRUS kg) that in- kg) that WORKSHEET D2.8 can be eaten bycrabs,can beeaten shrimp, seasnailsandannelids. of detritus (leaves, twigs, barks, and seeds) they create flowers ical coastal areas regularly flooded bytides. Thelargeamount inlarge colonies intropical and sub-trop- Mangrove trees grow be eaten by brown pelicansandcrocodiles. bybrown be eaten sea snails (such as the mangrove periwinkle) and crabs. It can long. Itfeedsmostlyonsmall fishsuchastheperiophthalmus, is typically greyish red and up to 40 cm The mangrove snapper grove snappers. detritus andannelids. bycrocodilesandman- They areeaten tidetofeedonmangrove low at come outoftheirburrows Crabs arethemostabundantanimalsinmangroves. Crabs MANGROVE SNAPPER MANGROVE TREE CRAB MANGROVE FOODWEB1/2 to escape theirpredators,to escape suchastheredibis. mangrove detritustheyfindontheseabedandhideinsand bottomsastheirhomes.Shrimp usethemuddy Shrimpfeedon mainly feedsonfishlikethemangrove snapper. pelicannests insecludedbrown areassuchasmangroves. It pelican isthesmallestofpelicanfamily.The brown It detritus and is eaten by mangrove snappers andredibis. bymangrovesnappers detritus andiseaten branches androotsofmangrovetrees. Itfeedsonmangrove This speciesofseasnaillivesmainlyabovelevel, onthe MANGROVE PERIWINKLE BROWN PELICAN SHRIMP 117 Lesson plan – Part I We understand The climate in our hands 118 Ocean and Cryosphere WORKSHEET D2.9 catch redibiswhiletheyarefeeding. catch sea snails, suchasthemangroveperiwinkle. Crocodilescan thin beak, shrimp, it can feed within mud by eating annelids and The redibishasspecialfeettomoveonmud. With itslongand by mangrovesnappers. temporarily outofthewater. It feeds on annelids andiseaten but canalsobeseenonmangrovebranches, asitcanlive The periophthalmusItlivesmostlyinmudandsandbottoms, PERIOPHTHALMUS RED IBIS MANGROVE FOODWEB2/2 and are eaten byperiophthalmus,and areeaten crabsandredibis. mud. They feed on mangrove detritus deposited on the mud, withinthe Annelids aremicroscopicwormslivinginburrows birds (redibis)andcrabs. avarietyofprey,can eat including fish(mangrovesnapper), themwhole. orswallowing sotheydrown It them underwater hunts its prey by ambushing them, and then either dragging The crocodileisanopportunisticcarnivorouspredator. Itusually CROCODILE ANNELID WORKSHEET D2.10 light, water, CO upper layer of theocean. Like plants, phytoplankton use sun- inthesun-lit Phytoplankton aremicroscopicorganismsfloating spiny dogfish. spiny includepepods andshrimptheirpredators greyseals and stantly in motion and form huge schools. Mackerel feed on co- and adepthof200 Atlantic mackerelinhabittheopen ocean, betweenthesurface ducer, thebaseoffoodweb. at produce organiccompounds. pro- Phytoplanktonareaprimary “marine snow”, asfoodforcopepodsandshrimp. serving as andareknown of organiccarboncanresemblesnowflakes assedimentontheseabed.accumulates Descendingclumps animals andplantsorfromanimals’faeces. This organicmatter comesfromdead that The oceanholdsalotoforganicmatter 2 and dissolved minerals for photosynthesis and ATLANTIC MACKEREL m, aswellcoastalwaters. They arecon- ORGANIC MATTER PHYTOPLANKTON NORTH SEAFOODWEB1/2 seals, Atlantic mackerel andherringgulls. theirpredators:hide inthesandtoescape dogfish, spiny grey estuaries. They feedoncopepodsandorganicmatter. Shrimp nearcoastsand waters Shrimp inhabittheseabedandshallow as diverse as spiny dogfish,as diversespiny greyseals, andherringgulls. huge schoolsandfeedonkrill. asfoodforspecies Herringserve Herring liveintheopenoceanclose tothesurface. in They swim and bluemussels byshrimp,toplankton andareeaten herring, mackerel, jellyfish the oceancurrents. They are 1 to5 Copepods are a typeofzooplankton, animals drifting with tiny COPEPODS HERRING SHRIMP mm long. They feedonphy- 119 Lesson plan – Part I We understand The climate in our hands 120 Ocean and Cryosphere WORKSHEET D2.11 even oystercatchers. as herringand Atlantic mackerel, andonjellyfishshrimpor dogfishhuntinlargegroups,Spiny feedingonotherfishsuch depthsbetween50and200 It livesintheopenoceanat 1 dogfishisasmallshark(approximately The spiny oystercatchers orseagulls,oystercatchers suchastheherringgulls. zooplankton (suchascopepods). arebirdslike Their predators beds. They arefilterfeeders, feedingonphytoplanktonand torocks ortooneanother,They attach forminglargemussel Blue musselsarebivalvemolluscs living intheintertidalzone. shrimp andbluemussels. nivores andfeed, amongothers, onherring, Atlantic mackerel, ontheground. frompredators hatchlings Herringgullsareom- They prefertobreed on steepcliffs toprotect their eggs and Herring gullsarethemostcommononNorthSeashores. SPINY DOGFISH HERRING GULL BLUE MUSSEL NORTH SEAFOODWEB2/2 m long). m. birds can open the shells of blue mussels to eat them. birds canopentheshellsofbluemussels toeat intertidalzones.shallow With theirlongorangebeaks, these are widespread in the Oystercatchers Wadden sea and other among theirpredators. zooplankton likecopepods. dogfishandgreysealsare Spiny with theirfourtentacles. Jellyfish feedonphytoplankton and and arethusclassified aszooplankton. theirprey Theycatch swim but usually drift with the ocean currents Jellyfish can shrimp andjellyfish. everything: fish, suchasherringand Atlanticmackerel, butalso depths of up to 70 for their prey at coast. fast swimmers,They are carnivores and very diving Grey sealsliveinhugecoloniesonsandorrocksalongthe OYSTERCATCHER GREY SEAL JELLYFISH m. almost Grey seals eat WORKSHEET D2.12 tlefish andkrill. 3 span ofallcurrentbirdspecies(which canreachmorethan isaseabird.The albatross Ithastherecordforlargestwing- penguins. Toothfish krillandcuttlefish, eat eaten bysealsand andare This fishfromtheat adepthof2000 Antarcticiscaught light, water, CO upper layer of theocean. Like plants, phytoplankton use sun- inthesun-lit Phytoplankton aremicroscopicorganismsfloating ducer, thebaseoffoodweb. at produce organiccompounds. pro- Phytoplanktonareaprimary m). islands. It nests in colonies on isolated cut- eat Albatross 2 and dissolved minerals for photosynthesis and PHYTOPLANKTON ALBATROSS TOOTHFISH ANTARCTIC FOODWEB1/2 m. as foodforallanimalsinthe Antarctic foodwebexceptorca. feeders – they filter phytoplankton out of the water. They serve lular speciesintheworld(est. 500milliontons). Krillarefilter up to2 ocean currents. They canbeafewcentimetreslongandweigh Krill areatypeofzooplankton, animalsdriftingwiththe tiny penguins andlargefishsuchastoothfish. asfoodforseals, krilland serve tlefish eat orcas, albatross, two longertentacles theirpreys. theyusetocatch that Cut- shellfish.The cuttlefish isa fast-growing Ithas eight arms and g. Antarctic krillareoneofthemostabundantmulticel- CUTTELFISH KRILL seals andorcas. byleopard and areeaten cuttlefish and toothfish, underwater. krill,They eat swim them to fly) allow wings (penguinsdonot andfin-like shape gated at sea.fishing Itselon- while taking turns to go keep warmontheirlegs, theadults single eggthat the winter. Females laya fast) in Antarctica during pack ice(seanotland- Penguins breedonthe PENGUIN 121 Lesson plan – Part I We understand The climate in our hands 122 Ocean and Cryosphere WORKSHEET D2.13 cuttlefish andpenguins. veloped anditfeedsonlargeanimals, suchasseals, whales, livesinfamilies.that Itshuntingtechniquesarehighlyde- and cangoasfartropicalseas. Itisahighlysocialanimal The orcaisfoundinboththe Arctic andSouthernOceans, toothfish). for more than an hour in searchof food (krill, cuttlefish and to 20years. Itisanexceptionaldiverandcanstayunderwater The Weddell sealisbetween 2 and3 WEDDELL SEAL ORCA m longandcanliveup ANTARCTIC FOODWEB2/2 and Weddell seals. and Weddell live formorethan20years. penguins, Leopardsealseat krill weighsmorethan500 that ofupto45 predator The leopardsealisapowerful on krill and are eaten byorcas. on krillandareeaten summer arrives and the pack ice melts. Humpback whales feed the equator. eithertothe Itmigrates Arctic or Antarctic when about 25tons. Itlivesintheworld’s oceansandbreedsnear The humpback whale is generally 14 to 15 HUMPBACK WHALE LEOPARD SEAL kg. animalandcan Itisasolitary m long and weighs m long 2. 1. LESSON PREPARATION • MATERIALS OCEAN ANDCRYOSPHERE CULTURAL SERVICES LESSON D3 • • • Print the mentary study(afirstlistis provided below). List thewebsitesthatcanbeusedfordocu- World map. access; Internet with Computer /tabletmobile Long papersheet(toproduce atimeline); WORKSHEETS D3.1,D3.2,D3.3 ~ ~ ~ ~ ~ ~ Whaling industry, polarexploration, economy, whaleoil KEYWORDS KEY IDEAS acrosshistory.populations forhuman importance oftheoceanandcryosphere tistic performance, students learn about the cultural research and Through documentary example isprovided. This sessionshouldbeadaptedtolocalcontexts. An SUMMARY DURATION Social sciences MAIN SUBJECTS Documentary analysis Documentary INQUIRY METHOD student (orgroup ofstudents). ~ ~ ~ ~ ~ ~ crease again. since then, arestartingtoin- buttodaypopulations The numberofwhaleshasdecreaseddramatically ers, contributingtoanincreaseinwhalehunting. of Antarctica openednewterritoriesforwhalehunt- the whaleindustry: ofSpitzbergenand thediscovery and There isastronglinkbetween polar exploration source. oil wasanimportantenergy Before theuseofcoal, gasand(petroleum)oil, whale fluence ourhistory, cultureandeconomy. influencedandin- have The oceansandcryosphere 2 h Activity: 20 min Preparation: WORKSHEETS D3.1,D3.2,D3.3, PREPARATION / Visual orperformingarts

20 MIN ; / or an artwork oneper / ar - vided in arctic andSouthGeorgia whalingusingthelinkspro- whale industryfrom Basquewhaling,through toAnt- 2. the cityofLondon. in Answer: about one whale per night was “burnt” • • 1740, consideringthat: day to light the 5,000 lamps in the city of London in 1. PART 1(50 gas andelectricity?Theansweriswhaleoil. coal? Whatwasusedtopowercitylightingbefore theuseofoil,gasand sources ofenergybefore Start by asking the students: 4. PART 2(50 sources provided. also discussthereliability ofthedifferent information write asmalltextorgivetalk.Makesure you exploration hadontheeconomy. Thestudentscan tic and the whale industry. Think about the impact between theexplorationofArctic andAntarc- 3. their onlineresearch independently. ice meltingintheArctic. new maritimeroutes thatare openingupduetosea can analyze and answer the questions about the With thehelpof lamp would burn aroundA lampwouldburn 2litres in10hours. oil (abarrel being158litres ofoil); A spermwhalecouldprovide about30barrels of Ask thestudentstoputtogetheratimelineof Calculate thenumberofwhalesneededevery With Using theinformationtheyfind,highlightlink WORKSHEET D3.1 WORKSHEETS D3.2 MIN) –WHALEOIL MIN) –TODAY’S OIL INTRODUCTION PROCEDURE WORKSHEET D3.1 asinformation sources. and 1 H40 10 MIN What were the main What were , theycanconduct D3.3 thestudents 123 Lesson plan – Part I We understand The climate in our hands 124 Ocean and Cryosphere maritime routes are. causes andimplicationsoftheopeningthesenew D3.3 also oilcompanies). port companieswillbenefitfrom seaicemelting,but routes facilitateexploitation. Notonlymaritimetrans- this willchangeasseaicemeltsandnewmaritime expensive to exploit due to their inaccessibility, but tential fornewoilfieldfinds,which are currently too oil fields.(TheArctic isconsidered tohavehighpo- for new maritime routes that will allow access to new two examples of exploited resources) and the search whale oilandtoday’s consumptionoffossilfuels(as Discuss theparallelbetweenconsumptionof Following thequestionsinendof , debatewiththeclassonwhattheythink WRAP-UP 10 MIN WORKSHEET of the20 The importanceofwhaleproducts attheend recovering. almost stoppedandwhalepopulationsare Nowadays, commercial whalehuntinghas South Georgia andAntarctica. they couldfindmigratingwhales,suchas pushed whalingfleetstoseekplaceswhere ploration of newterritories and polarlands, populations duetooverfishing,andtheex- sels. Later on, the decrease in Arctic whale ly betweenDutch,EnglishandFrench ves- hunters andledtofisherydisputes,especial- whale population, attracted many whale Norway), which was known for its largeern (part oftheSvalbard archipelago, innorth- For example, the discovery of Spitsbergen address theincreasing demandforwhaleoil. es furtherfrom European coastsinorder to to seeknewwhalepopulationslivinginplac- of the20 creased very rapidly until the early decades tensively hunted, and their populations de- Due totheirmultipleuses,whaleswere in- was commonlyeaten. making women’s corsetry and whale meat high-quality engines.Baleenswere usedfor sperm whaleswasusedforthelubricationof for heatingandcooking.Moreover, theoilof was from whales.Whale oilwasalsoused the Earth’s ecosystems. it isafinite resource withmultipleimpactson economy dependsverystrongly onitand… spread, usedinallsectorsofoursociety, our to today’s fossilfuelconsumption:itiswide- From the11 19 my. Themainfuelusedfrom the16 exploration helpedshapetheglobalecono- th centurywaswood,butmostlampoil BACKGROUND FORTEACHERS th th century. Whalehunterswere forced centurycanbeseenasaparallel th tothe17 th century, maritime th tothe e e e e SHIPPING ROUTES e e e e e WHALING e e e e POLAR EXPLORATION WORKSHEET D3.1 e e e e e e e e e e e e e https://en.wikipedia.org/wiki/Northwest_Passage https://en.wikipedia.org/wiki/Northeast_Passage https://www.britannica.com/place/Northwest-Passage-trade-route https://www.maritime-executive.com/editorials/the-arctic-shipping-route-no-one-s-talking-about http://www.petroleumhistory.org/OilHistory/pages/Whale/prices.html http://www.scran.ac.uk/packs/exhibitions/learning_materials/webs/40/whaleoil_overview.htm https://www.whalingmuseum.org/learn/research-topics/overview-of-north-american-whaling/whales-hunting https://www.whalefacts.org/whale-hunting/ https://en.wikipedia.org/wiki/Whaling ry-of-Antarctic-Exploration.pdf https://www.canterbury.ac.nz/media/documents/oexp-science/gateway-antarctica/gateway-antarctica-activities/The-Histo- https://www.rmg.co.uk/discover/explore/exploration-endeavour/polar-exploration https://en.wikipedia.org/wiki/Arctic_exploration https://en.wikipedia.org/wiki/History_of_Antarctica 125 Lesson plan – Part I We understand The climate in our hands 126 Ocean and Cryosphere G in truck-sizedcontainers.Alarge share ofmaritimecargo istransportedwithcontainerships. The figure belowshows a photoofcontainership.Containershipsare cargo shipsthattransporttheirload WORKSHEET D3.2 21,200 red path (called the maritime silk road): about Asia, large containershipscurrently followthe When transporting goods between Europe and G weeks shorter. and travel timewould be two It isonlyaround14,062 blue path (the Why doyou thinktheycan’tfollow the km inapproximately 50days! orthern sea route)? Northern km long G G G G G G Note: through seaice. Ice-class ofnavigating ship –ashipcapable the ice-class ship, Venta Maersk (in thefigure of searoute For containerships,itwasalmostimpossibletotakethe Northern untilveryrecently: InSeptember2018, low). Sincethisisdangerous andexpensive,fewmaritimetransportcompanies choosetousethisroute. icebreakers (whichare verystrong shipscapableofbreaking theseaicetocreate apassageforvesselsthatfol- Nowadays, somevesselsalreadysea route, taketheNorthern buttheyusually havetobeescortedbyexpensive Look againattheseimagesthatyoualready knowfrom aprevious lesson. WORKSHEET D3.3 take the Northern searoutetake theNorthern (thebluepath),andonlyneeded anicebreaker escort forafewdays. G G G G G G Why doyouthink Do youthinklarge containershipscouldtake thebluepathin1979? Can youdraw thebluepathofprevious figure onbothimages? Do youremember whatthedifference was betweenthesetwo images? Who doyouthinkwillbenefit most? Do youthinkthisisgoodorbad? Source: NASA–https://svs.gsfc.nasa.gov/4435 SEPTEMBER 2015 SEPTEMBER 1979 V enta Maerskfinallymadeitin2018, almostwithoutanicebreaker escort? Why? WORKSHEET D3.2 ), finally made it: it was the first container ship to ), finally made it:itwas the first container ship What aboutin2015? 127 Lesson plan – Part I We understand The climate in our hands 128 Ocean and Cryosphere and vulnerability to it. They will learn aboutthesocial and vulnerabilitytoit.Theywilllearn country, forclimatechange,andalsotheirexposure share ofresponsibility, andthatoftheirfamily projects. The students will discover which is their jective ofthislastsequence,thatprecedes theaction responsibility forwhatis happening. Thisistheob- more aspectneededbefore takingaction:accepting value ofwhatis at stake is grasped, there is justone oceans andthecryosphere are understood,andthe Once theconsequencesofclimatechangefor WHAT CAN WEDO? SEQUENCE E LESSON LIST E4 E3 E2 E1 mitigation project toworkon. organisations are already active.Thestudentschooseaclimateadaption/ change, eitherthrough adaptationormitigation, andthatmanypeople The studentsrealise thatthere are manysolutionstodealwithclimate Social sciences/Natural Adaptation andmitigationsolutionsworldwide being themostresponsible. change isnotthesameforallcountries–mostvulnerablealways er role-playing gamehelpsthemtorealise thatthevulnerabilitytoclimate the countrieswithrespect towealthandgreenhouse gasemissions.Anoth- Through arole-playing game,thestudentsdiscoverinequalitiesbetween Social sciences Climate justice:role-playing game The studentsdebateaboutquestionsthatraisetheissueofclimatejustice. Social sciences(advancedstudents) Climate justice:debate print anddiscusswhattheycandotoreduce it. The studentsuseacarbon-footprintcalculatortoassesstheircarbonfoot Social sciences/Natural Our carbonfootprint

and self-preservation aspectsofclimatechange. dents tothinkbeyondtheexclusivelyenvironmental in thesocialsciencesandisaimedatpushingstu- can dothemselves.Thissequenceisstrongly rooted mate change,andthentheywilldecidewhat world takingactiontomitigateandadaptcli- are already manypeopleinplacesaround the climate justice.Finally, theywilldiscoverthatthere inequalities intrinsictoclimatechange,andabout Core lesson - Optional lesson page 132 page 129 page 144 page 136 See page182. Multimedia resource: carbonfootprint calculator. • 2. 1. LESSON PREPARATION • MATERIALS OUR CARBON FOOTPRINT LESSON E1 dents). Computers (atleastoneforeachpairofstu- tionnaire; nection athome). con- at home(ifthestudentshaveaninternet plugged” activity(withaprintedspreadsheet) or school, thissessioncanalsobedoneasan“un- forehand). If no computers are available in the online andoffline (youmaydownloaditbe- The interactivecalculatorcanbeusedboth Print WORKSHEET E1.1 ~ ~ ~ ~ Data collection Data INQUIRY METHOD Carbon footprint, greenhousegasemissions KEYWORDS KEY IDEAS reduce it. theycandoto their carbonfootprintanddiscusswhat to assess The studentsuseacarbonfootprintcalculator SUMMARY DURATION sciences sciences /Natural Social MAIN SUBJECTS ~ ~ ~ ~ bon footprint. adifferentcar andeachpersonhave Each country emissions ofgreenhousegases. climatemitigate changeifwereduceourindividual We acarbonfootprint, allhave butwecanhelp 2 h Activity: 10 min Preparation: WORKSHEET E1.1 PREPARATION

and / (oneperstudent). or interactiveonlineques- 10 MIN - home anddiscusswiththeir familyandfriends. and perpassenger. To beginthelesson,youcanuse bon footprint”. house gases.Thisiswhywemustcalculateour“car daily lives,are thebehavioursthatemitmore green- house gasemissions,wemustknowwhich,inour Explain thatinorder toefficiently reduce ourgreen- WORKSHEET E1.1 print ofindividuals,schools, families, etc. Handout that could be undertaken to reduce the carbon foot- 3. questionnaire anddiscussitwithhis 2. can do). but atoolthatisusefultounderstandwhateachone not a“whohasthesmallestemissions”challenge portance oftruthfullyansweringallquestions(itis 1. them thatacaremits20 Kg ofCO familiar with this exercise, you can start by telling everyday life activities. Since they are possibility not amount of greenhouse gases emitted by different to discusswiththestudentsontheirideas higher thanindevelopingcountries. countries, are where per capita It is, byfar, moresuitableforclasses livingindeveloped project.also bedoneinthecaseofanadaptation-oriented project(seepart2ofthisguide),gation-oriented butcan iftheclassThis sessioniscompulsory choosesamiti- G Compare theresults anddiscuss theactions Let each student complete the interactive online Explain thepurposeofactivityandim- G TEACHER TIP INTRODUCTION PROCEDURE toeach student sotheycan take it 30 MIN 10 MIN WORKSHEET E1.1 2 / -eq per100 her group. km -

