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A very helpful and detailed resource for teaching about the SDGs from Manitoba Council that that addresses, for every SDG:

targets

learning objectives and connections to curricula

connections to other SDGs

resources and case studies.

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A sustainability handbook and toolkit for schools, teachers and policymakers: The SCRAPPIES project - University of Jyväskylä (Finland)

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A sustainability handbook and toolkit for schools, teachers and policymakers: The SCRAPPIES project - University of Jyväskylä (Finland)

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Founded in 2006 as an initiative of Kalliopeia Foundation, the Global Oneness Project is a free archive collection of films, photography, essays, and lesson plans for educators. Through our stories and curricula, we delve into global social, cultural, and environmental issues that impact individuals and communities across the world. The aim is to inspire students to expand their perspectives and worldviews, promoting inquiry, empathy, resilience, and a deep, sacred connection with our planet.

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Global Oneness Project - Kalliopeia Foundation

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Founded in 2006 as an initiative of Kalliopeia Foundation, the Global Oneness Project seeks to plant the seeds of resilience, empathy, and a sacred relationship to the Earth by using stories as a pedagogical tool for growing minds.

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Curriculum for a Changing Climate project (England) - Teach for the Future

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Curriculum for a Changing Climate project (England) - Teach for the Future

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Using a 'tracked changes' methodology and a set of guiding principles, to show what a new curriculum for England could look like. Includes resources and suggestions for all school subjects.

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Our current education isn't good enough. Students aren't being prepared to face the effects of climate change, or taught to understand the solutions. But we can change this.

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TESF Project - a collaboration between partners in India, Rwanda, Somalia/ Somaliland, South Africa, the United Kingdom and the Netherlands

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TESF Project - a collaboration between partners in India, Rwanda, Somalia/ Somaliland, South Africa, the United Kingdom and the Netherlands

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The TESF Network continues to develop open-access resources. These include films, briefing notes, background papers, Guides for Policy and Practice, webinar and presentation recordings and journal articles which you can browse here.

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Resources The TESF Network continues to develop open-access resources. These include films, briefing notes, background papers, Guides for Policy and Practice, webinar and presentation recordings and journal articles which you can browse here.

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UCL Teaching for Sustainable Futures - Online Support

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UCL Teaching for Sustainable Futures - Online Support

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Research-informed, free professional development to help teachers embed climate change and sustainability into their teaching.

Welcome to our programme of free, research informed teacher professional development, Teaching for Sustainable Futures. The aim of this programme is to support all teachers, no matter what subject and age group they teach, to embed issues related to climate change and sustainability into their teaching.

On this page you will find our short film for all school staff, 'Looking to the Future: An Introduction to Climate Change and Sustainability in Schools' as well as links to our history and geography modules. Later this year we will also launch modules in English, mathematics and science.

Do sign up for regular updates about our work.

Thank you for your interest in our work.

Looking to the future: an introduction to climate change and sustainability in schools

This film introduces some key ideas about climate change and sustainability and the way that schools can respond to these issues. It features contributions from teachers, school leaders, young people and academics. It would be an ideal film to show as part of a training event. You can access some suggested discussion prompts below.

Discussion prompts

Key concepts of climate change and sustainability education

What do you understand by the phrase 'citizens of the world' and why do you think it is used in the film in relation to climate change and sustainability?

What might climate change and sustainability education include?

Climate change and sustainability education in the curriculum

What different approaches to embedding issues of climate change and sustainability in the curriculum does the film introduce? Which do you find most inspiring or applicable to your context?

Do you agree that climate change and sustainability are relevant across the whole curriculum and not only in geography and science? Why?

What do you think young people should leave school knowing, being able to do and valuing in relation to these issues?

Climate change and sustainability education beyond the curriculum

Which examples of actions beyond the curriculum did you find most powerful? Can you think of others that your school is already doing or could do?

Reflecting on young people's vision for climate change and sustainability education in schools

How similar or different are the responses of your students to climate change compared with the students in the film?

Which approaches - in the film or from your own knowledge - might enable the greatest sense of hope and agency for the children and young people in your community?

