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

Climate Change Concept Association Tool

This tool is best used on a laptop or other larger screen and may not function correctly on a phone.

Climate Change Quality Mark Content

Scotland’s Curriculum- EVolution of vehicle sales

Resource produced in collaboration with MEI

Brief overview of session ‘logic’

  • Explore the infographic – what can be worked out from this information and what questions does it raise?
  • Look at trends in vehicle registrations
  • Look at proportions of types of newly registered vehicles over time – why has the percentage of petrol cars being registered increased from 2015 to 2020?
  • Do some calculations to show that the number of petrol cars being registered has decreased from 2015 to 2020.
  • Reflect upon the implications for misleading representations of data
  • Consider the implications of the ban on new petrol and diesel cars by 2035 – what affect will this ban have on the proportions of car types being registered?
  • What questions does the increase in electric vehicles raise?

Mathematical opportunities offered

  • Interpretation of data, statistics, graphs, infographics in context
  • Critiquing graphs
  • Reading scales
  • Calculating percentages
  • Exploring proportions of quantities over time
  • Making conjectures about future proportions given available data
  • Analysing and comparing data in order to develop and present a conclusion.
Climate Change Quality Mark Content

Scotland’s Curriculum Trees for Net Zero

Resource produced in collaboration with MEI

Note that this session is made up of separate activities which may be used independently.

Brief overview of session ‘logic’

  • Why trees are good
  • People are planting trees – estimates around what the numbers look like in terms of land use
  • Some companies encourage you to offset flights by planting trees – how many trees for one flight?
  • How much carbon do trees sequester?
  • How does the amount of carbon sequestered by a tree change during its lifecycle?
  • What happens to that carbon when a tree dies?
  • Can you plant a tree to offset a flight?
  • What is Net Zero?
  • Can trees be used to achieve Net Zero?

Mathematical opportunities offered

  • Estimation and proportional reasoning
  • Developing a sense of scale of large numbers
  • Converting between m2 and km2
  • Interpretation of data, statistics, graphs, infographics in context
  • Critiquing graphs
  • Analysing and comparing data in order to develop and present a conclusion
  • Making assumptions
  • Making predictions
  • Reading scales
Climate Change Quality Mark Content

Scotland’s Curriculum – Extreme Weather

Resource produced in collaboration with MEI

Brief overview of session ‘logic’

  • Do reports of extreme cold weather provide evidence that global warming is not happening?
  • Show the New York Times graphs of summer temperature distributions for the Northern Hemisphere for different periods.
  • Interrogate/critique these graphs
  • The distributions of temperatures are approximately Normal distributions and the mean and standard deviation both increase as the time period becomes more recent.
  • Use the dynamic bell curve to calculate probabilities of different temperatures in different time periods.
  • Despite the mean temperature increasing, the standard deviation also increasing means that the probability of extreme low temperatures increases.
  • Normal distributions and bell curves can explain a higher frequency of extreme cold weather despite global warming.

Mathematical opportunities offered

  • Interpretation of data, statistics, graphs, infographics in context
  • Critiquing graphs
  • Reading scales
  • Using standard form to write very large or very small numbers
  • Fitting a Normal distribution or bell curve to a graph
  • Exploring the effect of adjusting mean and standard deviation on a bell curve
  • Understanding that probabilities can be represented and calculated using areas
  • Analysing and comparing data in order to develop and present a conclusion.
Climate Change Quality Mark Content

Storm Surges

Watch this short animation to learn about the causes and impacts of storm surges in the UK, as well as the expected impact of climate change on them. 

At the bottom of the page, you can download a Knowledge Organiser to complement the animation.

With thanks to the students and staff at Boston College for their contribution to the animation. 

Maths for Planet Earth

Climate-based questions for students and teachers. A team of students and academics at the University of Oxford developed these Maths for Planet Earth questions.