129 Lesson plan – Part I We understand The climate in our hands 130 Ocean and Cryosphere may focusonadaptation. sions percapitaare higher, whiletheothercountries ing this reduction in countries where carbon emis- on aglobalscaleandtheimportanceofimplement- cuss theimportanceofreducing carbonemissions with theaveragefootprintofdifferent countries.Dis- Compare theaveragecarbonfootprintofclass the product?Didfarmersreceiveafairprice? or pollutants released to produce trees cut down were any carbon footprint. For instance, forfood-buyingchoices, thesame time astheyacttoreducetheir to considerat weconsume – thingstheymightwant goods andservices tothe there areotherenvironmentalimpactsassociated we impacttheenvironment. that Studentsshould beaware greenhouse gas emissions, of the myriad of ways in which Carbon footprints only measure one aspect, namely our country values foryourown individual, the year, etc. You to find more precise may try on multiplefactors, considered, suchasthecountry the provided inthislessonareindicative, sincetheydepend thegreenhousegasemission values Keep inmindthat G G G G TEACHER TIP TEACHER TIP WRAP-UP / region ifyouwish. 20 MIN CO For instance,inthecaseofaproduct, the same amountofwarming. is expressed as kilograms of CO son, acountry, anactivityoraproduct and gases emitted by an entity, such as a per total amountofCO A carbonfootprintisusuallydefinedasthe CO activities produce themostCO group youbelongto,identifywhichofyour Calculating thefootprintwillhelpyou,or transport, useanddisposal entire lifecycleofthatproduct -production, ferent greenhouse gases emitted during the the amount of CO greenhouse gasisthusmeasured intermsof house gases.Thewarmingeffect ofeach fect oftheemissionsfrom different green- B3) that is used to express the warming ef- (see theBackground forTeachers ofLesson Warming Potential of each greenhouse gas (CO carbon footprint. provide sometipsonhowtoreduce your Pages largest and thus most important to act on. ative sizes,soyoucanidentifywhichare the the keyistogetarough estimateoftheirrel- of eachthecontributionstofootprint, Rather thantryingtogetaprecise estimate therefore whichare themostcriticaltotarget. 2 2 2 -eq isameasure oftheeffect ofthedif- -eq isameasure based ontheGlobal -eq). BACKGROUND FORTEACHERS 20-22 oftheScientificOverview 2 that would generate the 2 andothergreenhouse / recycling. 2 equivalent 2 -eq, and - e e e e e e e e e a dapted from Direction GénéraleA del’ 6 5 4 3 2 1 Note: forsimplicity, carbonemissionsareexpressedinkgofCO COMPUTERS AVERAGE VALUES OFCARBON EMISSIONSDUETO… WORKSHEET E1.1 TRANSPORTATION e e INTERNET e e e e ing effectoftheCO e FOOD ONE TONOFCO e e e e e e e e e e e e e e e e e e e e e e e e e e e e A treewillsequester1tonofCO consumptionofapersonlivinginFrance energy theirhomeforoneyear. toheat The averaged 5,000 about 10round-tripflightsforonepersonbetweenBuenos AiresandCordoba(Argentina). (Russia). 1 round-tripflightforonepersonbetweenBeijing(China)andMoscow 1 kgofbeef=20 A caremits20 An emailwitha1 A desktopcomputerusedfor8hoursadayproduces175 One text message viaInternet(socialmedia)produces4 One textmessage An internetuserconducting2.6websearchesperdayemitsabout10 A computer in standby mode consumes a third of the energy ofacomputerturnedon. A computerinstandbymodeconsumesathirdoftheenergy A laptop usedfor8hoursadayproducesbetween44and88 A laptop One text message viatelephonenetwork(SMS) produces0.002 One textmessage 1 kg of potatoes =0.08 1 kgofpotatoes An email(textonly, emits4 withoutattachment) 1 kgofBrazilianbeefconsumedinEurope=335 A busemitsabout10 1 kgofchicken=6.2 A scooteremits8.4 A trainemitsfrom0.6upto4 An airplaneemits10 Journal of LifeCycleAssessment,DEME Journal https://www.carbonfootprint.com/ How badare bananas?Thecarbonfootprintofeverything, MikeBerners-Lee Sibelga -https://www.energuide.be/ Sibelga -https://www.energuide.be/ 5 km carjourney. 2,

3 1 2 2 kg ofCO , butalsoofothergreenhousegases. EQUALS MB attachment emits20 MB attachment kg ofCO 4 kg ofCO kg ofCO kg ofCO kg ofCO 2 kg ofCO per100 6 2 emitted=100 2 per100 2 kg ofCO 2 per100 2 per100 emitted=30 2 2 km andperpassenger. initslife. emitted=0.4 km andperpassenger. 2 viation Civile km andperpassenger. per100 km andperpassenger. km travelling bycar.km travelling g ofCO km travelling bycar.km travelling km andperpassenger. g ofCO km travelling bycar.km travelling kg ofCO 2 , equivalenttoa60 W lampusedfor25 2 . ScientistsmeasurecarbonemissionsinCO 2 . g ofCO kg ofCO 2 emitted=1675 kg ofCO 2 g ofCO . 2 peryear. 2 kg ofCO peryear. 2 . km travelling bycar.km travelling 2 peryear. minutes. 2 -eq units, whichconsiderthewarm- 131 Lesson plan – Part I We understand The climate in our hands 132 Ocean and Cryosphere CLIMATE JUSTICE(ADVANCED STUDENTS) LESSON E2 2. 1. LESSON PREPARATION • • • MATERIALS Place all classroom chairs inacircle with no tables. Prepare documentsaccording tothetopicchosen. One “talkingstick”. Sound recorder; sen (seeitem3ofthe“Procedure”); Documents prepared according tothetopic cho- ~ ~ ~ ~ ~ ~ ~ ~ Debate INQUIRY METHOD Responsibility, vulnerability, equity, climate justice KEYWORDS KEY IDEAS justice. mate raise the issue of cliThe students discuss topics that - SUMMARY DURATION Social sciences MAIN SUBJECTS ~ ~ ~ ~ ~ ~ ~ ~ zen and the countries’ legislations that guideactions. that zen andthecountries’legislations ishappening,what butitisthechoicesofeachciti- Science canexplaintheoriginsandmechanismsof and protectthemostvulnerable. gent and widespreadaction to limit climate change consciousness oftheneedforur There isagrowing greenhouse gasemissions. animpactonfuture veloping countries;thiswillhave The majorityoftheworld’s de- peopleliveinrapidly change. contributed leasttoclimatecountries whohave change mainly impact people living in developing Droughts, by storms and floods exacerbated climate of greenhousegases. amounts The wealthiest countries emit the greatest changeimpacts. mate house gases, noraretheyequallyvulnerabletocli- Not allcountriesemitthesameamountofgreen- 1 h30 Activity: 1 h Preparation: PREPARATION

1 H - U sophical discussion: 2. outside ofthecircle. 1. potential implicationsintermsofsocialjustice. be affected. We are nowgoingto think aboutthe that manyoftheecosystemservicesweneedmay the consequencesofclimatechange.We haveseen We about the greenhouse have learned effect and U U U U U U U events, etc. The questionsweproposearejustexamples. must bechosenaccordingtothelocalcontext, current freedom ofexpression. opensthedebate The questionthat facilitates The discussionshouldbeorganisedinawaythat eachpersontoform his allow food forthought, butitisthemoralorethicalchoicesthat ety isconfronted. Here, thescience(andfacts)provide realize thedifficultyofdilemmaswithwhichoursoci- istrueorfalse,or expresswhat thestudents buttohave discussion. The ideaisnottoreachaspecificconclusion, during alessonofthistype, biasingthe inordertoavoid aslittlepossible youintervene It isrecommendedthat workshop”. This lessonispresentedintheformofa “philosophical G will beasked,butonlywhileholdingthestick. ever his student. Eachstudenthastherighttosaywhat- A “talkingstick”willbepassedfrom studentto There are norightorwrong answers. the holderofstick. No onehastherighttospeakatsametimeas spect theothers’ideas. person talking.Everyone must listentoandre- No oneisallowedtojudge ormakefunofthe Explain tothestudentsrulesofphilo- The studentssitinacircle. Theteacherremains G TEACHER TIP / her thoughtsare onthequestionthat INTRODUCTION PROCEDURE / her own opinion. her own 1 H10 10 MIN against eachpointofview? foror which arguments(inthe documents)are discussion, each student.Inviewoftheprevious 7. that were mentioned.Write themonthewhiteboard. wards, tellthemtopointoutallthepros andcons 6. ) ions interesting? Wasrespected? itahardexercise?Were theopin- on howtheexercise went(Washeardand everyone 5. recording. speak iftheywishtodosonow. Attheend,stop to the initial student, ask the students who did not reflections onthesubject.Whenstick returns random studentandaskhim 4. U U U U U U U U that seemsmostrelevant foryourclass): lowing issues(chooseonlyonequestion,the 3. U U U U U U U U U U U U parents’ and grandparents’ actions? andgrandparents’ parents’ Why shouldwepayfortheconsequencesofour lems? serioussocialprob- changes causeevenmore changes inourwayoflife.Won’t thesedrastic Fighting againstclimatechangeimpliesdrastic effort themselves? tomakean notready countries, otherpeople)are Why shouldwemakeaneffortifothers(other tinue maximisingeconomicgrowth? efficient tofightagainstclimatechangeorcon- countries,isitmore In ordertohelpthepoorest change effects? that willbenefitthemostfrommitigatingclimate orbythose bythosemostresponsible, borne Should thecostoffightingclimatechangebe rather thanours? todosomething (or industries’)responsibility Why shouldwetakeaction?Isn’t itgovernments’ emit more greenhouse gases? greenhouse emit more tries, evenif,today, somedevelopingcountries mitigate climatechangethandevelopingcoun- Should developedcountriespayahigherpriceto gees fromothercountries? - climaterefu Should wewelcomeinourcountry You canrecord theanswers. he rives. Thestudentcansimplypassonthestickif No oneisobligedtospeakwhenhis Distribute thedocumentsthatyouprepared to Replay therecording tothestudentsand,after Ask thestudentsiftheywanttogivetheiropinion After afewminutes,give the “talkingstick”toa Ask thestudentstothinkaboutoneoffol- / she doesnotwishtospeak. / her toshare his / her turn ar her turn / her - - cope withclimatechangeconsequences.) to theresources theyhaveavailabletoadaptand change. Thisisduetotheirgeographiclocationand exposed toandvulnerabletheimpactsofclimate greenhouse gasemitters percapitabutare theless discussed. (The wealthiest countries are the biggest sure andvulnerabilityto climate impactsshouldbe greenhouse gasemissions anddifferences inexpo- think climatechangeis“fair”?Theissuesofwealth, who ismostvulnerabletoclimatechange,doyou forand aboutwhoisresponsible what youhavelearn Conclude thelessonbyaskingstudents:Given contributed heavilytothecurrent CO Looking atthepast,developedcountries person. son emitsmore thantheaverage Chinese people fewer, butwhere eachaverageper States, whosepopulationisaround abillion per capita may be lower than in the United tion isthelargest intheworld,emissions na is thegreatest emitter, since its popula- means, forexample,thateventhoughChi- and Indiaproduce 1.8tonsperperson.This European Unionproduce 7tonsperperson produce 16.2 tons per person; China and the ta), theorder isdifferent: theUnitedStates (10%) andIndia(7%).Perperson(percapi- the (17%), the European Union fossil fuels were produced by China (27%), 2017, 58%oftheworld’s CO unevenly distributedamongcountries.In Current each contributedto30%oftheCO and 1980,theUnitedStatesEurope centration: duringthecenturybetween1880 al greenhouse gasemissionsandnot Not all countries contribute equally to glob- graphic increase. 2000, with their industrialisation and demo- tion (ChinaandIndia)beganaround theyear emitters. Theincrease oftheAsiancontribu- countries are the biggest greenhouse gas Still today,by fossilfuelburning. developed BACKGROUND FORTEACHERS greenhouse gas emissions are WRAP-UP 10 MIN 2 emissionsfrom 2 emitted 2 con- [...] - 133 Lesson plan – Part I We understand The climate in our hands 134 Ocean and Cryosphere divided by Each country'sshareofglobalcarbondio Annual shareofglobalCO Source: OurW 'bunk http://OurWorldInData.org/co2-and-other-greenhouse-gas-emissions Source: Our World basedon GlobalCarbonProject(2018). inData [...] CO ple, a is to be implemented to reduce change, inlesswealthycountries?If,forexam- responsible forthedamages causedbyclimate from fossil fuel combustion – to be considered quired their wealth,and still do, thanks to energy Are themostindustrialised countries –whichac- thus requires theweighingupofdifferent factors: Ensuring there isclimatejustice inagivenaction details onexposure andvulnerability). 18 -23 oftheScientificOverviewforfurther fected are notthemostresponsible (seepages change consequences;frequently, themostaf- power plantforelectricityproduction)? to more classicalinstallations(e.g.agas-fired cover theextra-costthisrepresents, compared countries, whichbadlyneedenergy, whoshould energy powerplantsare installedindeveloping part ofthepopulation?Ifnew“zero-carbon” worsen thelivingconditionsoflesswealthy how can we make sure that it does not further differences” incarbonaccounts. as andshipping(known aviation “bunkers”) and sum ofallcountries'emissionsinagivenyearplusinternational “statistical Each country's share of global carbon dioxide (CO Each country's SHARE (IN%)OFGLOBALCUMULATIVE CO 2 ers') and'statisticaldifferences'incarbonaccounts. emissions(e.g.taxingpetrol engineuse), all countriesare equallyaffected byclimate ) thesumofallcountries'emissionsinagiv orld inDatabasedonGlobalCarbonProject (2018) No data <0% 0.5% xide (C emissions,2017 O 1% ) emissions.Thisismeasuredaseachcountry'semissions en y 2 ) emissions. emissions divided by the This is measured as each country's ear plusinternationala 2 EMISSIONSIN2017 2% OurW the sources ofjudgmentanddecisions. both individualsandsocietiesare ultimately global issues, the ethical and moral values of tice inglobalsolidarity.Withsuchcomplexand nor saywhatisfairorprove thatthere isjus- provide therulesfor stepstobetaken, by everybody. However, sciencealonecannot tionality, andmakethemknownunderstood do itsbesttoestablishconclusionsbasedonra- timate probabilities ofevents asbestitcan,and dence, improve theprojections forthefuture, es- Science canandmustgivethefactsevi- ing theoverallsituationworse. ative feedback, but also positive feedback, mak- everything else: an action may have zero or neg- eties. Nearlyeverythingisinterdependent on which inthehumaneraincludessoci- illustrate thecomplexityofEarth’s system, These questions,andthesearch forsolutions, orldInData.org/ 5% viation andshipping(knownas co2-and-other-greenhouse-gas-emissions 10% 25% >50% • CC BY [...] OurW Source: OWIDbasedonCDIA Av CO http://OurWorldInData.org/co2-and-other-greenhouse-gas-emissions/ Source: &UN. OWIDbasedonCDIAC;GlobalCarbonProject;Gapminder http://OurWorldInData.org/co2-and-other-greenhouse-gas-emissions/ Source: GlobalCarbonProject; World &UN. Bank;Gapminder [...] er Source: GlobalCarbonProject;W price changesovertime(inflation). income Av 2017 CO changes overtime(inflation). 1.90 income) levelbelow “international-$” perday. $areadjustedforpricedifferencesbetweencountriesand International Average CO Average CO carbondioxide(CO Average CO

Per capita CO emissions age carbondio er orldInData.or g( 10 t 12 t 14 t 16 t emissionspercapita,2017 age CO 2 2 0 t 2 t 4 t 6 t 8 t EMISSIONSPERCAPITA IN2017VSSHARE(%)OFPEOPLELIVINGEXTREMEPOVERTY EMISSIONSPERCAPITA IN2017 emissionspercapitavs.shareofpeoplelivingine 0% ) levelbelow1.90"international-$"perda Iceland Thailand Germany Russia T Iran Mauritius Estonia China urkey Spain United States Egypt Fiji No data Gr Mexico eece emissionspercapitaaremeasuredintonnesy 2 emissions per capita aremeasuredintonnesperyear. emissionspercapita at aconsumption(or Extremepovertyisdefinedasliving Pakistan g Indonesia / co2-and-other- xide (C Myanmar <0 t 10% W orld O C; GlobalCarbonProject;Gapminder&UN Namibia )p ) emissionspercapitameasuredintonnesy Bangladesh 2 1 t orld Bank;Gapminder&UN ) emissions per capita measuredintonnesperyear.) emissionspercapita g reenhouse- Comoro 20% South Africa 2.5 t Share ofpopulationlivinginextremepoverty (%) Djibouti s Haiti g as-emissions/ Ethiopia pp 30% 5 t y. International$areadjustedforpricedifferencesbetweencountriesand 7.5 t Kenya • 40% CC BY ear Uganda 10 t . Extremepo OurW orldInData.org/ 50% 12.5 t Benin y ear v erty isdefinedaslivingataconsumption(o . xtreme poverty 15 t co2-and-other-greenhouse-gas-emissions/ 60% Democratic RepublicofCongo 17.5 t 70% 20 t , 25 t South Oceania North Europe Asia Africa >50 t America America r • CC BY 135 Lesson plan – Part I We understand The climate in our hands 136 Ocean and Cryosphere CLIMATE JUSTICE LESSON E3 a n Excelversionis availableontheOCE'swebsite ifyouneedtoadapt 2 1 ~ ~ ~ ~ ~ ~ ~ ~ Role-playing game INQUIRY METHOD nerability, inequity, climate justice change,Climate greenhouse gases, responsibility, vul- KEYWORDS KEY IDEAS beingthemostresponsible. not always is notthesameforallcountries–mostvulnerable vulnerability to climatehelps them realise that change greenhouse gas emissions. Another role-playing game equalities betweencountrieswithrespecttowealthand Through arole-playinggame, studentsdiscoverthein- SUMMARY DURATION Social sciences MAIN SUBJECTS grateful totheauthors. was alsoinspired bytheeducation resource initiative, byTrócaire andtheCentre forHumanRightsandCitizenship Education,DCUInstituteofEducation(Dublin,Ireland); it This lessonwasinspired byLesson4ofthe“Creating Futures” resource, produced inthescopeofEducation foraJustWorld ~ ~ ~ ~ ~ ~ ~ ~ zen and the countries’ legislations that guideactions. that zen andthecountries’legislations ishappening,what butitisthechoicesofeachciti- Science canexplaintheoriginsandmechanismsof protect themostvulnerable. and widespread action to limit climate change and oftheneedforurgent awareness There isgrowing greenhouse gasemissions. animpactonfuture veloping countries;thiswillhave The majorityoftheworld’s de- peopleliveinrapidly change. contributed leasttoclimatecountries whohave change mainlyaffectpeoplelivingindeveloping Droughts, by storms and floods exacerbated climate of greenhousegases. amounts The wealthiest countries emit the greatest changeimpacts. mate house gases, noraretheyequallyvulnerable tocli- Not allcountriesemitthesameamountofgreen- 2 h Activity: 15 min Preparation:

1 Ma maison,maplanète et moi!produced by La mainàlapâteFoundation.TheOCEis • • • Activity 1 can choosetodooneortheother, orboth. This lessoncontainstwoindependentactivities.You LESSON PREPARATION • • • MATERIALS climate changeandwillbeequallyaffected. that everyone in the world is equally responsible for be affected. Debatewiththestudentsiftheythink that manyoftheecosystemservicesweneedmay the consequencesofclimatechange.We haveseen We about the greenhouse have learned effect and each forgroup of6students). Print out Activity 2 • See backgroundforteachersinthepreviouslesson(E2). G dent) or, ifnotpossible,printout Gather a set of small toy cars (one car per stu- Print out one) chairperstudent; Make sure thattheroom contains one(andonly Optional: aworldmap. Sheets ofpaperorstickers; the room (eitheronthefloororwall). Place thecontinentlabelsatdifferent locationsin E3.3, E3.4,E3.5; WORKSHEETS E3.1 E3.2 / G update thelesson(data-chair-game.ods). TEACHER TIP (onecopyforthewholeclass); WORKSHEETS E3.3, E3.4, WORKSHEET E3.1 INTRODUCTION PREPARATION 2 , E3.2 (orasetoftoycars), (onecopyforyou); 15 MIN 20 MIN and E3.5 WORKSHEET (one of have anynumbersyet. – basedonwhattheythink tobetrue,astheydon’t the room andtodividethemselves upaccordingly ulation of each of the continents labelled around a large circle again. Ask themtoconsiderthepop- 2. gender). half theclassonotherside(regardless ofactual the classshouldstandononesideofroom and vided into4billionfemalesandmales.Half The 8billionpeopleintheworldcanroughly bedi- ask thestudentstodividethemselvesaccordingly. world ismaleandwhatproportion isfemaleand following activity. Discusswhatproportion ofthe may choosegendertoexplaintheconceptof shall represent the(almost)8billionearthlings.You 1. CLIMATE CHANGE? ACTIVITY 1 (45 Students inacircle, outdoors. on atableinsteadofusingchairs. You canalsochoosetodothisactivitywithsmallfigurines G Following thisexample,askthestudentstoform Ask thestudentstoformastandingcircle: They G TEACHER TIP MIN): WHO IS MOST RESPONSIBLE FOR PROCEDURE 1 H20 E3.1 sk the students to sit on a chair without needed. Askthestudentstositon a chairwithout of wealth.Movethechairs todifferent continentsas 5. not movewiththechairbutstaytheircontinent. thinks isappropriate. Remember, thestudentsdo ferent continent.Thechairsare movedastheclass together if somechairs should bemovedto a dif- thoughts with the rest of the class. The class decides the world in each continent. Each group shares their chairs (wealth)are divided amongstallthepeopleof groups, thestudentsdiscuss howtheythinkthe bined represent thewealthofworld.Intheir group. Tell the students that all of their chairs com- around his 4. to thetruepopulationbreakdown. of thisactivity. Discusswiththeclasstheirresponses tinue torepresent his even haveone“full”student.Eachstudentwillcon- to theothercontinents,thatcontinentdoesnot nent. There are sofewpeopleinOceania,compared represents anumberofpeopleinparticularconti- reposition themselvesas needed.Eachstudentnow population among the continents and let the students inform theclassabouttruedistributionof 3. Students representing the European population anditswealth. Students representingtheEuropeanpopulation Students representingthe anditswealth. African population Using thesecondtableprovided in Each student now retrieves a chair and sits Using thefirsttableprovided in , inform the students about the true distribution , informthestudentsabout thetruedistribution / her assignedcontinentlabelasasmall / her continentfortheremainder WORKSHEET E3.1 WORKSHEET WORKSHEET , 137 Lesson plan – Part I We understand The climate in our hands 138 Ocean and Cryosphere E3.2 the third tablein greenhouse gas emissions of each continent (see of carsthatrepresents thecorresponding average gases emittedinayear. Giveeachgroup theamount nents theyemitless. greenhouse gasesper capita andonwhichconti- on whichcontinentsintheworldpeopleemitmore of greenhouse gases.The studentsalsodiscuss in and between continents, emits the same amount ing intheirgroups ifeach personintheworld,with- assigned numberofchairs.Theystartbydiscuss- 7. conflict, migration,justiceandinequality. what isdemonstrated,includingideasrelated to 6. a surplusofchairsonwhichtheycanrest theirfeet. to share achair),whileinother continentsthere willbe some studentswillbeleftwithoutaseat(orhave leaving theircontinentgroup. Insomecontinents, 8. the different groups.) pare thenumberofchairstocarsin gases?(Com- emit thesameamountofgreenhouse persononagivencontinent America? Doesevery adapt the lifestyle of people in Europe and North peoplearound theworld andmore happen ifmore capita are notthesameforallcontinents.Whatwill Highlight thatthegreenhouse gasemissionsper to thepopulationandwealthoftheircontinent. Discuss thegreenhouse gasemissionswithregard ineachcontinent? there per personare today's values. years ago, and do not correspond to so the distributions are outdated isprovidedonlyasanexample:This map itwasmadebyaclass some population,mark onthemap wealthandgreenhousegasemissions. You theclass tosummarize theactivityandhave canuseaworldmap The studentsremain intheir continentswiththeir Discuss with the class about how this feels and The toycars(ortheirequivalentin ) represent theaverageamountofgreenhouse WORKSHEET E3.1 ). How manycars WORKSHEET E3.5 • • wards” and“Backwards” statementsof that theotherscanseetheirrole. Readthe“For middle oftheroom holdingtheirrole-play card so 10. WORKSHEETS E3.3 member ofagroup adifferent role-play card from class intogroups ofupto sixstudentsandgiveeach who ismostvulnerabletoclimatechange.Dividethe sponsible forclimatechange,theclasswillfindout 9. CLIMATE CHANGE? ACTIVITY 2(35 consequences.) available toadaptand cope withclimatechange graphic locationsandtotheresources theyhave change. Thisisdue,formostcases,totheirgeo- exposed to and affected by the impacts of climate greenhouse gasemitterspercapitabutare theless discussed. (The wealthiest countries are the biggest sure andvulnerabilitytoclimatechangeshouldbe greenhouse gasemissionsanddifferences inexpo- think climatechangeis“fair”?Theissuesofwealth, who ismostvulnerabletoclimatechange,doyou forand aboutwhoisresponsible what youhavelearn Conclude thelessonbyaskingstudents:Given most vulnerabletoclimatechangeandwhy. 11. Forwards andbackwardswithclimate change. statements, ifitappliestotheirrole. To stepbackwards foreachofthesecondset ments, ifitappliestotheirrole; To stepforward foreachofthefirstsetstate- Ask thestudentstostandinalineacross the Now thattheyhavediscussedwhoismostre - Discuss withthestudentswhoinworldis andaskthestudents: MIN): WHOISMOSTVULNERABLETO WRAP-UP and E3.4. 20 MIN WORKSHEET - WORKSHEET E3.1 Source: Our worldinData, basedon UN “global carbonproject” and World) Bank(https://ourworldindata.org/co2-by-income-region Source: https://www.dsw.org/landerdatenbank/ Source: https://www.worldometers.info/world-population/#region Africa Africa Africa Asia Asia Asia Europe Europe Europe Latin America Latin America Latin America North America North America North America Oceania Oceania Oceania Total Total Total CONTINENT CONTINENT CONTINENT POPULATION EMISSIONS WEALTH 100% 100% 100% GHG 17% 49% 49% 59% 16% 21% 10% 12% 18% 17% 4% 5% 7% 8% 5% 1% 1% 1% % % % 15 15 15 1 1 3 7 7 9 2 3 1 2 1 1 3 3 1 0 Class with 15 students 0 Class with 15 students 0 Class with 15 students 16 16 16 1 1 3 8 8 9 2 3 2 2 1 1 3 3 1 0 Class with 16 students 0 Class with 16 students 0 Class with 16 students 10 17 17 17 1 1 3 8 8 3 4 2 2 1 1 3 3 1 0 Class with 17 students 0 Class with 17 students 0 Class with 17 students 11 18 18 18 1 1 3 9 9 3 4 2 2 1 1 3 3 1 0 Class with 18 students 0 Class with 18 students 0 Class with 18 students NUMBER OFSTUDENTSPERCONTINENT 10 11 NUMBER OF"CHAIRS"PERCONTINENT 19 19 19 1 1 3 9 3 4 2 2 1 2 4 3 1 0 0 0 Class with 19 students NUMBER OF"CARS"PERCONTINENT Class with 19 students Class with 19 students 10 10 12 20 20 20 1 1 3 3 4 2 2 2 2 4 3 1 0 Class with 20 students 0 Class with 20 students 0 Class with 20 students 10 10 12 21 21 21 1 1 4 3 4 2 3 2 2 4 4 1 0 Class with 21 students 0 Class with 21 students 0 Class with 21 students 11 11 13 22 22 22 1 1 4 3 4 2 3 2 2 4 4 1 0 Class with 22 students 0 Class with 22 students 0 Class with 22 students 11 11 14 23 23 23 1 1 4 4 5 2 3 2 2 4 4 1 0 Class with 23 students 0 Class with 23 students 0 Class with 23 students 12 12 14 24 24 24 1 1 4 4 5 3 3 2 2 4 4 1 0 Class with 24 students 0 Class with 24 students 0 Class with 24 students 12 12 15 25 25 25 1 1 4 4 5 3 3 2 2 5 5 1 0 Class with 25 students 0 Class with 25 students 0 Class with 25 students 13 13 16 26 26 26 1 1 4 4 5 3 3 2 2 5 5 1 0 Class with 26 students 0 Class with 26 students 0 Class with 26 students 14 13 16 27 27 27 1 1 5 4 6 3 3 2 2 5 5 1 0 Class with 27 students 0 Class with 27 students 0 Class with 27 students 14 14 17 28 28 28 1 1 5 5 6 3 3 2 2 5 5 1 0 Class with 28 students 0 Class with 28 students 0 Class with 28 students 15 14 18 29 29 29 1 2 5 5 6 3 3 2 2 5 5 1 0 Class with 29 students 0 Class with 29 students 0 Class with 29 students 15 15 18 30 30 30 1 2 5 5 6 3 4 2 2 5 5 2 0 Class with 30 students 0 Class with 30 students 0 Class with 30 students 139 Lesson plan – Part I We understand The climate in our hands 140 Ocean and Cryosphere WORKSHEET E3.2 WORKSHEET E3.3 I really like living near the beach and I hope we will not have tomoveevenfurtherinlandinthefuture. I reallylikelivingnearthebeach andIhopewewillnothave We feelmuchsaferhere. fromthebeach.live inanewhousebitfurtheraway Itisbuiltonstilts, beingfloodedinthefuture. itcanavoid sothat more andregularly. We decidedtomove, we andnow day. windy a very months, Inthe following thishappened than usualandourhousewasflooded. Irememberitwas One day, hightide, at camefurtherupthebeach thewater sea.after alongdayat arrivinginhisfishingboat ofourhousemyfather window thesea.eggs andwalkingtowards Ilikedseeingfromthe thebabyturtlescomingoutoftheir seashells andwatching house justinfrontofthebeach. Ilikedplayingwiththe and younger brother. When I was little, we lived in a nice My nameis Arianne. Iliveinahousewithmymother, father ARIANNE FROMPHILIPPINES from aplacefaraway. This willhelpthecropstogrow. tosow,ready butthelandistoodry. Together system. we arebuildinganirrigation willbring water This isalongpipethat for thevegetablestogrow. Now, enoughrainforthecropstogrow. thereisnotalways Myfamilyandourneighboursare wasayoungboy,When myfather therewasenoughrain for ourhouse. this money to buy more seeds, books for school and things the markettoearnmoney.and thensellsomeat We use sorghum, andtomatoes. potatoes We thesevegetables eat vegetables onourland.My familygrows We maize, grow up. when Igrow school. subjectisbiology. Myfavourite Iwanttobeadoctor name isShewitandmybrother’s nameisSamuel. Ienjoy in NorthernEthiopia.family inasmallvillage Mysister’s My nameisMahlet. I’m13yearsoldand Ilivewithmy MAHLET FROMETHIOPIA yearinourcity,more peopleevery andpeopleseekabetterlife. becauselifeisgettingharderandinthecountryside times Iwishtherewerelesspeople, likeinmygrandpa’s village, whereIcanruneverywhere. thereare Mymumsaysthat peopleandIfeelsquished.but sometimestherearetoomany inmycity. lotsofpeopleeverywhere There arealways Some- little. We taketheShanhgaimetro. Ilikeridingthemetro, morning,My mumtakesmetoschoolevery sinceIwas fairanditwouldbesomuchfun.gether tothetechnology brother toplayallmyvideogameswithme. We couldgoto- night. noodleswithchicken!Iwishhada Ialsoloveeating ofthecityat avenues the advertisingscreensingreat I love seeing all the lights from the buildings, the cars and biggest cityintheworldtermsofinhabitants. in thecityofShanghai. Mymothersaysitisthesecond- the top of a40-floorbuilding, at mum inasmallapartment My nameisJiao-LongandIam10yearsold. Ilivewithmy JIAO-LONG FROMCHINA 141 Lesson plan – Part I We understand The climate in our hands 142 Ocean and Cryosphere WORKSHEET E3.4 going toCaliforniaonholidays! California forests. hugefiresareravaging this,I heardonthenewslastweek that Itmakes mesadtoknow Ireallylike up.It wassoimpressive!Iwishcould workforoneofthosetechcompanieswhenIgrow surfing once, withmysisters,at thebeachrestaurant!LastsummerwevisitedSilicon andthenwehadhugeburgers Valley. vacation. Ilovegoingtothebeachthere. We eventried yearweflytoCaliforniawithmyfamilyforsummer Every home playingvideogames. match.our Saturday amatch,When wedon’thave westay thebigmallafter We Mexicanfoodat lovegoingouttoeat I likeplayingbaseballonthelocalteamwithmyfriends. a lotoffriends. day. Myparentsdriveustoschoolevery sa. We liveinahouseniceneighbourhoodwhere Ihave with my mom and dad and my twin sisters, Anna and Melis- My nameis Weston andIam11 yearsold. Ilivein Boston WESTON FROMUSA much snow. didn’tmeltinsummer. that snow themountaintopsusedtohave liveinthemountains saythat that Idon’tseethat Now videosontheinternet.because sheprefersstayinginthecityandgoingoutwithherfriendsorwatching The oldpeople with my uncle. My older sister doesn’t come all the time, becausehecanrun alot.happy Mybrother likes fishing the countryside, nearthemountains. Gasparínisalsovery with ouruncles andcousinstoareallynicewoodhousein During summerholidays, wedrivealongwayinourcar for meandmysiblings. home afewweekendsperyear, bringscandies healways works in the minesinnorth of Chile. When he comes dog, Gasparín. day, every Idon’t see my father because he paraíso withmymother, mybrother, mysisterand My nameisRenata. Iamnineyearsoldand Ilivein Val- RENATA FROMCHILE here, astheEmeraldIslethen. butMummysaysIrelandwouldn’tbeknown andhotthere.Last summerwewenttoSpainonourholidaysasitwassunny SometimesIwishwehadnicerweather inthegardentoo.build asnowman thehillbesideourhouse.I don’tmindthoughasgetoffschoolandwecangosleddingdown It’s fun. great We always theyareoftentoodangeroustodriveoninthesnow.that snow. roadsdon’tgetgrittedwhichmeans Ourcountry Most yearswegetsomedaysoffschoolbecauseofheavy sowecouldn’tgetinorout. river overflowed play! Lastspringthelanetoourhousegotfloodedas Ireland, tocanceltrainingasit’s weoftenhave toowetto Gaelic footballformylocalteam. Becauseitrainsalotin sportsandmusic.I likeschoolandreallyenjoy Iplay nearDownpatrick. drive toschoolinanothersmallvillage mummy, andmybrotherEoininasmallvillage. daddy We andIameightyearsold.My nameisRory Ilivewithmy RORY FROMIRELAND e e e e e e Take to your person’s relates astepbackwardsifthefollowing family... SECOND SETOFSTATEMENTS e e e e e e e Take astepforwardifyourperson’s family... FIRST SETOFSTATEMENTS Thinking aboutyourrole… Some peoplearemorevulnerabletoclimate changethanothers. Some peoplecontributemoretoclimate changethanothers. FORWARDS ANDBACKWARDS WITHCLIMATE CHANGE WORKSHEET E3.5 e e e e e e e e e e e e e If glaciermeltingcontinues, todrink. enoughfreshwater onedaytheymaynothave If thereisadrought, theymightgohungry. rises,As thetemperature theysufferfromdrought. affectscoralecosystems,If oceanacidification enoughfoodtoeat. theymaystruggletohave As sealevelsrise, floodingcouldaffecttheir home. tosurvive. They relyonthefoodtheygrow life. intheireveryday Uses technology toclimate couldhelpthemadapt change. Has agovernmentthat becauseofclimateHas adapted change. asoftentheywant. meat Eats Has moneytobuyenoughfoodforallthefamily. Flies abroadforaholiday. Travels inacar. 143 Lesson plan – Part I We understand The climate in our hands 144 Ocean and Cryosphere ADAPTATION ANDMITIGATION MEASURESWORLDWIDE LESSON E4 • • • MATERIALS If theclasscannotuse onlineactivity, the (“How canweact?”). Multimedia resources: multimediaactivity Video projector connection +computerInternet for theclass)canbeused. ~ ~ ~ ~ ~ ~ ~ ~ WORKSHEETS E4.1,E4.2,E4.3, E4.4 analysis Documentary INQUIRY METHOD Adaptation, mitigation, solutions, vulnerability, exposure KEYWORDS KEY IDEAS adaption takingaction.already The studentschooseaclimate are mitigation, peopleandorganisations many andthat deal withclimate change, or eitherthroughadaptation solutions to therearemany The studentsrealisethat SUMMARY DURATION sciences sciences /Natural Social MAIN SUBJECTS ~ ~ ~ ~ ~ ~ ~ ~ greenhouse gases. duce climate changeifwedecreaseouremissionsof We acarbonfootprint, allhave butwecanhelpre- changeeffects. mate tocliWe canimplementmeasuresofadaptation - risk of negative impacts. risk ofnegative and measureshelpreducevulnerability Adaptation must beconsideredtogether. willbefundamentalinthelongterm.mitigation Both willbenefitusintheshortterm,Adaptation while help. solutions.mitigation We things to can all do many and tions aroundtheworldimplementingadaptation people,There aremany communitiesandorganisa - emissions. and wemustdoourbesttoreducegreenhousegas We totheimpactsofclimate mustadapt change 1 h Activity: 10 -30min Preparation: / or exposuretoclimate change, reducingthe / mitigation projecttoworkon. mitigation PREPARATION