Climate change and sustainability and our everyday lives

How might you describe or define sustainability?

How can individuals contribute to a more sustainable world?

Where in the curriculum might you introduce students to the kinds of inspiring projects happening around the world to secure a more sustainable future?

Final reflections

Which three ideas or points will you take forward from this film?

What questions still remain?

What goals can you set for your work in climate change and sustainability education?

About the programme

The importance of teacher development in the area of climate change and sustainability education cannot be overstated. This is the defining existential challenge of our time and the world that schoolchildren will encounter as adults will look different from our world today.

This year we are launching modules in history and geography. These modules are available online and include advice and support for teachers wanting to find meaningful ways to respond to the climate crisis in their teaching. Each module includes films, information, activities and resources. They can be undertaken individually or collaboratively with colleagues and take approximately 90 minutes each to complete.

Accessibility

Please note that we have made every effort to make sure our modules meet the standards of UCL's Digital Accessibility Policy. All the films in the modules have the option of subtitles, all non-decorative images have alternative text accompanying them, including in any downloadable resource we provide.

If you require any further assistance accessing our programme or have questions about its content, please contact us at climateeducation@ucl.ac.uk.

Access the modules

Our CPD modules are hosted on a platform called UCLeXtend. New users will need to first create a UCLeXtend account before they can enrol themselves on our modules. Please ensure you have done this before you click the links below. Once you have created an account, click on the module you wish to enrol yourself on, add the item to your shopping basket and checkout to gain access. The module will then appear in your MyeXtend homepage when you wish to access it in the future.

Meet the team

Dr Janet Davies has taught geography in both primary and secondary schools, been an examiner and coursework moderator for GCSE geography and a local authority adviser for English. She joined UCL in 2011, leading primary PGCE English and supporting school partnership. In more recent years, she's been fortunate to return to her curriculum passion for geography, teaching PGCE primary geography and sustainability foundation and specialism and writing for geographical publications. Janet has created primary geography and history resources for a number of commercial companies and has designed online CPD courses for primary teachers. She is delighted to bring this experience to the Centre for Climate Change and Sustainability Education (CCCSE)'s Teaching for Sustainable Futures primary geography modules.

Dr Tessa Willy has taught in both secondary and primary schools both in the UK and abroad for 16 years. She then moved into Initial Teacher Education (ITE) and has worked at Oxford Brookes University, the University of Roehampton, Kingston University and in her current post as Deputy Programme Lead on the Primary PGCE at IOE. As well as her leadership role, Tessa teaches on the geography foundation and geography and sustainability specialism as well as developing resources for CCCSE. Tessa is a Life Fellow of the RGS-IBG, holds Chartered Geographer (Teacher) Status and is the Chair of the GA's Primary Geography Journal.

Dr David Mitchell geography in schools for nine years before moving into teacher education at UCL-Institute of Education (UCL-IOE) where he is Associate Professor of Geography Education. He teaches on initial teacher education, undergraduate and Masters programmes. David's research interests are in curriculum development and teacher agency, particularly related to climate change and sustainability. David's book 'Hyper-socialised' (Mitchell, 2020) looks at the teacher's role and agency in shaping the geography curriculum. David was principal investigator in the GeoCapabilities 3 project (2018-2021). His current work includes developing teacher education in UCL-IOE's Centre for Climate Change and Sustainability Education (CCCSE) and David is particularly interested in how geography education can lead to hope and action for more sustainable futures.

Dr Alison Kitson is an Associate Professor of Education at IOE, and Programme Director for CCCSE. She began her career teaching history in three state secondary schools and has subsequently worked in higher education (at the University of Warwick and UCL) and at the Training and Development Agency for Schools. One of Alison's enduring commitments has been to further the professional development of teachers at every career stage and she has worked extensively in initial teacher education for over twenty years. Alison's interest in the potential of school history to contribute to young people's understanding of the climate crisis has grown in recent years and is in keeping with her consistent belief that the history we teach ought to help children and young people make sense of the work around them. Alison has worked at UCL since 2008 and became Deputy President of the Historical Association in 2021.

