Climate Agreements and SDG13

Sustainable Development Goals
  • What actions can society take against climate change and extreme weather hazards?
  • What are the aims of the Paris Climate Agreement of 2015?
  • What does the 1.5°C goal mean?  
  • How can “Sustainable Development Goal 13: Climate Action” help in the fight against the climate crisis?

Read the article, simplified from the BBC about the Paris Climate Agreement and answer the questions.

Resources

Climate Agreements and SDG13 ppt

Climate agreements worksheet

Paris Agreement Article worksheet

Climate Education Quality Mark April 2025

Indigenous Knowledge

indigenous voices must-be heard at cop28

How indigenous knowledge is used by local communities to inform climate change technologies, preserving biodiversity.

  • What actions can society take against climate change and extreme weather?
  • How can climate change be managed by mitigation and adaptation?
  • Who are Indigenous groups and how can they help in the fight against the climate crisis?  

A. Read the article “How Indigenous knowledge plays a critical role in tackling climate change.”

B. Highlight key terms, any things or vocabulary you do not understand, and interesting information.

C. Answer the comprehension questions based on the text:

Resources

Indigenous Knowledge ppt

Indigenous Knowledge worksheet

Indigenous Knowledge worksheet – reduced text

Climate Education Quality Mark April 2025

Adaptation and Mitigation

mitigation and adaptation graphic organiser
  • What actions can society take against climate change and extreme weather hazards?
  • How can climate change be managed by mitigation and adaptation?
  • How effective are mitigation and adaptation at combatting the climate crisis?
  • What happens when mitigation and adaptation fail?

Students complete a graphic organiser using videos and information sheets. This could be done as a marketplace activity, where students rotate around stations in the room gathering information.

Resources

Adaptation and Mitigation ppt

Adaptation/ mitigation worksheet

Adaptation and Mitigation – information sheets for the activity

Climate Education Quality Mark April 2025

Adaptation in Sheffield

geog trumps cards

Example of climate change adaptation and mitigation – Sheffield and flooding along the River Don

  1. The objective of this resource is to understand how a local area within the UK can adapt to extreme weather and try to contribute to mitigating climate change.
  2. To do so you will first play a game, then you will produce a plan to combat flooding in Sheffield in a decision-making exercise.
  3. Finally, you will look at some of the actual strategies being used in Sheffield to try and tackle flooded linked to climate change.
  • Why does Sheffield Flood? What role does Extreme weather play?
  • What actions can society take against climate change and extreme weather?
  • How can climate change be managed by mitigation and adaptation?
  • Is Sheffield ready for the extra flooding attributed to climate change?

Resources

Adaptation Top Trumps – introduction

Adaptation Top Trumps – file for printing

External link: strategies to adapt to inland flooding in Sheffield from Earth Learning Ideas 

DME – saving Sheffield from flooding

Climate Education Quality Mark April 2025

Case Study: Monsoon Flooding

Flooding in the UK

flooding in Sheffield mindmap
  • Example of climate change adaptation and mitigation – Sheffield and flooding along the River Don
  • Background to the Don and Rother River catchment – what are the background flood factors?
  • Attribution – Is Climate Change to Blame for Extreme Weather?

Resources

Flooding in Sheffield, causes and attribution to climate change

Flooding in Sheffield – worksheet

Climate Education Quality Mark April 2025

Heat Waves in the UK

  • What are heat waves (extreme heat) like?
  • The place-specific causes – the extreme weather conditions which led to the event
  • The consequences of heatwaves for people and place
  • The Responses to an Extreme Weather Event in the UK

Resources

Cambridge Heatwave ppt

Cambridge temperature data worksheet

2022 heatwave – consequences for people and place worksheet

Heat waves and climate change worksheet

Knowledge Organiser: 2022 Heatwave in Cambridge Case Study

Interview with Jamie Fountain

 

Cambridge temperature map with river Cam
Climate Education Quality Mark April 2025

What Makes Weather Extreme?

In this lesson we deal with what hazardous weather is and why our weather is becoming more hazardous.

1.How do we define ‘extreme weather’ and why can it be difficult?

2.What events qualify as “extreme weather”?

3.What has happened to the frequency of extreme weather events globally?

4.What has happened to the distribution of extreme weather events?

Climate Education Quality Mark April 2025

The Kelp Forest Initiative

The Kelp Forest Initiative – Teachers Guide

 
The Earthshot prize is inviting students across the world to help solve the Earth’s biggest environmental problems – and win £1 million to scale up their idea.
In this lesson, students will submit an (imaginary) application outlining an ambitious plan to reduce global warming by replanting kelp forests along the UK coast.
In doing so they will apply understanding about global warming and practice using models, collecting evidence and using it to support a claim.
This lesson is suitable for KS4 students.
 