10 - 30MIN (oneofeach student’s “vicinity”(intheirregion orintheircountry). to showmeasures thathave beenimplementedinthe implemented worldwide.Itisaparticularlygoodidea aptation, mitigation and awareness measures being Feel free touseothermaterial toillustratedifferent ad- LESSON PREPARATION U kinds ofsortingcanemerge: ing them (by defining appropriate criteria). Different tified, askthestudentstopropose awayofsort- 2. do. could /should industry,sion onwhatothers(governments, etc.) ties (school,village,etc.).Thisavoidsadiscus- individuals, orbytheirfamiliessmallcommuni- that canbetakenbythestudentsthemselves,as out commentingonthem.Theseshouldbeactions whole classandwritethemonthewhiteboard, with- 1. can betakentocopewiththeseproblems. ask the students to think about what kind of action consequences for ecosystems and human societies, mate changeontheoceanandcryosphere, andtheir After ashortreminder ofthedifferent impactsofcli- U U U U U carry out. carry take youandtheclass longertochoosewhichproject plan. Hence, is merely indicative, the 1 h duration as it can This lessonprovidesanintroductiontoPart 2ofthelesson G the impactofglobalwarming onoursocieties); tude ofglobalwarming,whereas otherswillreduce greenhouse gasemissionsandthusthemagni- Mitigation transportation, etc. store /transportation, the school /at home /at At Individual /collective; As soonasafewdozenactionshavebeeniden- Let the students present their solutions to the G TEACHER TIP / INTRODUCTION adaptation (someactions will reduce PROCEDURE 40 MIN 10 MIN below). involved in(someexamplesofprojects are proposed As a conclusion, define the project the class will be implement. gible, andhelpthemchooseanactiontheywantto 5. different kindsofinitiativesalready underway. multimedia resource with which they can discover and categorised,thestudentsmaywanttouse 4. energy consumption). is harmfulfrom amitigation point of view becauseof you can cool down rooms that are too warm, but it is goodfrom anadaptation pointofview, because tion pointofview(example:usingairconditioning an adaptation point of view andnotfrom amitiga- sometimes thesameactioncanberelevant from ficulties mayappearduringtheclassificationas relevance ofeachaction (andreasons). Somedif- 3. Explain that they should try todo something tan- As soonasalltheactionshavebeendiscussed During thisactivity, letthestudentsdiscuss WRAP-UP 10 MIN sidered. quences of agivenaction have tobecon- timescales andthemultiplepossibleconse- es. Eveninasimplecase(schoolaction),the knowledge, engineeringandsocietalchang- ative impactsvary. Bothstrategiesinvolve levels havearole toplay, eveniftheirrel - treaties).(United Nations,international All orglobalactors gional entities,international local groups (e.g.school, city), nationalorre- be considered atdifferent levels:individuals, These twocomplementarystrategiesare to outline ofboth. of the Scientific Overview offer a detailed gation andadaptation. ecosystems, twolinesofactionexist:miti- change onhumansocietiesandEarth’s In order toreduce theimpactsofclimate BACKGROUND FORTEACHERS P ages 20 -23

145 Lesson plan – Part I We understand The climate in our hands 146 Ocean and Cryosphere WORKSHEET E4.1 traffic. Whynotunplugfromtimetotime? phones requirealotofenergy: aboutasmuchglobalair from computers and smart- Storing andsendingthedata phone. just sitting in front of the screen of a computer or a smart- vironment (butalsoforhealthandsocialinteractions)than and meetingfriendsare much betteractivitiesfortheen- probably nottheirgoal). Yet, readingabook, playingsports is (andthat energy theyaresaving ably donotrealizethat whoplayfootballonSpanishstreetsprob- The teenagers Football (Spain) ENERGY of thefastestmeanstransportincity. beneficialtohealth. isvery physical effortthat Itisalsoone not contributetourbanairpollution, moderate andallows Cycling is cheap, does not emitgreenhouse gases, does bicycle. lion inhabitants, more than 60% of the trips are made by strongly discouraged. As aresult, inthiscityofonemil- parking andtwo-waylanes. Caruse, ontheotherhand, is cycling.enjoy The facilities include cycle paths, free bicycle ifyou Amsterdam isprobablythemostwelcomingcapital Cycling (Netherlands) ENERGY ofbiodiversity.servation polluting chemicalfertilizers, andcontributestothecon- plant species. Itisparticularlyeffective, doesnotrequire talising onthebiologicalinteractionsbetweenvarious combines different crops in the same plot of land,- capi ancestors.their Mayan Permaculture isatechniquethat aboutpermaculture,populations thefootstepsof following local andeducate ulture Instituteaimstoraiseawareness On the shores of Lake Atitlan, theMesoamerican Permac - Permaculture (Guatemala) AGRICULTURE ANDFOOD WORKSHEET E4.2 climate protection, aswellimprovinghumanhealth. helpedtoincreasetheuseofsolarcookers, andhence to Some NGOshave therebycontributingtoforestconservation time. saves can beboiled. Additionally, tocollectfirewood nothaving The airiscleaner, aswellthedrinkingwater, which without emittinggreenhousegasesorotherpollutants. and use makes it possible to cookwithfreesolarenergy gions, produced issufficienttocookfood. theheat Their into the cooking pot or pan. and warm re- sunny In very cooker, sunlightisreflectedbymirrorsandconcentrated byusing solar cookers.This can be avoided In a solar time-consuming andamajorcauseofdeforestation. Collecting firewood as fuel for cooking is dangerous, Solar cookers(Sudan) HABITAT andtechniques. inexpensive materials water- building. andenergy-efficient sophisticated, Somebuildingsarevery butothers(suchasthisschool)useancestral, Bioclimatic architecturetakesintoaccountthelocalenvironment to provideoccupantswithacomfortable, functional, limits! fashion. Homes, schools, stations... therearealmostno beenaroundforthousands ofyearsandarebackin have Adobe, pisé, cob... clay theseraw construction techniques and is100%recyclable. comfort, incomparisontocement, alotofenergy saves transport orprocessing. thermal earthoffersgreat The raw material,cally available it’s cheap, very anddoesn’trequire Gando isnotbuiltofcement... earth. butofraw Itisalo- Unlike otherschoolsinBurkinaFaso, schoolin thisprimary Bioclimatic “low tech” constructions(BurkinaFaso) HABITAT itcanbedivertedandreused.works andthenseehow energy,This saves materials... raw andalsomoney! toyoungpeople, isalsousedforholidayinternships adapted approach whodismantletheequipment, it understandhow ing otherpeople, thelocalresidentscanfindhelpandlearnsimple methodstogiveasecondlife totheir belongings. This coffee machine, for example). computer or toy While meet- object to repair (bicycle,where people bringaneveryday For example, in Quimper, France, Do It Yourself workshops cafés, municipalhalls, etc. found onallcontinents. They are usedinschools, bars, allovertheworld.ated There aremorethan1500ofthem, “Repair Cafés”, inventedintheNetherlands, arebeingcre- some peopleareoptingformoresustainable consumption. At atimeofdisposabilityandprogrammedobsolescence, Noway! itaway? Throw Repair Café(France) ENERGY 147 Lesson plan – Part I We understand The climate in our hands 148 Ocean and Cryosphere WORKSHEET E4.3 On average, eachtreeabsorbs 10kgofCO and70,000membersin67countries.130 employees In2019, beenplantedunderthisproject. nearly14billiontreeshave the developmentof “Plant-for-the-Planet”, has whichnow 10 years later, Felix is still involved, basis, on a voluntary in General Assembly.tions Parliament, 13hemadeaspeechtotheUnitedNa - andat of 10,age Felix addressed the members of the European the decided tocreate “Plant-for-the-Planet” project. At the change. Heplantedhisfirsttreewith classmates, and ia, Germany, tohisclass madeapresentation onclimate In 2007, Felix Finkbeiner, anine-year-old fromBavar boy (Germany) Felix andhis “Plant forthePlanet” organisation AWARENESS carbonoffsetprograms(thinkaboutitnexttimeyoufly!). through voluntary Island inMalaysia). Someoftheseprogramsarefunded torestorecoral reefs(forexamplein populations Tioman NGOs, companiesandscientistsareworkingwithlocal (IUCNRedList Index).disappeared To addressthis, many Between the1980sand2019, about30%ofcoralreefs coastal erosion. ulations, providingfoodsecurityandprotectionagainst addition, importancetolocalpop- coralreefsareofgreat al reefsarehometo30%oftheworld'sbiodiversity. In While they cover less than 0.1% of the ocean bed, cor Planting ofcorals(Malaysia) ECOSYSTEMS such projects. projects. theirinhabitantstoinitiate allow Sometimes, citiesnow Many itistheschoolswhoareinchargeof totheconsequencesofclimateadapt change. of thecitybylimiting ‘‘urban island” heat effect, and improved), increaseairquality, contributetothecooling of urban birds has significantly biodiversity (the population thetic appeal, makesitpossibletodevelop revegetation ing oftreesandgrassinthecitycenter. Beyonditsaes- (Australia), thereplant- encouraged localauthoritieshave andagreenerenvironment.nect withnature InBrisbane and concrete, residentsareincreasinglyseekingtorecon- replacedtreesandgrasswithbuildings While citieshave Revegetation (Australia) URBAN RESILIENCY 2 per year – and a tree planted in the tropics absorbs many timesthis amount. peryear–andatreeplantedinthetropicsabsorbsmany - - WORKSHEET E4.4 Discover storiesofothersuccessfulprojectsledbystudentsfromall overtheworld: https://www.ecoschools.global/stories-news waste, andwater. nature, climate change, energy, globalcitizenship, healthandwellbeing, litter, marineandcoast, schoolgrounds, transport, dents in ecological and sustainable projects within the school or the community. Eco-school themes are biodiversity and stu- (FEE)ifitengages tion forEnvironmentalEducation theEco-SchoollabelbyFoundaA schoolisawarded - urban areas. fective and sustainable way to produce food, especially in intheaquarium.which inturnfilterthewater Itisanef- in symbiosis. Fish droppings provide nutrients to plants, ic farm, whichcombinessaladfarmingwithfishfarming, the world. - builtasmall-scaleaquapon The studentshave network, madeupofmorethan50,000 schoolsaround Loreton CollegeinMauritiusispartofthe “Eco-Schools” Eco-school (Mauritius) AGRICULTURE ANDFOOD theedgeofforest. at A twinningprogramlinksurbanschoolstolocated development. eco-tourism, sustainablelivestock, andsocio-economic in workshops on Older teens (15-19 years old) participate thefaunaandflora. themtoobserve est andencourage 11 to14yearswithdirectcontactthe Amazonian for “A dayintheforest” aimstoprovideyoung peopleaged youth. da Amazónia in2002, amongBrazilian toraiseawareness Escola and twobiologistscreated an ecologicalfoundation forests areamongthemostthreatened. The presidentof Brazil hoststheworld'slargestbiologicaldiversity, butits Amazonian school(Brazil) AWARENESS project taughtparents, goesbeyondthefourwallsofclassroom. education studentsandteachersthat came involvedinenvironmental studies andactivities. The be- Schoollater Primary formerstudentsofMayaro Many ecosystem. dents, parents, andthewholecommunityviewcoastal and tides, theprojecthascompletely changed thewaystu- beachevolution,tions andstudying biodiversity, currents school,participating outregularclean-up carrying opera- ‘‘adopting”, monitoring and protecting the beach near the gram, other schools around the world. along with many By pro- SchoolhasjoinedtheSandwatch Primary Mayaro Sandwatch program(Trinidad andTobago) ECOSYSTEMS - 149 Lesson plan – Part I We understand

We act 151 Lesson plan – Part II The climate in our hands 152 Ocean and Cryosphere your own. as aninspirationforcreating adifferent project on ready beingimplementedworldwidethatmayserve 1 also provides examples of multiple solutions al- can carryoutwithyourstudents.LessonE4 of Part at givingyouanideaofthekindproject thatyou most adequateforyourcontext,butare intended different projects, whichare notnecessarilythe projects canbeconsidered. Here wepropose three local context, timeor resources constrains,various tenuate climatechangeimpacts.Dependingonthe solutions ormeasures designed tomitigateorat- giving thestudentsopportunitytoparticipatein planning andimplementationofprojects aimedat ject-based andfocusesonsolutions.Itisaboutthe This partofthisguidebookforteachersispro - WE ACT#PROJECTS 1 Journal ofTeacherphoenix, az.Journal EducationforSustainability. 15(2)pp.5-24. Inspired by Redman (2013). Opportunities and challenges for integrating sustainability education into What isthedesiredoutcome What & CHALLENGES What isstanding What in yourway? in thenextfewweeks? BARRIERS What willyoudo What for yourschool? SHORT-TERM VISION

CREATE ASUSTAINABILITY PROJECTACTIONPLAN Who willbeaffected? STAKEHOLDERS in thenextfewmonths? What isyourschoollike What CURRENT STATE What willyoudo What MID-TERM right now? low The sustainabilityproject actionplanpresented be- air conditioningdevices–mitigation.) multaneously reduce greenhouse gasemissionsfrom can helpcopewithheatwaves–adaptationandsi- tion projects aswell(e.g.improving buildinginsulation at mitigatingclimatechangeoftendoubleasadapta- or more ofthesethree aspects.Manyprojects aimed (“awareness” project). Agivenproject cancover one aims atraisingpublicawareness inlocalcommunities gas emissions(“mitigation”project) andthethird one ject), thesecondonefocusesonreducing greenhouse to climatechangeconsequences(“adaptation”pro - The firstoftheseprojects dealswithlocaladaptation own project. & OPINIONLEADERS make thingschange? CHANGE AGENTS 1 Who canhelpyou canbeusedasaguidelinefordesigningyour

COMPONENTS OFCHANGE What willyouneedtochange What to achieveyourvision? in thenextfewyears? What willyoudo What LONG-TERM K-12 schools: case study What processes What can youuse? TOOLS PROJECT LIST focusing onhelpingrecover coastalecosystems. to reduce beacherosion, asecondtoaddress theissueofcoralbleaching,andlastone context, three versionsofthisproject are proposed: oneaimedatimplementingsolutions particular problem toaddress anddesignimplementsolutions.Dependingonthe local students help“their”beachbecomemore resilient. Theymonitorthebeach,decideona Beaches withhealthyecosystemsare more resilient toclimatechange.Withthisproject, Adaptation Increasing beachresilience toclimatechange munication skills. theatrical playthrough exercises thatdevelopproprioception, andinterpersonalcom- text, read thepracticeof andwritetextsontheclimatetheme,discoverstagelearn for climatechange.Byputtingonaplay, thestudentsstudycharacteristicsoftheatre investigation process bystudyingtheorigins, theconsequencesandpossiblesolutions that bringstogetherscience,literature andtheatre, withtheaimofassimilatingscientific This project aimstoraise publicawareness around climatechangeissues.Itisaproject A Science onstage parents, inorder toimplementthewalkingbus. signage, timetables,etc.Theyalsoworkoncommunicationwiththelocalauthoritiesand in thecommunity, workonseveralitinerariesandaddress different issuesrelated tosafety, reduce betweentheirhomesandtheschool.Thestudentsconductasurvey carjourneys In thisproject, studentsinurbanareas plan,organise andsetupawalkingbusinorder to Mitigation Setting upawalkingbus wareness page 173 page 166 page 154 153 Lesson plan – Part II We act The climate in our hands 154 Ocean and Cryosphere CHANGE INCREASING BEACHRESILIENCETOCLIMATE ADAPTATION PROJECT 1 STEP LIST STEP 4–Implementingsolutions STEP 3–Analysingthedata STEP 2–Monitoringthebeach examples) fying potentialproblems (appliestoall STEP 1–Selectingabeachandidenti- one focusingonhelpingrecovercoastalecosystems. ond toaddresstheissueofcoralbleaching, andthelast implementing solutionstoreducebeacherosion, asec- three versionsofthisprojectareproposed: oneaimedat and implementsolutions. Dependingonthelocalcontext, decide ona particular problemtoaddressanddesign beach becomemoreresilient. They monitor “their” beach, climate change. With thisproject, studentshelptheir Beaches withhealthyecosystemsaremoreresilientto OVERVIEW Schools incoastalareas TARGET K4-9 GRADE sciences Natural MAIN SUBJECTS ities. Soifyouare newtoSandwatchandwant getinvolved,pleaseconsiderbecomingpartofthenetwork. Sandwatch isalsoanetworkthat allowsSandwatchersfrom abouteachothers’activ- allovertheworldtokeepincontactandlearn watch ClimateChangeDatabase. Getinformedaboutitandparticipate! Depending ontheproject youchoosetocarryoutwithyour students,yourbeachmonitoringdatamayfitforinclusioninthe Sand- download: http://www.sandwatch.ca/images/stories/food/SW%20Docs/Sandwatch%20Manual.pdf (2010). Sandwatch:Adaptingtoclimatechangeandeducating forsustainabledevelopment.Paris:UNESCO),whichis available for project onbeachesandcoastalecosystems,theOCEencourages youtorefer directly totheoriginalSandwatch manualUNESCO mate changeandeducatingforsustainabledevelopment”.Manyparts ofitare directly takenfrom thismanual.Foramore extensive This project isashortversionadaptedfrom thelarger project proposed by Sandwatchinthemanualon“Adaptingtocli- 1

ing aparticularaspectofthebeach,theysetupmitigation plan. Once thestudentshaveestablishedhowclimatechange isaffect- lem theychosetofocusonisaffecting thebeach. Students analysethedatatoevaluateprecisely howtheprob- ing tothebeachwithrespect totheproblem theyhavedefined. Students monitorthebeachandgatherdataonwhatishappen- sponding steps2,3and4. of coastalthreats (“problems”) are described,withthecorre- choose oneproblem tofocuson.Inthisproject, three examples to thatbeachmayberelated toclimatechange.Then,they criteria andgatherinformationforidentifyingpotentialthreats The studentsselectabeachcasestudyaccording toseveral Steps 2to4aredifferentforeachofthe3examples Step 1iscommontothe3examples beaches thatare knowntobeaffected byclimate information onwhichbeach toselect.Very often, ganisations orlocalauthorities togatherfurther You cancontact local scientists, environmental or community! Consider gathering information from the local U U U U sidered: beach. To doso,somekeyfactorsshouldbecon- In order tocarryoutthisproject, startbyselectinga SELECTING ABEACH SELECTING ABEACHANDIDENTIFYINGPOTENTIAL PROBLEMS STEP 1 U sible: Depending on the region, different answers are pos- know. possible impactstheclimatehasonbeachesthey Start theproject bydebating withthestudentson STARTING POINT U U U U U a particularbeachlocation. erosion duringstorms,mayinfluenceselectionof tion forlocalresidents ortourists,andhistoryof heavy useduringweekends,preferred destina- Issues ofinterest: Particularissuessuchas tion ofbeachenhancementprojects. portant factorduringthedesignandimplementa- the monitoringactivitiesandwillalsobeanim- community. Thiswillhelpensure localinterest in of the area and therefore important to the local to chooseabeachwhichisusedbytheresidents Importance of the beach to the community : Try only (about1 we recommend studentsfocusononesection project. Ifalongbeachisselectedformonitoring, they are known,are anidealsiteforamonitoring rocky headlands.These“bayhead”beaches,as small (lessthan1 Size ofthebeach:Insomeareas, beachesare concern. there isarisk.Safetymustalwaysbetheprime currents and ronment for the students. If there are very strong Safety: The beach should provide a safeenvi- seagrass meadowsandsaltmarshes,hasmany of ecosystems,suchasmangroves, coralreefs, (buildings, roads, etc.)and ecosystems.Loss Coastal erosion canthreaten humansettlements Rising sea levels and subsequent coastal erosion. What kind of changes are tobeexpected? What kindofchangesare