Dr Michael Riley began his teaching career as a VSO (Voluntary Service Overseas) teacher in Tanzania. He taught history in four state secondary schools in the UK and later became Humanities Adviser for Somerset LEA. From 2008-20019 Michael was Director of the Schools History Project. He has written and edited range of educational resources to support the teaching of school history. Through his work as a teacher and author, Michael seeks to make school history challenging, fascinating and accessible for all students. He is particularly interested in helping learners to build historical knowledge and understanding through the process of historical enquiry. His most recent work is focussed on the relationship between school history and identity with a specific emphasis on the power local history and the legacy of the British Empire. In 2018, Michael joined the IOE, UCL's Faculty for Education and Society as Lecturer in History Education where he works on the PGCE programme.

Principles

We recognise that human activity is having a catastrophic impact on the Earth, which is materialising as climate change, devastating biodiversity loss, and persistent and growing inequality amongst humans, and between humans and the rest of the natural world. These impacts have accelerated to the point that we are now living in the Anthropocene, an epoch that is marked by the negative interference of human behaviour on planetary systems. In this context, we cannot continue with life as normal.

We know that many young people and their teachers care deeply about the health of the planet. We also know that this can lead to anxiety and that this is exacerbated if young people feel a sense of hopelessness. We are therefore committed to balancing honesty with hope in our work by exploring possible futures.

All our work is informed by the values of honesty, wisdom, respect, engagement, justice and hope. We need to be honest with young people and each other about the planetary crisis while acknowledging the limits of what we know with certainty. We will draw on others' wisdom and be open to diverse ways of knowing. We will root our work in a deep respect for life on earth and engage dynamically with knowledge of the planet's systems.

Fundamental issues of social justice, equity, inclusion and pluralism will be a constant feature of our work, as will more optimistic messages around adaptability and hope. These values have helped to shape the principles set out below around which we have designed our teacher development programme, Teaching for Sustainable Futures.

Our Teacher Professional Development Programme will be:

Empowering for teachers

Research engaged

Knowledge engaged

Pedagogically adventurous

Futures focused

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Research-informed, free professional development to help teachers embed climate change and sustainability into their teaching.

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A research partnership between Nepal, Peru, Uganda and the UK. It explores the links between education, sustainable development and justice in secondary education.

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This project recognises that the links between education and sustainable development are premised on complex manifestations of justice in and through education, and they should be researched as such.

Attending to both the lived experiences of secondary education and the complex trajectories across policies, curricula, classroom teaching and learning outcomes, we aim to explore the degree to which experiences of (in)justice through schooling and learning about (in)justice in schools can drive the intended actions of secondary school learners to meet Sustainable Development Goal 10 (reducing inequalities), 13 (climate action) and 16 (peace, justice and strong institutions).

Learn about JustEd's findings in these publications.

JustEd: Education as and for environmental, epistemic and transitional justice to enable sustainable development: Evidence Brief 1

This evidence brief is available in English and Spanish:

Beyond "ensuring inclusive and equitable quality education" (SDG 4), education is expected to play a key role in relation to the goals of promoting climate action (SDG13), peace, justice and strong institutions (SDG16) and reduced inequalities (SDG10). The JustEd research project has explored these assumptions and considered more robust ways that education can support a range of national and global development priorities. Our key findings enrich understanding of (in)justice in education and can be useful for analysing the ways that education can enable more just futures.

In this evidence brief, we outline the six dimensions of a justice-based approach to secondary curriculum and pedagogy that we have developed as a result of our findings. We see these as inter-related and essential approaches that can provide the necessary support for learners to be able to analyse and evaluate justice-related issues, understand the world around them, and enable them to take positive action, particularly related to peace, climate action and reducing inequalities.

This policy brief reports findings from a large international study that explored environmental education in secondary schooling. It offers recommendations to increase the effectiveness of education's contributions to climate action goals in ways that also advance justice and equity.

