Read the article, simplified from the BBC about the Paris Climate Agreement and answer the questions.
How indigenous knowledge is used by local communities to inform climate change technologies, preserving biodiversity.
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:
Indigenous Knowledge worksheet
Indigenous Knowledge worksheet – reduced text
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.
Adaptation/ mitigation worksheet
Adaptation and Mitigation – information sheets for the activity
Image copyright biodiversitystripes.info and LPI 2024 (www.livingplanetindex.org)
positive and negative human interactions with ecosystems.
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 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.
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.
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.
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.
YouTube video that shows a diver exploring a UK kelp forest:
Climate stripes https://showyourstripes.info/
Biodiversity stripes https://biodiversitystripes.info/global
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/
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.
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.
Resource produced in collaboration with MEI
Brief overview of session ‘logic’
Mathematical opportunities offered
Download the resources
Resource produced in collaboration with MEI
Brief overview of session ‘logic’
Mathematical opportunities offered
Download the resources
Please let us know if you have used these resources by emailing education@rmets.org. It would be great if you could also tell us which year group you used it with, how many students there were and how it went. This will help us refine it in the future.
This work was funded by the Royal Meteorological Society and is supported by Rimini Protokoll, based on their theatre production for DeutschesSchauspielHausHamburg: World Climate Change Conference , 2014.
We are delighted that this resource has been awarded a Silver award by the Geographical Association. The citation given reads “Simulating a world climate change conference is a free, online and multimedia resource, relevant for both GCSE and A level specifications. It provides a wealth of high-quality, sophisticated and up-to-date materials including video input from one of the British delegates to the Paris climate talks. The judges felt that the quality of the resource would enable teachers to confidently set up an excellent simulation for their classes.”
This resource has also been Highly Commended by the Scottish Association for Geography Teachers.
You may also be interested in the higher level version, not specifically for schools, created by Climate Interactives using the CRoads model and the model climate conferences for secondary schools run by InterClimate.org in local council chambers.
David Warrilow, UK representative to the Paris negotiations, has published this article: Science and the international climate negotiations