km). / or veryhighwaves,forexample, km inlength)andenclosedby

- its alongthecoastlineofGuyana are alsobeaches. bination ofthese.Forinstance, themud of clay, silt,gravel,cobblesorboulders, or any com- sandy beaches.However, abeachmaybemadeup many placestheterm“beach” maybeusedonlyfor Beaches are often made up of sand particles, and in sidered. itoring abeach,allitscross-section mustbecon- and othervegetation,orabuilt-uparea. Whenmon- ed, oracliff face,arocky area, lowlandwithtrees sand dune,asshowninthecross-section represent- edge. The land behind the beach may consist of a extends from thelowwatermarktovegetation’s called across-section (orbeachprofile) –thebeach the diagramshowninfigure below – whichis vegetation firstappears.Applyingthisdefinitionto ther thetopographyabruptlychanges,orpermanent the lowwatermarktoapositionlandward where ei- A beachisazoneofloosematerialextendingfrom DEFINING THEBOUNDARIESOFYOURBEACH beach asafishnursery, etc. fish overtheyears, ortheimportance ofaparticular are frequently aware ofthechangesinamount est ofaparticularbeach.Fishermen,forexample, on thebeachchanges,aswellissuesofinter can provide youwith important empirical information businesses in/nearthebeachforalongtime:they local communitythathavelivedordevelopedtheir You mayalsoconsiderinterviewingmembersofthe tion forlocalscientists! measurements mayevenbeanimportantcontribu- changed uptothepresent day. Insomecases,your lect, andgiveyouanideaofhowyourbeachhas parison to thedatayou and yourstudentswill col- tored, andexistingdata can provide ausefulcom- change (orother)impacts are already beingmoni- U U U U U U beaches mayhaveanimpactontourism. consequences onpeople’s livelihoods.Shrinking food security, etc. ecosystems, withconsequencesforbiodiversity, Ocean acidificationcanaffect marineandcoastal ple, tocoralbleaching. and coastalecosystems,contributing,forexam- Ocean temperature increase willaffect marine regions maymakethebeach toohotfortourism. An increased airtemperature inalready verywarm / clay depos- - 155 Lesson plan – Part II We act The climate in our hands 156 Ocean and Cryosphere ment andpollutantstothebeachsea. the watershed,sincestreams andriversbringsedi- clude the landandslopesbehindbeach,upinto beach andthesea.Thisbroader viewmay alsoin- offshore area movesbackandforthbetweenthe supply sandtothebeach.Muchofinthis and coralreefs are found,andtheseecosystems ters. In tropical areas, this is where seagrass beds offshore zoneouttoawaterdepthofabout12me- from abroader perspective,takingintoaccountthe gists andothersneedtolookatthe“beachsystem” coastal ecosystem.Sometimes,geologists,ecolo- found where thewatermeets theland;itisalsoa A beachismore thanjust azoneofloosematerial Beach crosssection. • • • • located. Itemstolookforinclude: the variousitemsandwhere onthebeachtheyare activity istodrawamap,thestudentsshouldrecord are engaged and soon.Since the purpose of this might record the type of activities in which people another group vegetationandtrees, athird group for, e.g.onegroup mightrecord buildingsandroads, student groups maybegivendifferent itemstolook everything theysee.Ifthebeachisveryvaried, dents walkthelengthofbeach,writingdown Divide thestudentsintogroups, andhavethestu- ple observations. gather as much information as possible through sim- it is important to obtain an overall picture of it and Before startingthedetailedmonitoringofbeach, THEBEACHANDDRAWOBSERVE AMAP or floatinginthewater.) Debris, litter, pollution(e.g.garbage onthebeach grasses, plants,trees behindthebeach). Plants andtrees (e.g.seaweedsandseagrasses, shells ofanimals). Animals (e.g.crabs, birds, domesticanimals, beach. variation inmaterialalongdifferent sectionsofthe Beach material: size (sand, stones, rocks), colour, Sample beachsketch. distances. is accurate,sothescalecanbeusedtodetermine The advantageofsuchatopographicmapisthatit servations, orevenacopyoftopographicmap. map outline on which students can record their ob- is shown below. You may wish to prepare a simple make theirownmap.Anexampleofasketchmap as aclassexercise, oreach studentorgroup can Make asketchmapofthebeach;thiscanbedone and oneseagrapetree). age them to try and identify the trees: two palm trees tions (e.g.insteadof recording three trees, encour Encourage the students to make detailed observa- • • • • • anchor, buoyedswimmingareas). Objects inthesea(e.g.mooringbuoys,boatsat rough). Sea conditions(e.g.whethertheseaiscalmor towers, jettiesetc. Paths tothebeach,litterbins,signs,lifeguard taurants, housesandhotels,publicaccess. Buildings behindthebeach,beachbarsandres - bathers, swimmers,picnicgroups). beach, sunbathers,walkers,peoplejogging,sea Human activities(e.g.fishing,fishingboatsonthe - ticularly useful. Aerial photographs and topographic maps are par past andhowithaschanged uptothepresent day. you anideaofwhatyourbeachlookedlikeinthe probably havedocumentsandinformationthatgive to localscientists,organizations orauthorities,you looked like inthepast. If youhavealready talked as muchinformationpossibleonwhatthebeach Before you start monitoring the beach, try to gather morphology hastoadapt. rises, beachesare progressively eroded, andbeach contributes tobeachchanges:asthemeansealevel Sea levelrise,associatedwithclimatechange,also as aresult getslarger. sand orothermaterial is added to thebeach,which The oppositeprocess, accretion, takesplacewhen away from thebeachandgetsnarrower. takes placewhensandorothersedimentiswashed than in winter, especially after big storms. Erosion part ofthebeachisusuallymuchlarger insummer between winterandsummerseasons.Theemerged conditions), thebeachprofile canvarysignificantly sonal changes(summer-winter weatherandwave wave regimes alongtheyear, associatedwithsea- are builtonthebeach.Inregions withverydifferent for construction,orwhenjettiesotherstructures example, when sand is extracted from the beach human activities also play a role in this process, for sponse towaves,currents andtides.Sometimes day, monthtoandyearyear, mainlyinre- Beaches changeinshapeandsizefrom dayto Example 1–Beacherosion map. Sample topographic - and endangered beachecosystems. pose three examples:beach erosion, coralbleaching lated to climate change – to focus on. Here we pro- selected, itistimetodecideonwhichproblem –re- Now thatyouhavedrawnamapofthebeach CHOOSING ONEPROBLEMTOFOCUSONAT ATIME ous yearsandolderexisting datarecords. updated sotheresults canbecompared with previ- can suggestittoadifferent class,keepingthedata several yearswiththesameclass,oreachyearyou years. Thistypeofproject canbecarriedoutover measurements mustbetakenregularly andoverthe In order tounderstandtheevolutionofyourbeach, • • • • • With thehelpofreferred documents,discuss: another perspectiveofyourbeach. of yourbeachwithinminutes.Thesecangiveyou view andsavemapspresent-day aerial views be viewedforfree andallowyouto ontheinternet Sites such as OpenStreetMap or Google Earth can your present-day sketchmapandnoteanychanges. of thebeach.Compare theaerialphotographs with quantitatively todeterminethelength,widthandsize photographs, liketopographicmaps,canbeused of the beach taken in the1960sor 1970s. Aerial the beach.You maybeabletofindaerialphotographs vertically downwards. Theyshowabird’s eyeviewof Aerial photographsare takenfrom aplanelooking sometimes atplanningandenvironmental agencies. departments responsible forlandsandsurveys, Aerial photographsare usuallykeptatgovernment change. change, how you think the size of the beach will From aboutclimate whatyouhavelearned How youthinkthebeachwilllookintenyearstime. past orasitisnow. Whether youprefer thebeachasitwasin If thechangesare goodorbad. How thebeachhaschanged. 157 Lesson plan – Part II We act The climate in our hands 158 Ocean and Cryosphere es to the beach, we recommend carrying out these the other. Sowhenmonitoringthephysicalchang- tion, forinstance,sandmaymovefrom oneendto Most beachesshowvariationinerosion andaccre- previous stormsomeweeksormonthspreviously. sea; theotherdebrislinemaywellberesult ofa beach. Ifthisisthecase,takelineclosestto may appeartobemore thanonelineofdebrisona should alsobetakenathightide).Sometimesthere is taken at high tide, then subsequent measurements at thesametidalstate(e.g.iffirstmeasurement In suchcases,themeasurements must berepeated of theworld,tidalrangeismore thanonemeter. tide –doesnotmatterverymuch.Butinmanyparts so thestateoftide–whetherhigh,midorlow some regions oftheworld,tidalrangeisverysmall, is madetothewater’s edge.Onenoteofcaution:in cide withhightide,inwhichcasethemeasurement institute), thevisittobeachcanbetimedcoin- example on the website of the national hydrographic for lished inthe local newspapers(orontheinternet, Alternatively, incountries where tide tables are pub- below). waves and the drysand closer toshore (seefigure ences inthecolourofwetsandreached bythe as seaweed,shellsorpiecesofwood,bydiffer easy to identify on a beach, by a line of debris such point reached bywaveson agivenday. Itisusually high-water mark.Themarkisthehighest hind thebeach,suchasatree orabuilding,tothe is tomeasure thedistancefrom afixedobjectbe- over time,andwhetherithaseroded oraccreted, One verysimplewaytoseehowthebeachchanges U MEASURING EROSIONANDACCRETIONOVERTIME MONITORING THEBEACH STEP 2 High-water markonthelandward edgeofthebandseaweed. High-water U What tomeasure

- Beach widthmeasurementpoints. months, theywillstillyieldinteresting information. monthly, butevenifonlyrepeated everytwoorthree Ideally, thesemeasurements couldberepeated U always addadditionalpoints. of three pointsisrecommended. However, youcan beach sectionisabout1 point andrepeat themeasurement. Ifyourbeachor er withthedateandtime.Thenproceed tothenext pull thetapetight.Record themeasurement togeth- ter mark,laythetapemeasure ontheground and one standingatthebuildingandhigh-wa- description (and are goingtouseasareference point.Write downa At thefirstpoint,selectbuildingortree thatyou U figure below). beach, oneneareachendandinthemiddle(see measurements ataminimum ofthree sitesonthe U U When tomeasure How tomeasure / or takeapicture). Withtwo people, km long,thenaminimum has eroded asaresult ofatropical storm. shows how a beach profile bottom rightcorner corner cludes the beach slope. The figure below bottomright uring thewidthofbeach,abeachprofile alsoin- beach iseroding oraccreting. Insteadofsimplymeas- beach, whichwhenrepeated overtime,showshowthe accurate measurement of theslopeandwidthof ondary school.Abeachprofile orcross sectionisan This activityisbettersuitedtoolderstudentsinsec- U changed. Government authorities,aswellbeach- changed. Government give anaccuratedescription ofhowthebeachhas profiles before andaftereachstormisit possible to that recovery. Onlybycarefully measuringbeach also how how abeach responds toastorm or hurricane, but Regular measurements of profiles can show not only onthebeachwidthandslope. canbeobtainedfrom the data that Examples ofthetypegraphs will haveincreased insize whileanothersectionwill lost sand–itispossiblethatonepartofthebeach the monitoringperiod,andwhetherithasgainedor The data will showhowthebeach has changedover ANALYSING THEDATA STEP 3 MEASURING BEACHPROFILES U What tomeasure / if itrecovers afterwards andtheextentof

file ofthebeach). erentially atlowtide(tohave accesstoalongerpro- intervals ormore frequently, iftimepermitsandpref - Beach profiles shouldbe repeated atthree-month U If anaccurateGPSisavailable,itcanalsobeused. SANDW profiles: themethoddescribed inAppendix2ofthe There are manydifferent waysofmeasuringbeach U not asaccuratetheylike tothink. complex thanthat,andoften people’s memoriesare changed simplybylooking atit,butitismuchmore Many peoplethinktheycan tellhowabeachhas ed in the information collected from beach profiles. front house and hotel owners, may also be interest- collected onthebeachwidthandslope. ples ofgraphsthatcanbeobtainedfrom thedata have decreased insize.The figures beloware exam- U U When tomeasure How tomeasure A TCH manualisoneofthesimplermethods. 159 Lesson plan – Part II We act The climate in our hands 160 Ocean and Cryosphere • • • • coastal erosion. You can: sion. Protecting thedunesisonewayofreducing Healthy dunesare essentialtocontrol coastalero- you candotoreduce coastalerosion. Nevertheless, there are severalexamplesofthings ing sand are solutions that are not within your reach. building seawalls,andbeachnourishmentbyadd- here aboutactionsthatstudentscancarryout,so coastal erosion. Donotforget thatweare talking research onwhatkindofactionscanhelpmitigate beach iseffectively eroding, itistimetodosome If afteranalysingyourdata,youconcludedthat IMPLEMENTING SOLUTIONS STEP 4 • • important thingsinmind: potential erosion ofyour beach, youmustbeartwo When evaluatingtheeffects ofclimatechangeinthe • • • pening toyourbeach. Analyze your dataandtry to understand what ishap- erosion”). dunes, weneedthemtoprotect usfrom coastal the bestwaytobehave(e.g.:“Donotwalkon zones toletpeopleknowwhatishappeningand Draw posters and place them near the sensitive vegetation). as awindbarrierand in coveringthesandwithdeadbranchesthatact Employ dunethatching(duneconsists aeolian erosion ofsand(sandtrapfences). the dunes (access control fences) and (ii) avoid Build smallfencesto(i)avoidpeoplesteppingon Plant that contribute tobeach erosion, and with this There are othercausesbesidesclimatechange multiyear timescales. Climate changeeffects are onlymeasurableover bythiserosion? threatened beach thatare buildings,plants,animalsorusersofthe there Are another part? in Is iterodinginaparticularpartandaccreting Is iterodingeverywhere? / care fordunevegetation.

/ or protect newlyplanted Dune thatching onthe Dune thatching Atlantic coastofFrance. project. Dune plantsplantedbystudentsaspartofaSandwatch your beachtofuture climatechange. for developingaplantoincrease theresilience of you gathered, such as beach profiles, are the basis thing is to try slowing not sure ofthecauses that erosion, theimportant that yourbeachiseroding everyyear:evenifyouare measurements ordataprovided byotherinstitutions) for example, that you observe (comparing to past tioned, yourdatacanstillbeveryuseful.Consider, Nevertheless, ifyoubearinmindbothaspectsmen- the difference betweenthosecauses. kind of measurements you will not be able to tell / stopping it! The accurate data year; remember toalwaysmeasure atthesametime ly aspossible,duringthethree hottestmonthsofthe Measure sea surface temperatures daily, or as frequent- U bleaching. Sea surfacetemperature andoccurrence ofcoral U the beach. bleaching event,andwhat effects thismighthaveon corals bleach,whetherthere isanyrecovery afterthe Discuss withthestudents what happens whenthe temperature may varyindifferent partsoftheworld. face temperatures, probably over 30ºC, although this during periodsofveryhighandprolonged seasur The measurements willshowthatbleachingoccurs ANALYSING THEDATA STEP 3 MEASURING PRESENTDAY BLEACHING coral reef alongtheyears. ysis willgiveyouanoverviewoftheevolutionyour od of hightemperatures. Thisdatacollectionandanal- bleaching, and er thetemperatures were higherduringtheyearof graph foreachofthethree yearsanddeterminewheth- for thelastthree years.Plotthedailytemperatures ona your nearest weatherstation,for1July–30September years ago, obtain the daily temperature record from curred. If,forinstance,itoccurred inmid-Augusttwo department, when the last coral bleaching incident oc- (e.g. fishermenanddivers),oryournationalfisheries incidents. Findoutfrom some ofthelocalbeachusers doing so,conductsomeresearch intopastbleaching you willhaveto monitor yourbeach.However, before In order tounderstandwhat iscausingcoralbleaching, MONITORING THEBEACH STEP 2 dition doesnotlasttoolong,itcanrecover. if thecoralisstrong andhealthy, andthestressing con- Coral bleachingdoesnotimplythedeathofcoral: white. Thisphenomenonisknownascoralbleaching. gae thatgivethemtheirbeautifulcolours,andtheyturn stressed, theyexpelfrom theirtissuesthesymbiotical- light ornutrients,canstress corals.Whentheyare Changes inconditions,suchaswatertemperature, Example 2–Coralbleaching U U How tomeasure What tomeasure

/ or whetherthere wasaprolonged peri- - Example of measurements inthetropics. Example ofseasurfacetemperature Bleached coral. During thethree hottestmonthsoftheyear. U measured seasurfacetemperatures. coral). Compare theoccurrences ofbleachingwiththe figure belowshowsanexampleofapartiallybleached then record andphotographyourobservations(the er any white patches develop on thecorals.If they do, snorkel over your reef, then do so and observe wheth- highest). Ifitissafetowalkoutareef, or swim and may bethemonthwhenseasurfacetemperatures are month whenthehighestairtemperatures occur, August air temperatures byatleast amonth,soifJulyisthe of theday. (Seasurfacetemperatures oftenlagbehind also influencecoralmortality, are notminimised. if localstressors duetohuman activities,whichcan global temperature risesbyonlyafurther0.5ºC,and tinue, with75%ofcoralreefs expectedtobelostif fected 75%oftheworld’s reefs. Thisissettocon- 2014 and2017,a global coral bleach event hasaf- change, are endangering corals worldwide.Between Rising watertemperatures, associatedwithclimate

Sea surface temperature (°C) U 33 25 26 27 28 29 30 31 32 When tomeasure 13579 11 Day in 13 15 August 17 19 21 23 25 27 29 31 2010 2009 2008 161 Lesson plan – Part II We act The climate in our hands 162 Ocean and Cryosphere setting upaproject. cal scientistsororganisations thatcanhelpyou with However, to be sure you do it right, try to find lo- resilience. Replanting coralsisanotherwayofincreasing coral crease theresilience ofthecoralecosystem. healthy corals,are twomeasures thatwillhelpin- sporadic, improving coral health,orreplanting new ter. will bemore resilient toincidencesofwarmerwa- not somethingyoucando.However, healthiercorals ter temperatures: unfortunately, coolingthewateris Bleaching events are timed with warmersurfacewa- kind ofactionscanhelpreducing coralbleaching. bleaching events,itistimetodoresearch onwhat corals ofyourbeachhavesuffered oneormultiple If afteranalysingyourdata,youconcludedthatthe IMPLEMENTING SOLUTIONS STEP 4 impact ofthemural. students assessthe 4. Sandwatch the mural. 3. Prepareandplace to placethemural. to obtainpermission persons inauthority andother managers land owners, beach 2. Consultwith mural. the contentof 1. Plananddesign As long as the conditions causing bleaching are ACTION