This guide aims to engage secondary school teachers and teacher educators in three distinct, but interconnected aspects of justice - environmental, epistemic and transitional justice - and provide guidance and tools to help them embed a justice approach in their teaching and educational practice.

This guide aims to engage secondary school teachers and teacher educators in Uganda in three distinct, but interconnected aspects of justice - environmental, epistemic and transitional justice - and provide guidance and tools to help them embed a justice approach in their teaching and educational practice.

We have created a series of videos to introduce JustEd's approach to transitional justice, environmental justice and epistemic justice. We also introduce the contexts where we are researching in Uganda and Peru.

Explore these videos.

Types of justice and the relationships

We focus on three specific types of justice (and the relationships between them) that have been underexplored in education and international development to date. These include:

environmental justice - which seeks to balance human and environmental rights in order that both might exist sustainably, recognising the unfair distribution of the effects of climate change

epistemic justice - which values different knowledges and the peoples who hold them, working against the exclusion of multiple ways of understanding the world

transitional justice - which repairs wrongs of the past, acknowledging the importance of responsibility and reconciliation for possibilities of future peacebuilding

Explore the linkages

Using an exploratory mixed methods research design, we will explore linkages between:

justice and injustice in education policy and decision-making processes, curricula and textbooks

learners' lived experiences of justice in secondary schools

learners' knowledge of justice as an outcome of schooling, and

learners' intended actions for contributing towards SDG 13 and 16

Work regionally

We work in three regions affected by environmental, epistemic and transitional injustice:

Western Nepal, where the legacies of conflict and risk of natural disaster disproportionately affect rural, indigenous communities

Andean Peru, where natural resource extraction exacerbates poverty for indigenous communities who were disproportionately victims of Peru's armed conflict

Northern Uganda, where conflict has led to unsustainable livelihood strategies (such as charcoal production) and economic marginalisation

Principal Investigator

Nepal

Ganesh Singh, Tribhuvan University

Mrigendra Karki, Tribhuvan University

Mohan Paudel, Tribhuvan University

Srijana Ranabhat, Tribhuvan University

Ashik Singh, Tribhuvan University

Sushil Sharma, Tribhuvan University

Peru

Uganda

UK

Julia Paulson, University of Bristol

Robin Shields, University of Bristol

Neşe Soysal, University of Bath

Rachel Wilder, University of Bath

The JustEd research team are active on social media, sharing updates on the project and engaging with current issues. Follow JustEd on Twitter

This project is funded by the Economic and Social Research Council (ESRC) Global Challenges Research Fund (GCRF).

Balarin, M., Paudel, M., Sarmiento, P., Singh, G. B., & Wilder, R. 2021. Exploring epistemic justice in educational research

Balarin, M., Monge, C., & Sarmiento, P. 2021. Country profile: Peru: JustEd: Education as and for environmental, epistemic and transitional justice

Paulson, J., Espinal, S., Karki, M., Komakech, D., Kurawa, G., & Ranabhat, S. 2021. Exploring transitional justice in educational research

Nuwategeka, E., Monge, C., Shields, R., & Singh, A. 2021. Exploring environmental justice in educational research

Milligan, L.O., Ajok, P., Espinal, S., Balarin, M., Karki, M., Komakech, D., Kurawa, G., Monge, C., Nuwategeka, E., Paudel, M., Paulson, J., Ranabhat, S., Sarmiento, P., Shields, R., Singh, A., Singh, G.B. and R. Wilder. 2021 Education at the intersection of environmental, epistemic and transitional justices.

Nuwategeka, E., Komakech, D., & Ajok, P. 2021. Country profile: Uganda: JustEd: Education as and for environmental, epistemic and transitional justice

Singh, G. B., Karki, M., Paudel, M., Ranabhat, S. and Singh, A. 2021. Country profile: Nepal: JustEd: Education as and for environmental, epistemic and transitional justice

If you have any further questions about our discussion papers, please contact emam25@bath.ac.uk or rw2031@bath.ac.uk

Researcher-oriented outputs

Academic publications currently under preparation.

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This project explores education as and for epistemic, environmental and transitional justice to enable sustainable development.

