Building Climate Change into Weather and Climate Teaching

2021 ◽  
Author(s):  
Sylvia Knight
Keyword(s):  
Climate Change ◽  
Science Teachers ◽  
National Curriculum ◽  
Hard Copy ◽  
Teaching Resources ◽  
Teacher Understanding ◽  
Mitigation And Adaptation ◽  
Weather And Climate ◽  
The Media ◽  
The Uk

<p>The Royal Meteorological Society believes that every student should leave school with the basic climate literacy that would enable them to engage with the messages put forward by the media or politicians, or to make informed decisions about their own opportunities and responsibilities.</p><p>Through 2019/ 2020, students, the media and academics became increasingly vocal in demanding that more climate change be taught in UK schools. With a rigid National Curriculum and exam specifications, part of the problem lies in students (and teachers) not realising the relevance of concepts and processes they have actually been taught in school to understanding climate change and the broad spectrum of impacts, mitigation and adaptation issues associated with it. In addition, weather and climate are commonly perceived as being amongst the harder topics in geography and so, even when they are taught at all, geography teachers are used to teaching weather, climate and climate change separately, not highlighting the close ties and links between the topics.</p><p>With this in mind, the Royal Meteorological Society has developed a full scheme of work for 11-14 year old students which integrates climate change thinking into weather and climate lessons. Hard copy teacher’s guides have been distributed to schools throughout the UK, free of charge, with associated teaching resources being made available online. Recognising the importance of teacher understanding, the resources are accompanied by CPD materials for teachers.</p><p>In 2021, we hope to build on this work by developing resources and teacher training materials for science teachers and students.</p>

18. Climate Change Law

2019 ◽  
pp. 599-639
Author(s):  
Elizabeth Fisher ◽  
Bettina Lange ◽  
Eloise Scotford
Keyword(s):  
Climate Change ◽  
Greenhouse Gas ◽  
Greenhouse Gas Mitigation ◽  
Eu Member States ◽  
Mitigation And Adaptation ◽  
Law And Policy ◽  
Trading Scheme ◽  
The Uk ◽  
The Eu

This chapter examines the fast-moving area of law relating to climate change. This includes a considerable body of public international law, from the UN Framework Convention on Climate Change to the legally innovative Paris Agreement 2015. The chapter also considers legal developments at the EU and UK levels, which both contain a rich body of climate law and policy. The EU and the UK are both seen as ‘world leaders’ in climate law and policy. In EU law, this is due to the EU greenhouse gas emissions trading scheme and the EU’s leadership in advocating ambitious greenhouse gas mitigation targets and in implementing these targets flexibly across the EU Member States through a range of regulatory mechanisms. The UK introduced path-breaking climate legislation in the Climate Change Act 2008, which provided an inspiring model of climate governance, legally entrenching long-term planning for both mitigation and adaptation. The chapter concludes with an exploration of climate litigation, a new and growing field of inquiry.

scholarly journals Inter-disciplinary, multi-scale science to support society to adapt under global change

2019 ◽  
Vol 70 (1) ◽  
pp. 1
Author(s):  
Karlie S. McDonald ◽  
Alistair J. Hobday ◽  
Juan Diego Gaitán-Espitia
Keyword(s):  
Climate Change ◽  
Scientific Community ◽  
Climate Impacts ◽  
System Structure ◽  
Research Front ◽  
Climate Change Research ◽  
Multi Scale ◽  
Mitigation And Adaptation ◽  
Marine System ◽  
The Media

Factualised storytelling narratives may assist scientists to communicate inter-disciplinary, multi-scale climate change research with stakeholders and non-expert members of the community. Scientists are increasingly required to balance scientific rigour with storytelling narratives that can facilitate climate change mitigation and adaptation as new communication technologies evolve. In this editorial to the research front, ‘Climate impacts on marine system structure and function: molecules to ecosystems’, a review of climate change coverage in the media since 1980 showed that climate change science had a substantial voice globally and, in particular, in countries with carbon-dependent economies. However, the effective communication of multi-scale climate change research in the media can be complicated by the complex messages, the lack of training scientists receive in communication, and the traditionally distant relationship that the scientific community has with the media and, more so, with the broader community. Considerable scientific effort is being made to overcome these challenges as additional responsibility is placed on the scientific community to produce newsworthy scientific outputs. However, the integration of inter-disciplinary, multi-scale information, such as outlined in this research front, can result in more holistic climate change stories that scientists can effectively communicate with stakeholders and the broader community.