SCHEDULE August July to May toJune April March to February to January TIME or follow-up activities. or follow-up results designfurtherawareness of themural, andbasedonthe users todeterminetheimpact amongbeach tionnaire survey Class 4studentsconductaques- itself. b. Studentspreparethemural mural; toconstructthe for materials a. Identifyfundingandsources using thebeach. b. Leadersfromcommunities and environment; responsible forbeaches, planning a. Governmentdepartments principal arrangemeetingswith: Teachers forclass 4andschool work. science, art, language, wood- Class 4studentsandteachersfor PERSONS INVOLVED low showstheactionplanofthisproject. even spear-fishing closetothebeach.The tablebe- breaking off pieces of coraltotakeassouvenirsand standing ontopofthecoralreef toadjusttheirmasks, 20 ing touristswere damaging asmallreef locatedabout concluded thatoneofthemainissueswasvisit- After plottingdataonagraphandanalysingit,they TOURIST DAMAGE BUILD A BEACH MURAL TO PROTECT REEF FROM SAMPLE SANDWATCH PROJECT: BAHAMASSTUDENTS Coral plantation inMalaysia Coral plantation m from the beach. They had observed visitors ACTIVITIES AND local experts. with consultation Research, and paint. make themural to Materials the mural. permission for ject andobtain Discuss thepro- sites. assess potential Visit tobeach RESOURCES NEEDED lessons learnt. oftheprojectand Evaluation activity. publicawareness and related Hold anofficial “opening” and constructthemural. evant authoritiestoprepare Written permissionfromrel- construct themural. neededto c. Listofmaterials mural willbeplaced; wherethe of beachshowing andphotos b. Sketchmap itintendstoconvey; message the muralwilldisplayand what showing a. Storyboard EXPECTED OUTCOME beach andprevent erosion. Landward ofthehighest also playsanimportantrole: ithelpsstabilize the The vegetationonthebeachandbehind the waves. are as muchapartof the ecosystem as thesandand environment inthebeacharea. Thebirds andcrabs between thebiologicalorganisms andthephysical The beachecosystemencompassestheinteraction fined ason rocky shores (seefigure below). along sandyshores are therefore notasclearlyde- and downthebeachwithtides.Zonationpatterns imals are foundindifferent zones,theyoftenmoveup just visitors,suchasbirds andfish.Whiledifferent an- or toprevent dryingout during lowtide.Othersare in thesandforprotection from wavesandpredators survive wellinthistypeofenvironment. Manyburrow that organisms thatlivethere are speciallyadaptedto tion as a result ofwaves and wind. This also means the surfacelayersofbeachare inconstantmo- environment forplantsand animals,largely because restrial environments. Thesandybeachisanunstable – thatserveasacriticallinkbetweenmarineandter ductive transitional ecosystems – called “ecotones” stretches ofsand,inreality theyare diverseandpro - While ataglancebeachesmayappearasbarren Example 3–Endangeredbeachecosystems Common plants and animals found between the high and low water mark (illustration compiled by mark(illustration water Common plantsandanimalsfound between thehighandlow Aurèle Clemencin). - maintaining thebeachecosystemintact. eas thebeachwillbeabletoretreat inlandthereby insomear total lossofthebeach,whilealternatively and animals.Themostextreme effect wouldbethe will tendtoreduce thearea ofbeachhabitatforplants and migratingbirds) willbeaffected. Beacherosion crease. Residentandvisitingspecies(e.g.seaturtles level rise,oceanacidificationandtemperature in- adversely affect beach ecosystems, in particular sea Many oftheprojected impacts ofclimatechangewill cession. grasses tomature trees isknownasavegetationsuc- ( ( nea), coconutpalms(Cocosnuciferamanchineel coloba uvifera),seasidemahoe(Thespesiapopul- which in tropical areas might include seagrape (Co- of thebeach.Furtherinlandthere are coastaltrees, shrubs mayalsooccurdependingonthelocation the sandsurface.Otherspeciesofvines,herbsand caprae), alongtrailingvine,isoftenfoundcolonising ments thesandrunnerorgoat-foot(Ipomoeapes- givewaytotrees.which inturn Intropical environ- which thengivewaytosmallsalt-resistant shrubs, high-water mark,vinesandgrassespredominate, Terminalia catappa).Thechangefrom lowvines and Hippomane mancinella) and theWest Indian almond - 163 Lesson plan – Part II We act The climate in our hands 164 Ocean and Cryosphere the beacheachobjectwasfound.Theeasiestway ferent objectsfrom thebeachandrecord where on For thisactivity, takecontainersandcollecttendif- U dune zone(untiltheforest zone). ferent regions ofthebeach,andalsoinback- The distributionofplantsandanimalsalongthedif- U ON THEBEACH ANDRECORDINGPLANTSANIMALSOBSERVING information. and divers) or local organizations may have relevant was inthepast.Localbeachusers(e.g.fishermen carry out some research about how the ecosystem to monitoryourbeach.However, before doingso, is beingaffected byclimate change,youwillhave In order to assess howtheecosystem of yourbeach MONITORING THEBEACH STEP 2 of thesaltspray, whilethebackduneandforest action duringstormsand willreceive thefullforce ent zones(e.g.thebeach maybesubjecttowave them andtheenvironmental conditionsinthediffer these different issues,make a connection between and howtheymightbeprotected. Whendiscussing imals and plantswillbeaffected byclimatechange cuss thewaysinwhichdifferent speciesofan- production, protection –ofeachspecimen).Dis- and investigatingthehabits–diet,movement,re- fication, providing afulldescriptionwithpictures, lected (youcangofurtherintodetailontheidenti- plants from animals,andidentifytheitemsyoucol- Separate biologicalfrom non-biologicalitems,and ANALYSING THE DATA STEP 3 fromCraig,coastal woodland(adapted 1984). Vegetation succession:thefrontalzoneiscoveredwithgrassesandvines, whichgiveswaytoshrubsandherbaceousplantseventuallythe U U How tomeasure What tomeasure

- beach, butalsointheintertidalzone(figure below). animals andplantslivingintheemerged partofthe At lowtide,inorder togather informationnotonlyon U zone, andnotethedistances. the most seaward edge of the beach until the forest collected, youcanalsolayoutatapemeasure from better identify the zonewhere eachspecimenwas is toobserveandconservetheflorafauna. To from theplantor–better –takeapicture. Theidea select aliveplant,thentakesmallpieceorleaf Remember nottocollectliveanimals,andifyou figure in“Step1”thetop ofpage156). shore, backbeach,dune and backdunezones–see shoreline totheforest zone(encompassingfore- to theshoreline) thatstretches from thelow-water is todefineaprofile (cross-section, perpendicular ample, that: tributed toclimatechange. You mayfindout,forex- changed sincethen,andwhich changescanbeat- ous years. When doing so, try to find out what has with analogousdatayouhavegathered from previ- your coastalecosystem,youneedtocompare it the distributionofanimalsandplantsfoundin Once you have finished the detailed description of may bebetterthere). and thewind, soil and nutrient conditions zones maybemore protected from thesaltspray U When tomeasure U Students planting mangrovetreesinCambodia. for partnerstohelpwithyourproject (e.g. Agricul- than speciesimportedfrom otherregions. Look thrive. Thesewillbemore resilient toclimatechange the region orstillexisttodaybutare strugglingto correspond tospeciesthatpreviously existedin climate change. Be sure to plant native species that vegetation willhelpthebeachecosystemcopewith etation. You willhavetoexplain to themthatthe trees ontheland,ormangroves, orotherduneveg- to whethertheyagree totheideaofplantingmore Consult withtheownersormanagersoflandas can drawupaplantohelpthosehabitatsrecover. and Once youhaveidentifiedwhichspeciesofplants IMPLEMENTING SOLUTIONS STEP 4 U ple, maybereduced by anover-abundance of gae maybeobserved(musselbeds,forexam- and distributionofrocky shore animalsand al- For rocky beaches, changes in the abundance merous orhavebeenreplaced byotherspecies. are probably nolongerpresent, orare lessnu- mals andplantslivinginthiszoneofthebeach at leastpartiallyeroded dunes. Hence,theani- urally follows sea level rise, there will probably be treat ofthebeachand dunesystemthatnat- coastal buildingshavehindered thelandward re - If your beach is narrower thanbefore, because changed. cies alongthedifferent zonesofyourprofile has The distributionand / or animalsare mostat risk onyourbeach you

/ or abundanceofthespe- es toyourcoastalecosystem. your beach,theymayhelpyouidentifyotherchang- If localorganisations orscientistsare workingon U • • • organisations)non-governmental and: ture Department,community group, environmental U have beenshiftedupwards onthebeach. The rangelimitsofmanyintertidalspeciesmay thrive onarocky beach. sponsible forchangesinthekindofspeciesthat predators). Oceanacidification mayalsobe re- systems. zones, andtheanimalsthatinhabitthoseeco- tion and mangroves, you may observe a landward migra- If yourcoastalecosystemhassaltmarshes,or new plants. since the beach is a very harsh environment for trees, inparticularbyproviding themwithwater survive overthefirstsixmonths,andcare forthe Carefully monitor the number of seedlings that Plant thetrees andpublicisetheactivity. they are young. clude a follow-up plan to care for the plants while ecological requirements). Thismustin- numbers ofseedlings,spacebetween Design yourplantingplan(nativetree species, / or disappearanceofthosevegetated 165 Lesson plan – Part II We act The climate in our hands 166 Ocean and Cryosphere SETTING UPAWALKING BUS MITIGATION PROJECT STEP LIST STEP 7–Perpetuation STEP 6–Test andlaunch STEP 5–Howtoshare informations? STEP 4–Isouritineraryfeasible? STEP 3–Whatare therulestofollow? our walkingbus? STEP 2–Whichitineraryisthebestfor STEP 1–Howdowegettoschool? in ordertoimplementthewalkingbus. withthelocalauthoritiesandparents,communication to safety, signage, timetables, etc. They also work on several itinerariesandaddressdifferentissuesrelated inthecommunity,conduct asurvey workonsettingup neys betweentheirhomesandtheschool. The students and setupawalkingbusinordertoreducecarjour In thisproject, students in urbanareas plan, organise OVERVIEW Schools inurbanareas TARGET K1-5 GRADE changeattenuation:Climate schooltransportation MAIN SUBJECTS

munity? term, involvingthewholeschooland,beyond, com- How canstudentsensure theproject’s perpetuationinthelong Ready forD-day! bus: fortheparents, andforthemunicipality. forthejourney The classplanshowtheywillshare informationonthewalking and checkwhethertheyare practicableandsafe. Students testtheroutes theyhaveidentified forthewalkingbus walking bus. date thechosenitineraryanddefineoperatingrulesof A personfrom thetownhallcomestoschool tohelpvali- erary forthewalkingbus. place where eachstudentlivesinorder todecideaninitialitin- The classidentifies,onalarge mapof the neighbourhood, the past50years. ilies, toinvestigatehowdailytransportationshasevolvedover Students conductanintergenerational survey amongtheirfam- - 1 their families,compare theresults After thestudentshaveconductedsurveyamong • • • • • • • • questions: a possiblequestionnaire couldincludethe following tionnaire andorganise thesurvey. Asanexample, Let the students define the content of theques- grand-parents. an intergenerational survey, targeting parents and this question.Theclasswillthendecidetoconduct ents or grandparents, and how they can investigate Ask them if theythink it was the samefor their par to schoolbycar, despitetheshortdistancetotravel. areas (atleastindeveloped countries),studentsgo A quickdiscussionshowsthatveryoften,inurban • • • • with basicquestionslike: Ask eachstudenttoanswerashortquestionnaire effects oftransportationby caronclimatechange. Start theproject bydebating withthestudentson HOW DOWEGETTOSCHOOL? STEP 1 they didsoonfootorby bike. Today, althoughthe grandparents had totravellongdistancesschool, oped countries,weobservethatwhileparents and to school? whochooseto walk by accompanyingchildren Would youbewillingtohelpsetupawalkingbus, child’s toschool? journey would youbewillingtousethissystemforyour chaperonedbyadults)wasinstalled, students are If awalkingbus(pedestriantransportationwhere of transportevolved? In youropinion,howhasthecomfortofmeans mode oftransport. indicating thedistancesandtraveltimesforeach quiring dailytransportation)?Detailthisroute by - How doyougotowork(oranotherdestinationre between 1and3 How farawaywasyourschool?(Lessthan1 between 10and30 How longdidthistakeyou?(Lessthan10 achild? How didyougettoschoolwhenwere you? How oldare accompaniedbyparents? you were Would onfoot,if youbewillingtodo thejourney How faristheschoolfromyourhome? How longdoesittakeyou? How doyouusuallygettoschool? (tables, graphs). This activitycanalsobeanopportunity toworkonmathematics(statistics,averages,sums)or the representation ofinformation

km; more than3 min; more than30 1 . Inalotofdevel- km). min). min; km; - • • • • • • • • Different ideasmaybesuggested: of settingupawalkingbusandthenecessarysteps. Analyse and discuss with the students the possibility “drivers”) togoschool. chaperoned by adults (parents, in general, called the rules (stops,schedules,routes), where studentsare bus”. between a “free walk to school” and a “walking Discuss theterm“walkingbus”anddifference er” theirneighbourhood,etc. improving road safety, ithelpspeopleto“rediscov- emissions, itreduces cartraffic nearschools,thus way togetschool:itavoidsCO Talk abouttheadvantagesofpromoting walkingasa ple are takingtheirchildren toschoolbycar. school isoftenclosertohome,more andmore peo- (for safetyreasons). Communicate withthetownhallandpolice and schedules,explaintheprinciple). Communicate withparents (givethemthemap be interested. Check whetherotherclassesintheschoolwould Find “drivers”. Define schedules. Define routes. See where thebusstopscanbeplaced. Identify where everystudentlives. A walking bus is public transportation with 2 andfineparticle 167 Lesson plan – Part II We act The climate in our hands 168 Ocean and Cryosphere small copyofthismapforeachstudentgroup. (depending onthesizeofcity),andatleastone Find alarge mapofthe cityoroftheneighbourhood WHICH ITINERARY ISTHEBESTFOROURWALKING BUS? STEP 2 students (daycare, extracurricularactivities,etc.), first identifythearrivaland/or departure timesofthe as well?Inorder totakeadecision,itisnecessary used to get to school only, orto go home from school cussed withthewholeclass: Willthewalkingbusbe One issue,related toschedules,needsbedis- CLASS DEBATE this role. for thewalkingbus.Otherwise,teachercanplay man canalsohelptofindthebeststoppingpoints the students(basedonsafetyissues).Thepolice- validate ordismisstheproposed route(s) chosenby even better, from thepolice.Apoliceofficer canhelp teresting tobringinapersonfrom thetownhallor, For thisstep,evenifitisnotessential,veryin- WHAT TOFOLLOW? ARETHERULES STEP 3 beendefinedinthisK-5 Three lineshave class. homes are distributed. the map,sothateveryonecanseehowstudents’ First, studentslocatetheschoolandtheirhomeon stop willbenefitmorefamilies. students: buildingsarepreferabletohouses, becausethe should beconvenientforthelargestpossiblenumberof stops, will be important because the route this information buildings. ofbus When itcomestochoosingthelocation view, you can distinguish individual houses from so that a It isbettertohave “satellite” thana view rather “map” G G NOTE

to “close” one line for the journey homeafterschool. to “close”onelineforthejourney also decidetodefinetwo different schedules and a large enoughnumberofstudents.Theclass can and checkwhetherthewalking buswillbeusefulfor stops”) needtobedetermined. lines havebeendrawn,thestoppingpoints(the“bus walking bus passinfront of each house.Once the while understandingthatitisimpossibletohavethe take adetour:thesedetoursmustbeminimised, will notethatthelayoutoflinesforces themto limiting thebusroutes tothree lines.Somestudents the managementofwalkingbus,werecommend In order to facilitate the work of the class, and later more than15minutes. or separate,sothatnostudentneedstowalkfor walking buscancontainseveral“lines”thatmeet (safety, traffic, easeofcrossing, pavements).A and discusseswhichonesare themostsuitable Then, the class proposes several possible routes / or

the walkingbus naires theparents thathaveacceptedtoaccompany “parents’ schedule”.They willidentifyonthequestion- ed for 15 students, a group will have to work on a Taking intoaccountthattwotothree guidesare need- U important tomakeshortstops(maximum1minute). ceed 15min.To avoidextendingthetraveltime,itis Keep inmindthetraveltimetoschoolshouldnotex- arrival atschoolandthedifferent stoppingpoints. table taking into account the travel time, the time of One group canworkonsettingthewalkingbustime- U 3 2 monitor safety. police officer accompanythewalkingbusinorder to parents, itisbeneficial(butnotessential)tohavea parents beavailable for the outing.Inaddition to the This testrequires thatsomefuture accompanying It’s time to test the organisation of the walking bus. IS OURITINERARY FEASIBLE? STEP 4 sites Information canbefoundondifferent nationalweb- bus? Studentsneedtoknowpedestriansafetyskills. regulations applytothewalking ty vest),whichtraffic (dotheyneedtowearasafe- should theybedressed included inthecharter. Howdothestudentswalk,how rules forthewalkingbus.Thesafetycanlaterbe A group willberesponsible fordeterminingthesafety U charter canbesignedbyeachstudentandparent. mitments ofeachperson,insuranceissues,etc.This or ifastudent walking bus: the actions to betaken if there is a delay dents andparents. Theywilldescribetherulesof Another group can workondraftingacharterforstu- U the itineraryandorganise thewalkingbus. be taking the walking bus). Plan a “testday” to check a gridforstudents(inorder toknowwheneachonewill bility gridsaccording tothe daysoftheweekandalso display intheclassroom (or school)withparent availa- GROUP DEBATE students topracticetheseskillswiththeirfamilies. U U U U Number of“drivers”and“guides” Bus timetable Safety rules Walking busCharter verslecole.com (France) For example:https://www.livingstreets.org.uk/walk-to-school (UK ), http://www.walkbiketoschool.org (US)orhttp://www.marchons - students didinthislesson. because theydidnotreally knowwhatawalkingbusinvolved. Inthiscase,questioncanbeaskedagaininlightofthe work the Since thequestionnaires were distributedbefore thisworkonthewalkingbusbegan,itispossiblethat parents replied “no”,simply 3 and taught in the classroom or sent home with andtaughtintheclassroom orsenthomewith

/ 2 parent doesnotshowup,the com- . Theycancreate alarge scheduleto not waitforlatecomerseither. transport system,itisontime.A“real” bus would project beingabandoned.Awalkingbusisapublic for thewholeline,andresulting, intheend, to everyoneelsebeinglate,delayingtheschedules ing buscannotwaitforastudent.Thiswouldlead to runsmoothly, everyonemustagree thatthewalk- is a delay?For the walking bus students do if there One issueisveryimportanttodiscuss:Whatdothe (or improves) whathasbeendone. everything and ensure that the whole class approves ent aspectsoftheproject, itisimportanttoshare Since thestudents’groups haveworkedondiffer CONCLUSION • • (at least): One ofthegroups candesign a“pass”thatincludes U companying persons. ly, parents will have thecontactdetails of theac- “drivers” and “guides” of the walking bus. Converse- telephone number(s).Thisfilewillbeprovided toall student andhisorherparents, theiraddresses and ofeach should contain:thenamesandsurnames dress and phone number(s) of each family. The file One group willberesponsible forcollectingthead- U times, safety and the route itself. times, safetyandtheroute itself. that today’s objectivesare totestthelines,checktravel Introduce theguidingparents andremind everyone PREPARATION OFTHEOUTING U U been validated. The passescanbeproperlydesignedafterthecontenthas G “Driver pass”:name,school,line. person tocontactifthere isaproblem. “Student pass”:name,school,class,stop,line, Walking buspass Contact details G NOTE - 169 Lesson plan – Part II We act The climate in our hands 170 Ocean and Cryosphere The traveltimebetweeneachbusstopistimed. critical onthecitymap. stops exceeds5minutes). add afewextrastopsifthedistancebetweentwo cality constraints(forexample,theymaydecideto modified ifnecessary, eitherduetosafetyorpracti- their commentedmaps.Theroutes are validated,or Students share theirimpressions oftheroutes and BACK INCLASS They marktheplaces ement makingiteasytoidentifythebusstops,etc. is toonarrow, thisroad hastoomuchtraffic, anel- The studentstakepictures andnotes:thissidewalk check thesafetyandconvenienceofroute. ents and,ideally, apoliceofficer, thestudentswill Under yoursupervision,thesupervisionofafewpar per line)orstaytogetherasawholeclass. Organise theclassintoseveralgroups (onegroup 5 4 lines, according to whathasbeendefinedinthepre- This group worksfrom amapandplotsthedifferent U produce asingletext,oneposterand“pass”. aspect ofthecommunication.Inend,theyshould You canhaveeachstudent’s group workonaspecific GROUP DEBATE tion, lessCO walking compared todrivingschool:less pollu- Discuss withthewholeclassadvantagesof about thewalkingbuswithdifferent parties. Ask whyandhowtheclasswillshare information CLASS DEBATE HOW TOSHAREINFORMATIONS? STEP 5 DURING THEOUTING • • before beingshared withstudents: France, andmaybecontextualisedtoeachcountry tioned below. Thefollowinginformationconcerns Provide somekeyfigures tocompletethosemen- neighbourhood. benefits from aphysicalactivity, discoveryofthe U Laying outtheroute 3 kmlong,while50%are lessthan5 In France,40%ofthedailycartripsare lessthan tween homeandtheschoolare madebycar In Paris (except suburbs), 50% of the trips be- French MinistryfortheEcologicalandInclusiveTransition (2018). Global Transportation Inquiry(Paris,2009-2011). 2

andfineparticleemissions,lessnoise, / crossings theyconsiderto be km long 4 5 . . - town hall. To dothis,thestudents think about events The aimofthisgroup istoraiseawareness inthe U modified iftheentire schoolisinvolvedintheproject). (The routes addresses otherclassesandtheschooladministration. This group does similar work to the previous one but U ings betweenfamilies,etc.). the neighbourhood, citizen involvement and meet- overlook the“social”effect ofthewalk:discovery of walking,reasons forthemtogetinvolved(donot taining informationonthewalkingbus,benefits will havetocreate flyers,letters,posters,etc.con- benefits of the walking bus. To do this, the students The aimofthisgroup istoconvinceparents ofthe U easily beduplicatedandfilled. the studentanddriver“passes”sothattheycan This group definesandfinishesthefinaldesignof U drawn onthemap. vious step.Thestopsandtimetablesshouldalsobe U U U U Communication withlocalauthorities Communication withintheschool Communication withparents Final “pass”design / stops defined by the class will need to be stops definedbytheclasswillneedtobe • DURING • • BEFORE Most often,a“testday”becomesfestiveevent. your project. On theotherhand, it givesvisibility and credibility to ities ofimplementation with aviewtosustainability. and relevance oftheactionandtodefinemodal- hand, thismakesitpossibletoverifythefeasibility implementing apermanentwalkingbus.Ontheone It isusefultoplananexperimentationphasebefore TEST ANDLAUNCH STEP 6 improves) whathasbeen donebyeachgroup. groups andensure thatthewholeclassapproves (or Once again,itisimportanttoshare theworkofall CONCLUSION raise awareness amongtheinhabitants. route, butalsointheneighbourhood toinformand and signsthattheywillplacealongthewalkingbus In thisgroup, thestudents designthelabels,posters U debate, anarticleinthelocalnewspaper, interviews. that theycouldorganise: anofficial launch,apublic U Plan toinvitethelocalpress. Prepare apress kit. sociations). to distributetheroles (parents, grandparents, as- yet, toannouncethedateof“testday”and plain yourproject tothosewhodonotknowit Organize apreliminary informationmeetingtoex- to school”week,etc. “Iwalk tainable developmentweek”,international Choose asymbolicdateforthe“testday”:“sus- Signage tobeplacedintheneighbourhood Example ofa “Student pass” inFrance.