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Creating with Uncertainty: Sustainability education resources for a changing world

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Creating with Uncertainty: Sustainability education resources for a changing world

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Book Information

Book Description

This set of resources is designed to support students in engaging with the complexities of climate change and biodiversity loss in their everyday lives. It consists of ten on-the-ground sustainability topics, each offering different activities that can be used to enrich teaching across the curriculum. They engage students philosophically and practically to work towards a more sustainable world. What is key is that this pack offers opportunities to be creative with uncertainty, so that students and their teachers can draw on their own and curricular knowledge, to see what new things they might discover. The invitation is to be uncertain together, where neither the educator nor the student knows (and cannot know) the answer in advance.

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Creating with uncertainty - Simple Book Publishing

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This set of resources is designed to support students in engaging with the complexities of climate change and biodiversity loss in their everyday lives. It consists of ten on-the-ground sustainability topics, each offering different activities that can be used to enrich teaching across the curriculum.

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Climate Commission and Nous Group Climate Action Roadmap for UK FE Colleges

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Climate Commission and Nous Group Climate Action Roadmap for UK FE Colleges

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Hughes Media Internet +44 (0) 1886 85 33 85 www.hughesmedia.co.uk

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Climate Commission and Nous Group Climate Action Roadmap for UK FE Colleges | EAUC

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The EAUC is the sustainability champion for universities and colleges in the UK.

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Global Citizenship Education Otherwise Study Guide

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Global Citizenship Education Otherwise Study Guide

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The booklet was developed by the Gesturing Towards Decolonial Futures collective. It presents an overview of the work of the collective and provides activities to support educators to reflect on their practice.

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This booklet was developed with a specific audience in mind: educators working with global citizenship education in Europe. It presents an overview of the work of the collective and outlines two pedagogical experiments.

The first pedagogical experiment, "Bare Basics" is a program for self or group study consisting of a collection of resources organized around 6 thematic areas (denial of violence, denial of unsustainability, denial of entanglement, how education has helped create the problem, so what/now what?, the difficulties/impossibilities of imagining otherwise).

The second pedagogical experiment is an experiential learning program that we run by request (as a TTT or a residency). It involves mapping, imagination, body and land-based exercises. We invite you to engage with the outline of both programs, starting with our "broccoli seed agreement" on the back of the booklet.

Download the booklet here.

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This booklet was developed with a specific audience in mind: educators working with global citizenship education in Europe. It presents an overview of the work of the collective and outlines two pedagogical experiments. The first pedagogical experiment, "Bare Basics" is a program for self or group study consisting of a collection of resources organized around ...

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Earth Charter - Guide for ESD and a whole school approach (Spanish)

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Earth Charter - Guide for ESD and a whole school approach (Spanish)

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earthcharter.org needs to review the security of your connection before proceeding.

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Textbooks for Sustainable Development: A Guide to Embedding

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Textbooks for Sustainable Development: A Guide to Embedding

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'Textbooks for Sustainable Development: A Guide to Embedding', an international guidebook on embedding concepts of peace, sustainable development and global citizenship in textbooks of core subjects was launched at the 3 rd Asia Pacific Meeting on Education 2030 (APMED III) in Bangkok on the 4 th of July. Commonly referred to as 'The Embedding Guide', the book is a viable option to mainstream goal 4.7 (also the theme of APMED III) in education systems through the medium of textbooks.

The Embedding Guide offers concrete guidance for authors of mathematics, science, language and geography textbooks on how to 'embed' peace, sustainable development and global citizenship in textbook content. There is a chapter dedicated to each subject. The guide has been written collaboratively by about 25 experts from all parts of the world.

This guidebook introduces the approach of embedding education for sustainable development into core subjects, building on the German initiative as well as consolidating other existing efforts. This ambitious work began when the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), with support from Engagement Global gGmbH, brought together 30 international experts in mathematics, sciences, languages, geography and education for sustainable development in Bangalore, India, in June 2016. These experts co-drafted this guidebook.