CURRICULUM LINKS

England National Curriculum
KS4 Working scientifically:
  • Using a variety of concepts and models to develop scientific explanations and understanding
  • Explaining everyday and technological applications of science; evaluating associated personal, social, economic and environmental implications;
  • Making decisions based on the evaluation of evidence and arguments
KS4 Biology: how materials cycle through abiotic and biotic components of ecosystems

positive and negative human interactions with ecosystems.

KS4 Chemistry: Earth and atmospheric science: potential effects of, and mitigation of, increased levels of carbon dioxide and methane on the Earth’s climate.
 

STAGE RUNNING NOTES

Starter: Engage with the task for the lesson

Slide 2: The learning objectives for this lesson.

Slide 3: Introduce the scenario and the Earthshot Prize by clicking on the link to watch a short video (see weblinks below).

Slide 4: Ask students to discuss in pairs what the diagram shows and ask for feedback. You might like to ask students if they think this is a good way of showing climate data and why. You can visit https://showyourstripes.info/  where there are other options for showing the same data e.g. as a bar chart.

Slide 5: Introduce an idea to help reduce global warming – planting kelp forests. The link takes you to an optional YouTube video that shows a diver exploring a UK kelp forest.

Main Students interpret scientific diagrams

Slide 6: Give each student a copy of Student sheet 1 – the application form for the Earthshot idea. Tell them that they will be filling it in throughout the lesson and ask them to quickly read it so they know what information they will need. Tell them that they are going to fill in the first two sections using scientific diagrams.

Slides 7-8: Reveal each diagram in turn and ask the students to use each diagram to fill in the corresponding section on the application form. Students may want to supplement the information on the diagrams using their own knowledge.

Students use results from an experiment to collect evidence for the idea

Slide 9: Give pairs a copy of Student sheet 2, which outlines the algal ball experiment.

Student pairs/groups will study beakers of algal balls in hydrogencarbonate indicator, use a colour chart and work out what the results show.

The beakers need to be set up by the technician beforehand (see technician notes below) as it takes a minimum of 40 minutes to see a change.

They will set up 4 vials of hydrogencarbonate indicator – one containing no algal balls, one with 5 balls, one with 10 balls and one with 15 balls and leave exposed to a bright light so the algae can photosynthesise and use the dissolved carbon dioxide.

If you are unable to run the experiment, show the film of it: https://www.youtube.com/watch?v=fI3x68CkKW0

Ask students to use the results to fill in section 3 of Student sheet 1.

Students use information to explain how kelp forests can increase biodiversity

Slides 10-11: Show the students the chart and ask them to discuss in pairs what it shows. Listen to feedback from pairs.

Slide 12: Reveal that the chart shows that the number of different species on Earth – its biodiversity is decreasing because many species have gone extinct. Ask the students to use the information on Student sheet 4 to decide how planting more kelp can help increase biodiversity in the oceans and fill in section 4 of Student sheet 1.

Action: Students provide feedback on the Earthshot idea

Check student understanding by asking individuals for one sentence answers on:

• How planting more kelp can help reduce global warming.

• How planting more kelp can increase biodiversity.

They should be encouraged to not repeat a point made by another student.

Ask students’ opinions on whether they think their Earthshot idea has a chance of winning the prize and why.

WEBLINKS

YouTube video about the Earthshot Prize:

YouTube video that shows a diver exploring a UK kelp forest:

Climate stripes https://showyourstripes.info/

Biodiversity stripes https://biodiversitystripes.info/global

Reliable sources about kelp:

NOAA (National Oceanic and Atmospheric Administration): https://www.climate.gov/news-features/understanding-climate/understanding-blue-carbon

BBC: https://www.youtube.com/watch?v=3gmTAG-rose

The National Geographic: https://www.nationalgeographic.com/environment/article/seaweed-fastest-least-expensive-tool-climate-change

NCBE-SAPS photosynthesis kit https://www.ncbe.reading.ac.uk/photosynthesis-kit/ 

TECHNICIAN GUIDE:

The algal ball experiment

To prepare the algal balls see: www.saps.org.uk/teaching-resources/resources/235/algal-balls-photosynthesis-using-algae-wrapped-in-jelly-balls/

Bubble air through the hydrogencarbonate indicator with atmospheric carbon dioxide. The solution is ready to use when it’s a deep red colour.