Examples ofstreetsignage in ItalyandGermany. motivate thestudenttocontinue thewalkingbus! taking photosorrecording somevideos.Thiswillhelp the students’participation in thewakingbusproject, You canconsiderdistributing walkingdiplomasfor AFTER • • aware oftheirproject. nage and set up, in order to get a wider audience and invitethemtoattendpreparatory meetings,sig- The classcanalsodecidetocontactthelocalpress is oftenproposed), acolourcode,etc. ple), suchasusingacommonlogo(abuswithlegs more efficient intermsofcommunication,forexam- suggestions toimprove theirvisuals(tomakethem sional ones.Thismayhelpthestudentspropose outputs produced by the students and the profes- cuss onwhatdifferences canbefoundbetweenthe munication outputsmadebyprofessionals anddis- You caneventuallyshowexamplesofdifferent com- breakfast. ganize funeducationalactivitiesorawelcome Take pictures andmakevideosoftheevent, or closing speech). etc.) andgivethemarole intheevent(openingor Invite thelocalauthorities(mayor, schooldirector, - 171 Lesson plan – Part II We act The climate in our hands 172 Ocean and Cryosphere • momentum, severalactionscanbeundertaken: bus toaregular walking bus andtoavoidalossof To ensure thetransitionfrom anevent-drivenwalking the linesdonotstoptakingwalkers. The walking bus willbesustainable if, dayafter day, term andevaluatedafterafewmonths. fective. It must therefore be continued over the long education project, butit takes timetobecomeef- bus isanimportantoutcomeofaclimatechange The workdoesnotstophere: settingupawalking PERPETUATION STEP 7 restarted assoonschool startsbacknextyear. school year, explainthatthewalkingbuscanbe the startofschoolyearand,atend lighting positive developments. Giveit a boostfor Communicate theresults oftheproject, high-

from theschooltomunicipality. sponsibility: from theclassroom totheschool,then gradual transitiontoamore institutionalproject re- Finally, thesustainabilityofproject requires a • • • • school” program. “Walkfor exampleaspartoftheinternational to Organize regular festiveeventsorchallenges, collaborative way. ing bus(lines,timetables,stops)inaflexibleand Conduct a satisfaction survey to adapt the walk- enrol theirchildren. provide systematicinformation toparents who In collaborationwiththeschool’s management, participate iskey. operational obstacle. Convincing other parents to availability ofaccompanyingparents isthemain Try toexpandthelistof“drivers”sincelack SCIENCE ONSTAGE AWARENESS PROJECT STEP LIST STEP 5–Onstage! STEP 4–Sessionorganisation STEP 3–Creation oftheshow STEP 2–Literature anddramaticplay STEP 1–The“science”part cation skills. cation velop proprioception, andinterpersonalcommuni- de- play throughexercisesthat the practiceoftheatrical texts ontheclimate theme, andlearn discoverthestage text, thecharacteristics of theatre study readandwrite the possiblesolutions. Byputtingonaplay, thestudents the consequences, theoriginsofclimate change, and processbystudying thescientificinvestigation ilating together, and theatre literature with the aim of assim- changeissues.mate bringsscience, Itisaprojectthat around cliThis project aims toraise public awareness - OVERVIEW change. ty (school, families, localstakeholders) about climate among studentsandtheircommuni- Raise awareness TARGET K4-9 GRADE Art, Sciences, Literature. MAIN SUBJECTS

holders! Performance oftheshowforfamilies,schoolsandlocal stake Work onrole play, writingandperformances. used asmediaduringtheshow. of contentincludingvideosandbackground soundsthatwillbe Work onpersonaltexts,literature, andscientificworks.Study objectives. scientific learning Discovery oftheatre through studyofplayswhilemeetingalso and possibleadaptationmitigationmeasures. Understanding climatechangemechanisms,itsconsequences - 173 Lesson plan – Part II We act The climate in our hands 174 Ocean and Cryosphere to introduce climate change tostudentsanddiscuss first partoftheproject. Thegoalofthisfirstpartis This guidebookcanbeusedbytheteacherfor measures. Understanding climatechangemechanisms,itsconsequencesandpossibleadaptationmitigation THE “SCIENCE”PART STEP 1 • • • • • • • • • • OBJECTIVES niques are verygraduallyintroduced. ways of talking and moving. Theatrical play tech- and stagingexercises. Thestudentswillexplore These textsprovide abasisforbothvoicedirection language andculture, andyourschoolcurricula. the topicyouwantyourstudentstoworkon, You willhavetochooseothertexts,dependingon Ahmed MadaniandOceanoNoxbyVictorHugo. Conversation byJeanTardieu, Samy hastoDieby by Jean Giono, Stage Festival”project: Themanwhoplantedtrees been usedbyaFrench schoolintheir“Scienceon Here weprovide someexamplesoftextsthathave ic texts,novelsorcomics,forexample. studied scientifictopic.Theycanbeexcerptsofpoet- The students thenread literary texts related tothe stage directions. the absenceofintroductory verbsandthe role of make charactersspeak,thetypographicalsymbols, ferences betweenthetwotypesoftext,wayto pects shouldbehighlightedtothestudents:dif- paring dramatictextandnarrativetext.Severalas- Students discoverdramawithallitsfeatures bycom- Discovery oftheatre through objectives. studyofplayswhilemeetingalsoscientific learning LITERATURE ANDDRAMATIC PLAY STEP 2 Strengthen “self-esteem”. Develop perseveranceinactivities. Get involvedinacollectiveproject. Get toknowanartisticfield:thetheatre. Write aplay. Reproduce amemorised text. Voice atextworkedoninclassthrough theatre. process. Get acquaintedwiththescientificinvestigation points ofview, workacross disciplines. Ask questions,propose hypotheses, compare Read andinterpret literaryandscientifictexts.

The snowman by Jacques Prévert, context. posed mustimperativelybeadaptedtothelocal In particularinSTEP4,thesessionsandtextspro - to theneedsofstudentsandtheirlocalcontext. courage itsmodificationandadaptationaccording This project isprovided asanexampleandween- gation measures. its consequencesandpossibleadaptationmiti- feels goodaboutandisinvestedinthegroup play. their words. Itisimportanttoensure everystudent are encouragedtospeakloudlyandarticulatewell dent, and accept physical and eye contact. Students The firstpartoftheworkwillhelpstudentsfeelconfi- • • • drama games. velopment ofstudent’s actingskillsthrough different work ondramaticliterature, whilecontinuingthede- matic text. The remaining sessions focus on the improvisation andalastonetothestudyofdra- one dedicatedtoadramagame,second The firstfoursessionsare organised inthree parts: ORGANIZATION OFEACHSESSION • • • SESSION PROGRESSION Work onrole play, writingandperformances. SESSION ORGANISATION STEP 4 tists andtheirwork. create arelationship betweenstudentsandscien- background sound.Thisisalsoanopportunity to nerships with scientists who can provide videos and For thispartoftheproject, itisusefultosetuppart- • • • • • • • • • MATERIALS REQUIRED irrational. cinema. Itdistinguishesthescientifictruthfrom the include asocialimaginarydrawingfrom literature or ies andquestionsinastageproduction, butalsoto corpus oftexts.Itaimstoconveyscientificdiscover The showisbuiltaround different paintingsanda sounds thatwillbeusedasmediaduringtheshow. Work onpersonaltexts,literature, andscientificworks.Studyofcontentincludingvideosbackground CREATION OFTHESHOW STEP 3 Texts: directing voiceandstage. tion, etc. Improvisation: create and play an event, a situa- Drama game:workonvoice andbodylanguage. hearsals. Allowtimeandorganisational flexibility. During thelastthree months:performance,re- and dramagamesessions. From sessions of literature session 5, alternate The firstfoursessionsare devotedtodrama games. Video. Visual scenes. Body language. Student improvisations. Writing bystudents. works orwrittenscienceworks). Scientific texts(fromandspecialised journals Poetic texts. Narrative texts(from theliterature orother). text). Plays (ornarrativetexttransposedintotheatrical

- • • • • • • • WRITING THESHOW • • • • MODALITIES • • • • GENERAL OBJECTIVESOFTHEDRAMAGAMES • • • MAIN OBJECTIVESOFTHEDRAMATIC TEXTWORK Body language. Student improvisations. Writing bystudents. Scientific texts(fromandspecialisedworks). journals Poetic texts. Narrative texts(from literature orotherworks). theatrical text). Dramatic texts(ornarrativetexttransposedinto duction. cords rehearsals andtheconstructionofpro- Itrethe class,whoshouldtakenotesinturn. - out therehearsals. Itiswritten byallstudentsin In addition,aproduction book iswrittenthrough- ing theproject. individual andcollectivewrittennotesmadedur Each studenthasapersonalnotebookforallthe Rehearsals every2weeks. Duration: 6to8months. and trustingeachother. Transversal: acceptingphysicalandeyecontact Space: collectivelyoccupyingandusingaspace. sual postures andsynchronization. Body language:exploringbodymovement,unu- ploring waysofspeaking. Diction: directing thevoice,articulatingandex- Memorising ascene. Writing aplayscene. Differentiating theatricaltextfrom narrativetext. - 175 Lesson plan – Part II We act The climate in our hands 176 Ocean and Cryosphere SESSION 1 SESSION 5 SESSIONS SUBSEQUENT SESSION 11 SESSION 10 SESSION 9 SESSION 8 SESSION 7 SESSION 6 SESSION 4 SESSION 3 SESSION 2 Documentary research onauthors Documentary connection withthetheatre) Interpretation, comprehension, (in memorisation Reading text directionsbasedonasetdrawing Writing initialstage ofaplay Identifying theorganization directions Understanding theroleofaninitialstage directions Understanding theroleofstage Take backstudents’writingsforimprovement Write theendofascene directions. speechandstage Differentiate Spot thedifferenttypesoftext texts and narrative Identify differencesandsimilaritiesbetweendrama or Gripari’s RedSockGiant) (Excerpt fromEdmondRostand’s CyranodeBergerac genre Collect students’thoughtsaboutthetheatrical Text sorting a frozenattitude Express an emotion through W Trust someone expression: thedrama game of Experiment withaform ork onsynchronization OBJECTIVE LITERATURE Photos The mirror The blindperson small one A bigpersonanda THEATRAL GAME DRAMA GAME Expressing feelingswithvoice, faceandbody Gesturing: internalisingacharacter Directing thevoice: diction, intonation, intentions of textandmovementsonstage Memorisation Rehearsals phose The scalesoflaughterandcrying, themetamor Handling objects: lettersorimportantdocuments A sequenceofgestures Photos (hill, features Geographic precipice, etc.) movement Stage texts sorted inspiredbysentencesfromthe situations Creating Wanderings The accident The choir The interview enter arestaurant A giantwantsto IMPROVISATION DRAMA GAME Jean Tardieu Finish yoursentencesby Christine Palluy’s album) The Trojan War Courteline To themarketbyGeorges Pierre Gripari A giantwithredsocksby TEXT (based on - Reproduction of a scene from the Ice Memory projectsharedbyaresearcheringlaciology.Reproduction ofascenefromtheIce Memory fromtheIPCC. increasegraph The studentsrepresentthetemperature Photos illustratingthelast “Science onStage” organisedbythepilotschoolinNogent-sur-Oise inJune2019: their children. Theshow can alsobeanopportunity to theinvolvementofparents intheschoolworkof pushes students to work better. It also contributes mands involved.Theexistanceofafinalshowhence selves anddevelopperseverance,acceptingthede- all yearlong,givingthemagoal.Theyproject them- full meaningtotheproject. Itmotivatesthestudents audience. This aspect is veryimportant, as itgivesa The project willconclude withaplayinfront ofan ON STAGE! STEP 5

children andtheircommunity. valuable and leaves a mark on the minds of the new talentsintheirchildren! Thisemotionisin- lot ofemotion.Someparents mayalsodiscover The mixbetweenartandsciencebringsabouta talk onthetopic. to involveascientistwhocanpresent anopening 177 Lesson plan – Part II We act The climate in our hands 178 Ocean and Cryosphere and thekeyideasassociatedwithit. The tablebelowoffers an overviewoftopicsthatcaninspire aproject, the main schoolsubjectconcerned, PROJECT IDEAS DO ITYOURSELF Natural sciences Natural Protected naturalareas(adaptation) Social studies/Science Visual arts Promoting acirculareconomy(mitigation) sciences/ Social sciences/Natural Visual arts Consumerism andbuyingchoices(mitigation) sciences Social sciences/Natural Transport (mitigation) sciences Social sciences/Natural consumption(mitigation) Managing energy Visual /Performing arts Become aclimate ambassador(awareness) sciences Social sciences/Natural Saving water(adaptation)

• • • • • • • • • • • • • • • • • • • paintings, streetart, exhibitions, etc. Logos, slogans, podcasts, radioshows, YouTube videos, theatre, songs, cycle.equilibrium ofthewater consumptionandhelpsmaintainingthe limitsfreshwater Using lesswater regeneration and can be used as educational and recreational areas. andrecreational andcanbeusedaseducational regeneration protectedareas.We natural cancreate These areassupportecosystem endangeredecosystems. We already canhelpsave We measures. canimplementclimate changeadaptation Citizen projects(monitoring, biodiversityobservation, etc.). home. installing recycling school, binsat andstartingtorecycle regularlyat arebrokenandgivethemasecondlife,one canrepairthingsthat Reusing. Repairing. Recycling.- repairworkshopswhereevery Initiating loops. andmaterial energy narrowing are minimised by slowing, leakage emissions and energy closing, and Promoting acirculareconomyinwhichresourceinputand waste, change bymakingconscientiousconsumptionchoices. We climate can help reduce greenhouse gases emissions to mitigate Shared gardenscanbecreated. waste aslittlepossible. in sustainable choices with food,School canteens should engage and exotic woods). (suchaspalmoiland contribute to deforestation Avoiding productsthat Focus onsustainableproducts. less meat, Eat especiallybeef. fartogetyou. didnottravel buy productsproducedlocallyandthat loops. andmaterial energy narrowing When choosingnewproducts, are minimised by slowing, leakage emissions and energy closing, and Promoting acirculareconomyinwhichresourceinputandwaste, Avoiding consumerismandbuyingless. change bymakingconscientiousconsumptionchoices. We climate canhelpreducegreenhousegasemissionstomitigate wheneverpossible. and carpoolingorusingpublictransportation when necessary, choosingmodesoftransportnotdrivenbyfossil fuels, For longdistances: forshortstaysexcept long-distancetravel avoiding For shortdistances: cycling orwalking. change bymakingconscientioustransportchoices. We climate canhelpreducegreenhousegasemissionstomitigate consumptionhabits. ergy andcooling systems,ing buildingheating and changingindividualen- consumption using better building insulation,Limiting energy rethink- sources. Choosing renewableenergy choices,change bymakingconscientiousenergy home. especiallyat We climate can help reduce greenhouse gases emissions to mitigate e e e e e act toreduce thisimpact. Some ofouractionscontributetoclimatechange,butwecanalso e e e e e take action. We cantalktofriendsandfamilysothatmore andmore people We canrethink ourhabits. We canchooseaprofession thatcanmakeadifference. We canmakeindividualchoicesandinfluencepoliticaldecisions. We allhave a footprint on Earth, but wecanalso have ahandprint. 179 Lesson plan – Part II We act