This publication is designed as a guide for stakeholders in textbook development - education ministries, national curriculum authorities, textbook writers and publishers - to help them produce a new generation of textbooks. Such textbooks will make a clear departure from the mechanistic transmission of information and procedural knowledge devoid of meaning and contextual relevance. They will also advocate a new vision of learning and contribute to fostering young people's competencies and capabilities to shape more peaceful and sustainable societies. Competencies such as critical and systemic thinking, appreciation of diversity, empathy and commitment to change are the key goals of this ambitious publication.

As the next step, MGIEP will organize a series of national and regional training workshops for textbook authors using this guidebook in different parts of the world. Our goal is to develop the capacities of the stakeholders in textbook development the world over to produce a new generation of textbooks suited to the 21st century. This first edition includes four subjects and there are plans for the next edition to include more subject areas and to update the mathematics, science, geography and language chapters based on the feedback we receive from diverse stakeholders. We also expect to deal more extensively with the concept of the 'whole-school approach' than has been possible in this book. We shall establish an online portal, which will enable textbook authors to keep us informed about how well this guidebook is meeting their needs and where it can be enhanced, updated and expanded to serve as a living source of inspiration and guidance.
Download your copy here: COMPLETE-GUIDEBOOK_Textbooks-for-Sustainable-Development_2
Download the Mathematics chapter here: Mathematics Chapter_Textbooks for Sustainable Development

Download the Languages chapter here: Language Chapter_Textbooks for Sustainable Development

Download the Geography chapter here: Geography Chapter_Textbooks for Sustainable Development

Download the Science chapter here: Science Chapter_Textbooks for Sustainable Development

Download your cartoon exhibition here: Download your own cartoon exhibition on embedding

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Textbooks for Sustainable Development: A Guide to Embedding

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'Textbooks for Sustainable Development: A Guide to Embedding', an international guidebook on embedding concepts of peace, sustainable development and global citizenship in textbooks of core subjects was launched at the 3rd Asia Pacific Meeting on Education 2030 (APMED III) in Bangkok on the 4th of July.

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Young people's trust for the environment

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Young people's trust for the environment

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Young People's Trust For the Environment

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We are busy creating lots of free learning resources to assist teachers in educating young people about the environment and sustainability. More will be added regularly. If there's a topic for a lesson plan you would find useful and you can't find it here, please contact us to request it.

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The science that affects our world
The Earth's global temperature is warming, meaning that weather patterns and ecosystems are changing more quickly than animal species and human communities can adapt to.
Our new introductory climate change resources have been designed to introduce the topic of climate change to students aged 7 -11. Secondary school students, and primary school students with an existing knowledge of climate change, can further explore the affects climate change is having on our world through our series of engaging curriculum linked programmes and activities. Tell us how your school is helping to tackle climate change to claim your Climate Hero certificate.

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Our climate change resources have been designed to introduce the topic of the affects climate change is having on our world

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We can support your teaching with relevant resources and ideas to actively engage your class or group.

From your classroom to your school grounds, we can provide something that meets your needs. Let us show you how easy it is to instil a love of nature in your students through our activities and resources.

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Teaching Resources for Classroom & Outdoor Lessons - The RSPB

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We can support your teaching with relevant resources and ideas to actively engage your class or group. From your classroom to your school grounds, we can provide something that meets your needs. Let us show you how easy it is to instil a love of nature in your students through our activities and resources.

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The Ministry of Eco Education is a collaboration of teachers working together to place sustainability at the heart of education with a green curriculum

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UN Climate Change Conference (COP28) - Teaching Resources

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The United Nations climate change conference for 2023, which is more commonly known as COP28 (this stands for The 28th session of the Conference of the Parties) will take place in Expo city, Dubai from 30 November - 12 December 2023. To support teaching around COP28 we’ve put together this collection of resources for use in your primary or secondary school classroom.

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MetLink - Royal Meteorological Society Resources for COP27

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Resources Linked to COP27 in Egypt For Maths, Geography and Science Teachers

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Royal Meteorological Society - climate change resources

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Royal Meteorological Society - climate change resources

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MetLink - Royal Meteorological Society Blog

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Blog News about new resources, events and other interesting articles

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British Council - climate change resources for teachers

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British Council - climate change resources for teachers

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Take a look at the resources that can help you bring positive climate action to your classroom.