Science into schools: reviewing and designing useful online teaching resources on glaciers, Antarctica and climate change.

2021 ◽  
Author(s):  
Bethan Davies ◽  
Laura Boyall ◽  
Jen Thornton ◽  
Huw Griffiths ◽  
Peter Neff ◽  
...  
Keyword(s):  
Climate Change ◽  
Online Teaching ◽  
Knowledge Retention ◽  
Advisory Board ◽  
Public Understanding ◽  
Limited Attention ◽  
Research Association ◽  
School Students ◽  
Teaching Resources ◽  
The Uk

<p>www.AntarcticGlaciers.org was set up in 2012 to promote public understanding of glaciers and climate change. The website aims to connect researchers to the next generation, to focus on make science accessible and interesting, and to provide an easy-to-find resource for teachers, with relevant, engaging, original content, interesting visuals and teaching resources. This approach helps scientists connect with a large community; there are 250,000 GCSE Geography school students in the UK alone.</p><p> </p><p>AntarcticGlaciers.org is used as a teaching resource by numerous universities and schools worldwide, and is recommended explicitly to teachers by the UK Geographical Association, SCAR, the Quaternary Research Association, the Royal Geographical Society and the Geologists’ Association, among others. Resources from the website have been used in numerous school textbooks and MOOCs. Evaluation of user statistics shows that, to date, AntarcticGlaciers.org has received >3.2 million page views from >1.7 million visitors located across the globe. It has been well cited by diverse news outlets and scientific institutions including NASA, NSIDC, AGU, EGU and RealClimate.org. Google Analytics data shows that a substantial portion of the audience are engaged in the education sector. The website is the top or second hit in Google for a number of related search terms, and the majority of the traffic originates from organic searches.</p><p> </p><p>AntarcticGlaciers.org is supported by an unpaid Advisory Board comprising Higher Education professionals and practicing school teachers. The Advisory Board, in conjunction with focus groups and interviews held with teachers and teaching professional bodies, helps to guide website development. These interviews have revealed few appropriate teaching resources covering Antarctica for younger age groups (11-14 years). Resources that focused on quantitative data, introducing GIS and mapping, and that were clearly linked into the curriculum, were particularly sought after. Teachers indicated that existing content is often too hard and needs to be rewritten. Case studies, exciting multimedia visuals, interactive GIS and interesting student exercises are intensely desired. In current times, accessibility for learners at home is key priority. The limited attention spans of children means that large blocks of text do not work well and are best broken up with multimedia resources. Interactivity engages the learner and increases knowledge retention. Supporting teachers in teaching these topics, by developing engaging and exciting introductory content, is therefore a critical outreach goal.</p><p> </p><p>In this project, funded by the Antarctic Science Bursary, academic experts have worked with pedagogical consultants and ESRI educational consultants to develop a series of four ESRI StoryMap collections that cover: Introduction to Antarctica, Antarctic Wildlife, Antarctica and Climate Change, and People in Antarctica. These fully interactive StoryMaps include student mapping exercises, videos and interviews with experts, high quality photography and engaging imagery. They are tightly keyed into the national curriculum, and by working with educational experts, we have attempted to ensure that they are useful for teachers. Reviews by independent stakeholders at the final stage of the project will ensure that the StoryMaps will be effective in the classroom, especially in an online learning environment.</p>

Climate Change Adaptation and Sustainability in the Bangladeshi School Curriculum

2021 ◽  
pp. 261-285
Author(s):  
M. Mahruf C. Shohel ◽  
Goutam Roy ◽  
Tanjeeba Chowdhury ◽  
Atm Shafiul Alam ◽  
Shahriar Shams
Keyword(s):  
Climate Change ◽  
Young People ◽  
Climate Change Adaptation ◽  
National Curriculum ◽  
Future Generation ◽  
School Curriculum ◽  
Local Context ◽  
Systematic Evaluation ◽  
Global Citizens ◽  
Mitigation And Adaptation