Around this book 181 The climate in our hands 182 Ocean and Cryosphere • • • • many educationalresources onclimatechange: The Office for Climate Education website offers WEBSITE RESOURCES ADDITIONAL MULTIMEDIA Resources forprofessional development for class-use Multimedia activities, videos, graphsandcharts Class activities Summaries forteachersofIPCCreports and adaptation). CC-BY-NC-SA license(free non-commercial use All OCEresources are publishedunderthe www .oce.global . Theyareosphere presented below. guide been explicitlydesignedtoaccompanytheteaching Some of our videos and multimedia activities have VIDEOS - The climateinourhands–OceanandCry CO The bestsolutiontolimitoceanacidificationisavoidemittingmore calcareous algaeandanimalssuchascorals, oystersandmussels. future ofmarinerenewable : theydonotproduce CO over theworld.Wave energy, tidalenergy andfloatingwindfarmsare the Climate changeandenergy securityboostrenewable energy demandall more frequent. changes, butmodelspredict thatthemostintensecycloneswillbecome ical cyclonesare notexpectedtoincrease infrequency astheclimate ocean. Theyproduce verystrong windsandhighlevelsofrainfall.Trop- Tropical cyclonesare hugethermalsystemsthatgettheir energy from the absorption ofanthropogenic CO Water onthesurfaceofoceanisbecomingmore acidicduetothe only thingwecandotoprotect glaciersisdecrease ourCO Furthermore, thefreshwater inputtoriversfrom glaciersdecreases. The about onethird ofthetotalsealevelrise. change isleadingtoglaciermeltworldwide.Thismeltingcontributes Glaciers are bodiesofice,formedbytheaccumulationsnow. Climate GLACIERS greening, byplantingtrees orcreating green rooftops. lower thistemperature, different solutionsare possible,suchasurban With climatechange,weexpectcitiestobecomewarmer. Inorder to urban areas thatare significantlywarmerthantheirsurroundings. temperature duringthedayandnight.Hence,urbanheatislandsare rials usedinthebuildingsandcityinfrastructures canmaintainahigh Cities are veryparticular environments with poorvegetation. The mate- they create localjobsandare becomingcheaperandcheaper. 2 intotheatmosphere. Raphaël Gerson,Raphaël department, Deputyheadofrenewableenergy ADEME Jeandel,Catherine Oceanographer, LEGOS Aude Lemonsu, Meteorologist, Météo-France MARINE ENERGIES ACIDIFICATION URBAN HEAT ISLANDS Fabrice Chauvin, Meteorologist, CNRM Etienne Berthier, Glaciologist, LEGOS 2 emissions.ThisdissolvedCO a discussionwiththestudentsonspecifictopic. videos canbeusedeithertoinitiateorconclude cryosphere, inthecontext ofclimatechange.These about a specific issue related to the ocean or the In eachofthefollowingvideos,anexpertspeaks TROPICAL CYCLONES 2 emissions. 2 orwaste, 2 affects 183 Around this book ADDITIONAL MULTIMEDIA RESOURCES The climate in our hands 184 Ocean and Cryosphere the remaining seaiceisto decrease ourCO farming. Mangroves are atstakedueto,forexample,thedevelopmentofshrimp is-New York flightcause3 atmosphere, seaicemelts.We estimatethattheemissionsfrom aPar Climate changehasadirect consequenceonseaice:asitwarmsthe protection ofourcoasts. about 1 glaciers and polaricesheets.IPCC scenarios predict a sea level riseof level isrisingduetothethermalexpansionofseawater andicemeltfrom As ourplanetwarms,partoftheheatexcessisstored intheoceans.Sea ecosystem servicesandstoringlarge quantities ofCO found onthecoastsoftropical andsubtropical regions, providing many Mangroves are forests rooted in mud and growing in seawater. They are MANGROVES do notknowyetifclimatechangewillaffect theElNiñophenomenonitself. Climate changeenhancestheeffect ofElNiñoandincreases rainfall.Butwe Niño, theentire systemcollapsesandwarmwaterscomebacktotheeast. an upwellingonthecoastofPeru–meaningmore foodforthefish.DuringEl water from theeasttowest,creating more rainfallaround Indonesiaand the oceanandatmosphere. Duringnormalyears,tradewindsblowwarm El Niñoisaclimatephenomenonarisinginthetropical Pacificandinvolving in mitigatingourgreenhouse gasesemissions. melting ice).Thisreduces thermohalinecirculation. Thesolutionresides es theoceansurfacetowarmandsalinitylevelsdrop (consequenceof ence inseawatertemperatures andsalinitylevels.Climatechangecaus- Thermohaline circulation is theglobalmarinecurrent created bythediffer Angélique Melet, OceanInternational Mercator at Oceanographer Martin Vancoppenolle, Seaiceexpert, LOCEAN Eric Guilyardi, Oceanographer, IPSL SEA LEVELRISE SEA ICEMELT EL NIÑO m by 2100. It is therefore very important to conserve the natural Jean-Baptiste Sallée,Jean-Baptiste Oceanographer, LOCEAN François Fromard, Mangrovesexpert, EcoLab m 2 ofseaicetomelt.Onesolutionprotect THERMOHALINE CIRCULATION 2 emissions. 2 . - - related toclimatechange. The followingmultimediaactivitiesoffer thestudentspossibilityofworkinginteractivelyindifferent topics MULTIMEDIA ACTIVITIES North Seaandcoralreefs. systems: Arctic, Antarctic, kelpforests, mangroves, ganise thefoodwebsofsixdifferent marineeco- This multimedia activity allows the students to or archipelago. (Bangladesh) deltas,theNetherlands,andTuvalu Mississippi (USA),theNile(Egypt) and theGanges ciated to sealevelrisein five coastal regions: the sity, thismultimediaactivityshowstherisksasso- Taking intoaccountgeographyandpopulationden- emissions andthushowwecanreduce them. daily actions or habits contribute to greenhouse gas carbon footprint. It helps them realise how much our This activityallowsstudentstocalculatetheirown tems, research andpublicawareness. and food,energy, housing,urbanresilience, ecosys- aptation ormitigation“solutions” includeagriculture world toaddress climatechangeissues.Thesead - gible actionsthathavebeencarriedoutaround the This multimediaactivitydescribesaround thirtytan- FOOD WEB SEA LEVELRISE HOW CAN WEACT? CARBON FOOTPRINT - 185 Around this book ADDITIONAL MULTIMEDIA RESOURCES The climate in our hands 186 Ocean and Cryosphere https://oceanliteracy.unesco.org UNESCO –OceanLiteracy www.ocean-climate.org/?page_id=4534 platform Ocean andClimate https://nsidc.org/data/seaice_index/ Center: showing andIceData anddata Snow images National Arctic –and Satellite Antarctic –widechangesinseaice https://climate.nasa.gov/resources/graphics-and-multimedia/ Change:NASA –GlobalClimate andmultimedia Graphics www.ipcc.ch/srocc IPCC SpecialReport inaChangingClimate” “The OceanandCryosphere CLIMATE SCIENTIFIC DOCUMENTATION ONTHEOCEAN, THECRYOSPHERE ANDTHE BIBLIOGRAPHY https://climatekids.nasa.gov Kids NASA Climate www.fondation-lamap.org/en/20322/the-ocean-my-planet-and-me – La mainàlapâte The Ocean, my planetandme: schoolclassrooms secondary schoolandlower A teachingunitforprimary www.ecoschools.global/stories-news Eco-schools –Storiesandnewsaboutsustainabilityprojectsconducted inschools www.trocaire.org/getinvolved/education/creating-futures resources producedinthescopeof foraJust “Education World Initiative” Dublin CityUniversity, InstituteofEducation: Trócaire – andtheCentreforHumanRightsCitizenshipEducation Futures”“Creating OTHER EDUCATION RESOURCES • • Teachers’ professionaldevelopmentresources www.oce.global/en/resources/ipcc-summaries-teachers IPCC summariesforteachers www.youtube.com/channel/UCFWnXg29G9npeWgFEaaao5w inachangingclimate videosabouttheoceanandcryosphere CLIM –Educational OCE EDUCATION RESOURCES Ocean andclimate change: www.oce.global/en/resources/professional-development/ocean-and-climate-change The greenhouseeffect: www.oce.global/en/resources/professional-development/greenhouse-effect www.buildyourownearth.com Earth(highschool) University ofManchester–Buildyourown https://phet.colorado.edu/en/simulation/greenhouse ofthegreenhouseeffect(highschool) University ofColorado–Simulation https://www.climateinteractive.org/tools/en-roads/ wecanachieveourclimate usedtounderstandhow goals(highschool) En-ROADS –Simulation INTERACTIVE SIMULATIONS https://tropicsu.org/un-resources/ TROPICSU –Resourcesforhigh-schoolteachers www.sandwatchfoundation.org build resiliencetoclimate change FoundationThe Sandwatch – A networkofchildren, youthandadultsworking together toenhancetheirbeachenvironment and https://oceanservice.noaa.gov/education/pd/climate/welcome.html Oceanicand National Atmospheric – Administration Teaching climate, factsheets, lessonplans, casestudies, etc. 187 Around this book BIBLIOGRAPHY The climate in our hands 188 Ocean and Cryosphere and oceanacidification. it hasanalbedooflessthan10%. incoming sunlight. The ocean is darker, so theyreflect40%to80%ofthe means that albedo, rangingfrom40%to80%. This instance, a high have ice and fresh snow of an object or surface.flective power For Meaning “whiteness”, albedoisthere- ALBEDO to expectedclimate changeimpacts. adjustments mayfacilitate man intervention ficial opportunities. systems, Innatural hu- risks, increaseresilienceorseizeonbene- systems, istoreduce theaimofadaptation pected climate changeimpacts. Inhuman The processofadjustingtocurrentorex- ADAPTATION GLOSSARY perature, precipitation, extremeevents, sea phenomena. For example: changesintem- changereferstoseveralglobal Climate CLIMATE CHANGE (months, years, decades, centuriesormore). lar regionoveralongtimeperiodof midity, wind, airpressure–foraparticu- – suchastemperature, precipitation, hu- conditions ofweather pattern An average CLIMATE the acidityofwater. dissolves inwater, causinganincreasein This acidisformedwhencarbondioxide CARBONIC ACID(H ticular eventoranorganization. foranindividual,can becalculated apar rectly orindirectlybyhumanactivities. It amount ofgreenhousegasesproduceddi- A carbonfootprintisdefinedasthetotal CARBON FOOTPRINT CO duced bylivingorganismswhilebreathing. bon (forexample: fossilfuels). Itisalsopro- A gasproducedbythecombustionofcar CARBON DIOXIDE(CO tivities. Greenhouse gasesemittedbyhumanac- ANTHROPOGENIC EMISSIONS 2 contributestothegreenhouseeffect 2 CO 2 ) 3 ) - - “global warming” isalsoused. temperature.the globalaverage The term started around 1850 due to an increase in rent human-induced climate change that is mostcommonlyusedtodescribethecur level riseandoceanacidification. Theterm bon absorptioninwater. by morephysicalprocessessuchascar such asoceanorlandphotosynthesis, or can beremovedbybiologicalprocesses ulated by many factors that interact with factors that by many ulated A system(suchastheclimate system)reg- COMPLEX SYSTEM coastal erosion. can enhance and increased precipitation) change(inparticular sealevelrise Climate erosion andconsequentshorelineretreat. sediment frombeachesresultsinbeach rents, windsandtides. A long-termlossof zone, through theactionofwaves, cur of sedimentsorrocksalongthecoastal It consistsintheremovalandtransport byhumanaction.can beexacerbated processthat Coastal erosionisanatural COASTAL EROSION estuaries andbays. saltmarshes, mangroves, coastalwetlands, tinct structuresanddiversity. They include environments andecosystemswithdis- unique creates andseawater freshwater meet.water Intheseareas, themixtureof Coastal ecosystemsexistwherelandand COASTAL ECOSYSTEMS removal ofCO contributetothe All theprocessesthat CO mental justice). of justice(inparticular, socialandenviron- affected by itsconsequences, to the notion sible forclimate change, andthosemore betweenthosemorerespon - es observed mental dimension. thedifferenc- Itrelates than considering only their environ- rather toclimatechallenges associated change, social andpoliticaldimensionsofthe the This term is used to acknowledge CLIMATE JUSTICE 2 UPTAKE 2 fromtheatmosphere. CO - - - 2

ocean, landandbiosphere, forexample. and influence each other:atmosphere, and interdependent. ecosystem, isinterconnected everything ronment, plustheenvironmentitself. Inan The totalityoflivingbeingsinagivenenvi- ECOSYSTEM and rivers). snow, seaice, permafrost, andfrozenlakes (glaciers,in the water ice sheets, seasonal onEarth,All theiceandsnow onlandand CRYOSPHERE overalongperiodoftime. tion ofsnow andcompac- formed bytheaccumulation All theiceonland. Continentaliceis CONTINENTAL ICE global warming. oneorseveralcausesof orattenuate bate circle inwhichsomeelements canexacer A feedbackloopcanbeseenas a vicious FEEDBACK LOOP waves. droughts andheat ple: tornadoes, stormsurges, landslides, impact onhumansandecosystems. Exam- a highnegative have Unusual events that EXTREME EVENTS than mountainregions. lands aremoreexposedtosealevelrise location.its geographic Example: low-lying certain climate hazard, due, for example, to isexposedtoa much apopulation How EXPOSURE rights, etc. nities aregiventoall–education, health, Justice, fairness: whenthesameopportu- EQUITY and mangroves), (tourism). recreation coastal protection(byhealthycoralreefs plants),lectric power climate regulation, sis), food, materials, raw (hydroe- energy Examples: oxygen(throughphotosynthe- an ecosystemcanprovidehumanswith. All benefits, andimmaterial, material that ECOSYSTEM SERVICES - role inthegreenhouseeffect. wecanfeelasheat.light that Itplaysakey istheinvisiblepart of Infrared radiation INFRARED RADIATION growth. and science, andthereforetopopulation development ofproductivity, technologies and led to arapid and the United States Industrial Revolution started in Europe to industrial societies.agricultural The 1840s. It has marked the transition from Historical periodbetween1760andthe INDUSTRIAL REVOLUTION tinent. largeandthicklayeroficeonacon- A very ICE SHEET canlastuptoseveralweeks. heatwave night. at and noorlittlecoolingdown A withhighdaytemperatures hot weather A periodofabnormallyanduncomfortably HEATWAVE resulted fromglobalwarming. has that absorbed over90%oftheheat change is the ocean which, so far, has sinkinclimateThe mostimportantheat This resultsincoolingofthewarmerbody. –suchastheatmosphere.warmer body froma absorbsheat the ocean–that –forexample,sink isabody aforestor In thecontextofclimate change, aheat HEAT SINK oxide andozone. vapour, carbondioxide, methane, nitrous effect. Greenhousegasesaremainlywater Greenhouse gasescausethegreenhouse GREENHOUSE GAS(GHG) house effect. it upevenmore. This iscalledthegreen- theEarth’sback towards surface–heating andissent house gasesintheatmosphere spacebygreen- towards on itsescape is Some ofthisinfraredradiation “trapped” (heat).transformed intoinfraredradiation warms it. is The absorbedsolarradiation is absorbedbytheEarth’s surfaceand crossestheatmosphere,Solar radiation GREENHOUSE EFFECT Change). (see definitionofClimate GLOBAL WARMING moves downhill. slowly A largemassoficeonlandthat GLACIER light togrow. more acidic. CO phere in the ocean’s surface water. When enhancing GHGsinks. warming byreducingGHGemissionsor to reduce global Human intervention MITIGATION trients aroundtheglobe. andnu- and coldcurrentsredistributeheat throughtheocean. ofwater A flow Warm MARINE CURRENTS SEA LEVELRISE surface. at the ocean’s floats Frozen that seawater SEA ICE thetic livingbeingsonlyusewater, CO mineral materials. For example, photosyn- using organicmatter produces itsown producer(acelloranorganism) a primary productionistheprocessbywhich Primary PRIMARY PRODUCTION higher valuemeansamorealkalineone. amoreacidicsolutionwhereas indicates which 7representsneutrality. value A lower ity ofasolutiononscalefrom0to14, in pH isameasureoftheacidityandalkalin- p leasttwoconsecutiveyears). frozen (forat Soil, ispermanently rockorsedimentthat PERMAFROST by thedissolutionofCO Increase intheacidityofseawater, caused OCEAN ACIDIFICATION ofglacialandinterglacialeras). alternation tohumanactivities(forexample,not related Variations intheclimateare systemthat NATURAL VARIABILITY needs. tomeettheirown of futuregenerations present withoutcompromisingthe ability meets the needs of the Development that SUSTAINABLE DEVELOPMENT house gasesweemit. century, much green- dependingonhow ther 20 The sealevelisprojectedtorisebyafur isbetween3and4 increase rate 15 mean sealevelhasincreasedbyabout Because ofclimate change, theglobal H 2 cm since1900until2018. The current reactswithwater, becomes thewater cm toover1 m bytheendofthis 2 - fromtheatmos mm 2 and / yr. - few economicalresources. no coastal protection infrastructures and regionwith alow-lying sea levelrisethat tures andresourcesislessvulnerableto important coastalprotectioninfrastruc- quences. Example: regionwith alow-lying to climate changehazardsanditsconse- when exposed Sensitivity of a population VULNERABILITY the Earth. veyor belt” around whichtransportsheat upwells.water asthe This isknown “con- the ocean, whereaswarmandlesssalty sinkstothedepthsof and saltierwater layers. of different water perature Colder bydifferencesinsalinityandtem- erated Deep andsurfacemarinecurrentsgen- THERMOHALINE CIRCULATION thermal inertia. changes,its temperature thehigher ofitssurroundings.perature The slower thetem- toapproach Property ofmatter THERMAL INERTIA expands andoccupiesmorespace. pansion: whentheoceangetswarmer, it thermalex- warming leadstoseawater as aresultofrisingtemperature. Global The increaseinthevolumeofamaterial THERMAL EXPANSION ness orwindaretakenintoaccount. such astemperature, precipitation, cloudi- time andplace. To defineit, variables many aparticular at oftheatmosphere The state WEATHER 189 Around this book GLOSSARY The climate in our hands 190 Ocean and Cryosphere support hasbeenessentialtotheproduction oftheseeducationaltools.Inalphabeticalorder: Finally, theOCEwouldliketothankfollowing organizations, whose scientific, operational andfinancial The authorswouldliketothank: and manyscientificeducationalpartners. This educationalproject is theresult ofextensivecollaboration between theOffice forClimateEducationteam ACKNOWLEDGEMENTS by KieranBaxter), factsheets), dation PrinceAlbertIIdeMonaco,SiemensStiftung andSorbonne-Université. Fondation Lamainàlapâte,Luciole,Météo France,associationMétéoetClimat,Fon- mate GraduateSchool),InstitutdeRecherche pourleDéveloppement,Investissements d’avenir, ADEME, CASDEN,IPCCGroup 1Technical SupportUnit,InstitutPierre SimonLaplace(IPSLCli- Dorothée Adam,RomainGarouste, Claire Mazard andMareva Sacoun. The graphic designers and directors who contributed to the usability and attractiveness of these resources: Aude Lemonsu,Angelique Melet, EmmaMichaud,Jean-BaptisteSallée and MartinVancoppenolle. Chauvin, FrançoisFromard, RaphaëlGerson,EricGuilyardi, MathieuHirtzig,CatherineJeandel, company thisteachingguide.Inalphabeticalorder: EtienneBerthier, SébastienCarassou,Fabrice The expertswhoparticipatedinthedevelopmentofinteractiveactivitiesandvideoclipswhichac- for sustainabledevelopment). ), Futures tute ofEducation(Creating et moi!, alphabetical order: FondationLamainàlapâte(Leclimat,maplanèteetmoi!, The followingorganizations, whichhaveauthorizedtheuseofcontentfrom theirownpublications.In Miguel-Braban, Anne-HélèneMonfort,KatellSenabre, SineadLally, Yvonne Naughton. reau, MathiasHoppe,KévinFaix,CatherineLegrandMarcq, SébastienLhomme,Marie-Laure de er, CatherineBroch, ElisabethCochet,SylvieDecitre, Véronique Delachienne,SébastienGar Teachers whohavetestedtheactivitiesintheirclassrooms. Inalphabeticalorder: ChristineBarbi- mod KumarSharma,AlineTribollet, MartinVancoppenolle andGabrielleZimmermann. Martinez, Valérie Masson-Delmotte,Cliona Murphy, AnwarRumjaun,Jean-BaptisteSallée,Pra- Sanny Djohan,RandyFananta,SergeJanicot,JeanJouzel,Pierre Léna,MariaMartin,Claudia activities. Inalphabeticalorder: JuanCarlosAndrade,Laurent Bopp,BadinBorde, Caroline Coté, views or who, through their critical review and proposals, contributed to the design of the pedagogical The expertswhosupporttheOCE,participatedinwritingofscientificandpedagogicalover Je suisécomobileandL’océan, maplanèteetmoi!), ), Science Museum UK (Exploring climate science – Atmosphere Trócaire andtheCentre forHuman Rights and Citizenship Education, UNESCO (Sandwatch-Adaptingtoclimatechangeandeducating The Ocean&Climateplatform(scientific The Conversation (article Ma maison,maplanète

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191 Around this book ACKNOWLEDGEMENTS & COPYRIGHTS Published by the Office for Climate Education, www.oce.global ISBN 978-2-491585-01-3 The climate in our hands is a collection of educational resources for primary and secondary schools created by the Office for Climate Education and its partners. This first volume,Ocean and Cryosphere, offers a ready-to-use lesson plan for students to understand climate change and the ocean and cryosphere in both their scientific and societal dimensions, at local and global levels, to develop their reasoning abilities, and to guide them to take action (mitigation and / or adaptation) in their schools or communities. As the Intergovernmental Panel on Climate Change has stated: UU The ocean and cryosphere sustain us. UU They are under pressure. UU Their changes affect all our lives. UU The time for action is now.

This resource: UU Targets students from the upper end of primary school to the end of lower-secondary school (ages 9 to 15). UU Includes scientific and pedagogical overviews, lesson plans, activities, worksheets and links to external resources (videos and multimedia activities). UU Is interdisciplinary with lessons covering disciplines including natural sciences, social sciences, arts and physical education. UU Promotes active pedagogies: inquiry, role-play, debate and project-based learning.

Working Group I - The Physical Science Basis

ISBN 978-2-491585-01-3

9782491 585013