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Sports ecology -  includes sustainability at sporting events

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Sports ecology -  includes sustainability at sporting events

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David Orr, renowned environmental educator, once said that climate change is a crisis of education. We agree. The more people know, the more agency they have to effect change.

As educators, we believe in the potential of young people to make waves in the sport space, and in the sustainability space. So, we've put together some resources for teachers and university professors to discuss sport ecology topics in their classes.

SPORT ECOLOGY GLOSSARY

This is a living document and thus, it is updated regularly.

The Sport Ecology Glossary was written by our team to ensure the vocabulary and terminology of our work is clear and accessible.

​
Check it out
​

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As educators, we believe in the potential of young people to make waves in the sport space, and in the sustainability space. So, we've put together some resources for teachers and university professors to discuss sport ecology topics in their classes.

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Online Teaching Resources - Geographical Association

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Browse hundreds of our Online Teaching Resources available covering a wide variety of topics. Many of our Online Teaching Resources are member only access, if you see the lock icon please ensure you are logged in or become a GA member to view the resource.

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Geography - Geographic Association resources

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Geography - Geographic Association resources

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Online Teaching Resources - Geographical Association

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Browse hundreds of our Online Teaching Resources available covering a wide variety of topics. Many of our Online Teaching Resources are member only access, if you see the lock icon please ensure you are logged in or become a GA member to view the resource.

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The human impact of climate change - ages 11-16 (Oxfam) 

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The human impact of climate change - ages 11-16 (Oxfam) 

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The Human Impact of Climate Change - A teaching resource for ages 11-16

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Classroom activities to inspire young people to stand up for climate justice.

Climate change is threatening humankind and pushing people into poverty. While the climate crisis is affecting us all, it’s hitting some communities harder than othe…

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The human impact of climate change - ages 9-11 (Oxfam)

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The human impact of climate change - ages 9-11 (Oxfam)

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The Human Impact of Climate Change - A teaching resource for ages 9-11

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Take Action for climate justice (Oxfam) 

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Take Action for climate justice (Oxfam) 

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Take Action for Climate Justice - A guide for teachers and educators working with young people aged 9-16

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Aimed at teachers and educators, this short guide is packed with practical advice, classroom activities and helpful planning tools to support young people to make change happen.

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Science - climate change and sustainability resources

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Science - climate change and sustainability resources

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Quality Forest School is delivery which holds to all six key principles that shape and govern the Forest School ethos. There are many forms of outdoor education and all have enormous value, however, Forest School is unique in its reach, delivery and effect. These six principles are:

1. Forest School is a long-term process of regular sessions, rather than one-off or infrequent visits; the cycle of planning, observation, adaptation and review links each session.

2. Forest School takes place in a woodland or natural environment to support the development of a lifelong relationship between the learner and the natural world.

3. Forest School uses a range of learner-centred processes to create a community for being, development and learning.

4. Forest School aims to promote the holistic development of all involved, fostering resilient, confident, independent and creative learners.

5. Forest School offers learners the opportunity to take supported risks appropriate to the environment and to themselves.

6. Forest School is run by qualified Forest School practitioners, who continuously maintain and develop their professional practice.

See the full principles and criteria for good practice
It is only when we see the 6 principles working together do we truly see the value of Forest School. Underpinning our principles are some positive core beliefs. These can be summarised as, learners are all:

* equal, unique and valuable
* competent to explore & discover
* entitled to experience appropriate risk and challenge
* entitled to choose, and to initiate and drive their own learning and development
* entitled to experience regular success
* entitled to develop positive relationships with themselves and other people
* entitled to develop a strong, positive relationship with their natural world

Forest School's learner-centred approach interweaves with the ever-changing moods and marvels, potential and challenges of the natural world through the seasons to fill every Forest School session and programme with discovery and difference. Making each session and every experience a valuable one.