For each group set up 4 small bottles of prepared hydrogencarbonate indicator – one containing no algal balls, one with no balls (control), 5 balls, one with 10 balls and one with 15 balls and leave exposed to a bright light at least one hour before the lesson so there is a distinct colour change in each bottle.

Climate quality mark December 2024

Related Resources...

Carbon Dioxide – Seasonal Cycles

Exploring the link between photosynthesis and seasonal cycles in atmospheric carbon dioxide concentration

Climate Change and Biodiversity

Exploring the links between biodiversity and climate change. 

Geography Resources for COP29

COP29 official logo

COP29 will take place in Azerbaijan in November 2024.

Adapt these ideas to support your teaching in the weeks leading up to and during the conference to engage your students with the negotiations and where they are taking place:

Priorities for COP29 include:

  • Climate finance to developing countries to support climate change mitigation and adaptation.
  • Encouraging countries to commit to more ambitious greenhouse gas emission reduction targets by 2035
  • Developing a global carbon market
  • Greening education

Azerbaijan in context

  1. Using google maps, explore where Azerbaijan is, who its neighbours are, how big it is (how many times the size of Wales), it’s in Eurovision, but is it in Europe?
  2. Azerbaijan’s population pyramid
  3. Azerbaijan’s GDP
  4. Azerbaijan contains 9 climate zones. What are the main factors that determine the local climate?
    Sources: https://climateknowledgeportal.worldbank.org/country/azerbaijan/climate-data-historical  https://en.wikipedia.org/wiki/Climate_of_Azerbaijan https://commons.wikimedia.org/wiki/File:Azerbaijan_topographic_map-az.svg
  5. Construct or interpret climate graphs for one or more places/ climate zones in Azerbaijan using the information at https://en.climate-data.org/asia/azerbaijan-112/
  6. Contour drawing practice – the sketch map below has selected November temperatures for Azerbaijan. Draw the 10°C contour. (Click on image for an easy to print pdf)

Data sources: Google Earth, https://weatherandclimate.com/ and https://en.climate-data.org/ November mean temperatures (°C)

Climate change and climate justice in Azerbaijan

Explore the Global Carbon Atlas  (some sample screenshots are below)

Graphical/  Numerical skills:

  • What are Azerbaijan’s total emissions/ emissions per person/ emissions per GDP like compared to other countries? (use the graphs to ask specific questions such as how much more greenhouse gasses did the UK emit per person from fossil fuels in 2022 than Azerbaijan?)
  • How have Azerbaijan’s emissions changed over time?
  • What happened in the early 1990s?
greenhouse gas emissions per GDP Global Carbon Atlas

Climate change in Azerbaijan

Use https://showyourstripes.info/ or the IPCC’s Interactive Atlas to see how the climate of Azerbaijan is changing relative to the whole world or to the UK.

Source: Showyourstripes.info Ed Hawkins/ University of Reading

Climate Change Risk in Azerbaijan

Explore https://climateknowledgeportal.worldbank.org/country/azerbaijan/heat-risk and https://drmkc.jrc.ec.europa.eu/inform-index/INFORM-Climate-Change/INFORM-Climate-Change-Tool
https://drmkc.jrc.ec.europa.eu/inform-index/INFORM-Climate-Change/Results-and-data
Also
https://drmkc.jrc.ec.europa.eu/inform-index/INFORM-Risk/Country-Risk-Profile
https://drmkc.jrc.ec.europa.eu/inform-index/INFORM-Risk/Risk-Facts-Figures

How vulnerable is Azerbaijan to climate change? What impact of climate change (sea level change, river flooding, drought, disease or conflict) poses the greatest risk to Azerbaijan?

Source EU/ Inform Climate Change Tool

Climate Justice

Climate justice recognises the fact that the people and countries most vulnerable to climate change are often not the ones who have done the most to cause it.
Thinking about Azerbaijan’s greenhouse gas emissions, GDP and vulnerability to climate change, write a paragraph to justify this definition of climate justice.

Possible extension – Azerbaijan’s climate mitigation action is rated ‘critically insufficient’ by the Climate Action Tracker. How does this relate to the concept of climate justice?

Other useful sources of information:
https://www.adb.org/publications/climate-risk-country-profile-azerbaijan
https://unfccc.int/sites/default/files/NDC/2023-10/Second%20NDC_Azerbaijan_ENG_Final%20%281%29.pdf

MetLink - Royal Meteorological Society
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