Fieldwork Suggestions for Independent Investigations

Some ideas, data sources and guidance for students wishing to include weather measurements in their NEA or EPQ.

Updated November 2022

A guide to collecting weather data

https://www.rgs.org/CMSPages/GetFile.aspx?nodeguid=59f46632-ae51-4ea7-ab94-a0c537eb3c71&lang=en-GB

Passage of a depression

https://www.metlink.org/wp-content/uploads/2020/12/depression_wow_teacher_Eva.pdf
Data source:

http://wow.metoffice.gov.uk

Weather and Health/ Behaviour

Data source: http://wow.metoffice.gov.uk

Urban Climates

Using Wow data to look at urban heat islands https://www.metlink.org/resource/using-wow-to-illustrate-the-urban-heat-island-effect/

Urban winds: fieldwork guidance can be found on https://www.metlink.org/fieldwork-resource/fieldwork-in-geography/

Urban temperature https://www.metlink.org/fieldwork-resource/urban-heat-island-introduction/
Data source: http://wow.metoffice.gov.uk

Community resilience to extreme weather

Local microclimate

https://www.metlink.org/fieldwork-resource/using-usb-temperature-dataloggers/

https://www.rgs.org/schools/teaching-resources/quick-and-easy-ideas/

Data source: http://wow.metoffice.gov.uk

Factors affecting rainfall:


https://www.manchester.ac.uk/discover/news/tuesday-wettest-day-of-week-suggests-new-analysis/
https://rmets.onlinelibrary.wiley.com/doi/10.1002/joc.2321

Orographic rainfall https://www.metlink.org/resource/orographic-relief-rainfall-and-the-foehn-effect/

 

Red Sky at Night


https://www.metlink.org/resource/red-sky-teachers/ with an introductory concept cartoon from the ASE 
https://www.metlink.org/blog/folklore/weather-folklore/

Snow

 https://www.metlink.org/blog/extreme-weather/when-will-it-snow/

Sky Colour


https://www.exploringoverland.com/constantapprentice/2021/8/10/making-a-cyanometer-to-measure-sky-moisture-through-color with https://uk-air.defra.gov.uk/interactive-map pollution forecast and pollen forecast http://www.metoffice.gov.uk/health/public/pollen-forecast

Weather and Flooding


Data source: National River Flow Archive http://nrfa.ceh.ac.uk/ and https://environment.data.gov.uk/hydrology/index.html#/landing

Sea level

http://www.coolgeography.co.uk/GCSE/AQA/Coastal%20Zone/Sea%20level%20rise/Sea%20level%20rise.htm

Land and Sea breezes, sea breeze front

Data source: http://wow.metoffice.gov.uk

Air Masses


https://earth.nullschool.net/
http://www1.wetter3.de/Archiv/archiv_ukmet.html
various links on https://www.metlink.org/teaching-resources/?_sft_topic=air-masses
including https://www.metlink.org/resource/pressure-and-rainfall/
Data source: http://wow.metoffice.gov.uk

General resources


https://www.metlink.org/fieldwork-resource/instruments-and-fieldwork/


https://www.rgs.org/schools/teaching-resources/key-stage-five/extreme-weather/


https://www.metlink.org/fieldwork/


https://www.rgs.org/schools/teaching-resources/a-student-guide-to-the-a-level-independent-investi/


https://www.field-studies-council.org/resources/16-18-geography/route-to-enquiry/

IPCC 2021 – Extreme Heat in Urban Africa

Climate Change Quality Mark Content

Climate change has increased heat waves (high confidence) and drought (medium confidence) on land, and doubled the probability of marine heatwaves around most of Africa.

Heat waves on land, in lakes and in the ocean will increase considerably in magnitude and duration with increasing global warming.

Most African countries will enter unprecedented high temperature climates earlier in this century than generally wealthier, higher latitude countries, emphasising the urgency of adaptation measures in Africa.

MetLink - Royal Meteorological Society
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