Bangladesh is one of the most affected countries by climate change and extremely vulnerable to environmental degradation. Young people, as the new generation, need to understand the consequences of climate change and its impact on their lives and the lives of their fellow citizens. This chapter presents the findings from a systematic evaluation of Bangladeshi school curriculum, and how it prepares the future generation for climate change adaptation and ensures a sustainable future for them. This chapter highlights the recommendations from the findings and suggests how the national curriculum could address climate change mitigation and adaptation for sustainability by providing contents to offer grounding for the young people as global citizens to act in the local context. Although there is some content included in the school textbooks related to climate change and sustainable development issues, there is a need for inclusion of more relevant contents in the national school curriculum so that school textbooks provide enough contents on climate change, its mitigation and adaptation.

scholarly journals Framework for COPD forecasting in the UK using weather and climate change predictions

2009 ◽  
Vol 6 (14) ◽  
pp. 142021 ◽  
Author(s):  
Deborah Hemming ◽  
A Colman ◽  
P James ◽  
N Kaye ◽  
P Marno ◽  
...  
Keyword(s):  
Climate Change ◽  
Weather And Climate ◽  
The Uk

scholarly journals The role of monitoring and evaluation in climate change mitigation and adaptation interventions in developing countries

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
David Ssekamatte
Keyword(s):  
Climate Change ◽  
Developing Countries ◽  
Climate Change Mitigation ◽  
Critical Role ◽  
Monitoring And Evaluation ◽  
Hard Copy ◽  
Evidence Based ◽  
Mitigation And Adaptation ◽  
Change Mitigation

Background: Although the role of monitoring and evaluation (M&E) in enhancing evidence-based management in development work is increasingly recognised, M&E remains under-utilised as a vital tool in informing climate change mitigation and adaptation interventions in many developing countries. Practitioners in climate change mitigation and adaptation interventions are yet to exploit M&E to enhance effectiveness of their programmes.Objectives: This article underscores the critical role that M&E can and should play in enhancing effectiveness of climate change mitigation and adaptation interventions in developing countries. It provides a scholarly look at M&E and its visibility in climate change mitigation and adaptation work, the evidence of its role in mitigation and adaptation interventions across developing nations and the missing gaps in utilisation of M&E for mitigation and adaptation. This article presents key insights that practitioners need to design effective M&E systems for climate change mitigation and adaptation.Methods: The article was compiled based on Cooper’s stages of literature review 1984. A total of 15 peer-reviewed articles, a few eBooks and hard copy textbooks as well as reports from credible international organisations that met the inclusion criteria of focus, goal and coverage on M&E and climate change mitigation and adaptation were reviewed.Results: The findings show that M&E can be used as an effective tool for learning, informing evidence-based decision-making, promoting accountability and helping organisations to improve on climate change mitigation and adaptation interventions.Conclusion: M&E if well designed and implemented can be handy and useful in informing climate change mitigation and adaptation interventions.

scholarly journals The effect of climate change on agro-climatic indicators in the UK

2021 ◽  
Vol 165 (1-2) ◽  
Author(s):  
N. W. Arnell ◽  
A. Freeman
Keyword(s):  
Climate Change ◽  
Climate Projections ◽  
Drought Risk ◽  
Considerable Uncertainty ◽  
Growing Seasons ◽  
Mitigation And Adaptation ◽  
Risk Increase ◽  
Climate Indicators ◽  
Projected Changes ◽  
The Uk

AbstractThe effect of climate change on agriculture in the UK is here assessed using a comprehensive series of policy-relevant agro-climate indicators characterising changes to climate resources and hazards affecting productivity and operations. This paper presents projections of these indicators across the UK with gridded observed data and UKCP18 climate projections representing a range of greenhouse gas emissions scenarios. The projections can be used to inform climate change mitigation and adaptation policy. There will be substantial changes in the climate resource and hazard across the UK during the twenty-first century if emissions continue to follow a high trajectory, and there will still be some changes if emissions reduce to achieve international climate policy targets. Growing seasons for certain crops will lengthen, crop growth will be accelerated, and both drought and heat risks (for some types of production) will increase. Soils will become drier in autumn, although there will be less change in winter and spring. The longer growing seasons and warmer temperatures provide opportunities for new crops, subject to the effects of increasing challenges to production. Most of the changes are relatively consistent across the UK, although drought risk and heat stress risk increase most rapidly in the south and east. The climate change trend is superimposed onto considerable year to year variability. Although there is strong consensus across climate projections on the direction of change, there is considerable uncertainty in the rate and magnitude of change for a given emissions scenario. For the temperature-based indicators, this reflects uncertainty in climate sensitivity, whilst for the precipitation-based indicators largely reflects uncertainty in projected changes in the weather systems affecting the UK.

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