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Quality Forest School is delivery which holds to all six key principles that shape and govern the Forest School ethos. There are many forms of outdoor education and all have enormous value, however, Forest School is unique in its reach, delivery and effect.

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Learning through landscapes - outdoor learning ideas

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Learning through landscapes - outdoor learning ideas

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Outdoor learning ideas | Learning through Landscapes

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Hundreds of free lesson ideas and activities for every age and subject area — ideal for curriculum-led outdoor learning and Forest School.

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Meet the Team

Dr Stephen Scoffham, Professor Peter Vujakovic and Dr Paula Owens are leading this independent research project with support from Canterbury Christ Church University and a wide, active geographical community.

Many schools, teachers and other educators are contributing their expertise. We are particularly grateful to the Early Years and Primary Phase Committee of the Geographical Association for their invaluable advice.

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Dr Stephen Scoffham, Professor Peter Vujakovic and Dr Paula Owens are leading this independent research project with support from Canterbury Christ Church University and a wide, active geographical community. Many schools, teachers and other educators are contributing their expertise. We are particularly grateful to the Early Years and Primary Phase Committee of the Geographical Association for their invaluable advice.

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The climate and ecological crisis is the greatest threat facing our planet today. As a parent, guardian, teacher or community leader, you have a unique opportunity to equip young people with the tools to take action. You also have a unique responsibility to safeguard their mental health and wellbeing: a growing concern in light of the rise of climate anxiety. This 4-module lesson plan by Force of Nature has been designed by a group of young people trained in talking about climate anxiety. The aim of it is to help you facilitate conversations about the climate crisis while safeguarding young people, navigating strong feelings, and fostering emotional resilience.

Designed primarily for KS3+, there are four modules in this series. Each module has a supplementary video, a suggested plan for classroom content, and supporting facilitator footnotes or definitions that will be helpful in running this module with students, children, or young people.

Before starting the Discussion Guide, we suggest that you watch Episodes 1 and 2 of Seat at the Table: Let's Talk About Climate Anxiety, so that you know what the students, children, or young people you are guiding will be seeing. We also suggest that you independently review the Introduction and Overview of this discussion guide.

Resource contents

Topics

Compassionate Values, Environment and Sustainability, Health and Well-being

Age Ranges

KS3: ages 11-14, KS4: ages 14-16, KS5: ages 16+

Subjects

Citizenship, PSHE / PSE / PSED, Special / SEN, Spiritual, moral, social, cultural (SMSC), Tutor/Form Groups

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Climate Anxiety Discussion Guide | Global Dimension

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The climate and ecological crisis is the greatest threat facing our planet today. As a parent, guardian, teacher or community leader, you have a unique opportunity to equip young people with the tools to take action. You also have a unique respo...

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The Harmony project - teaching resources

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The Harmony project - teaching resources

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Teaching resources - The Harmony Project

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The Harmony Project: all the planning and classroom resources you need to put Nature at the heart of teaching and learning

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Global Dimension: the world in your classroom

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Global Dimension is the UK's leading global learning platform, supporting a community of educators in bringing global connection, compassion, and conversation to life for their students.

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Maths - European environmental statistics (Eurostat)

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Maths - European environmental statistics (Eurostat)

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Eurostat provides a range of statistics and accounts about the state of the environment and the drivers, pressures and impacts of our societies on the environment. in this section, you find information about:

Air emissions;

Biodiversity;

Energy accounts;

Environmental protection;

Environmental sector;

Hazardous substances;

Material flows and resource productivity;

Taxes;

Water.

Eurostat statistics support policies about climate change, the circular economy, sustainable development, biodiversity and natural capital, among others.

Eurostat produces environmental statistics, accounts and indicators.

Environmental accounts are a kind of statistics compiled in a way fully compatible with national accounts. They are typically used to analyse the environmental impact of economic activity and policy measures, plus social activity. They allow calculating environmental footprints, environmental intensities or productivities by industries, the parts of the economy which are 'green' or 'greener' (environmental jobs, environmental investments), etc. Eurostat accounts are: air emission accounts, material flow accounts, environmental taxes by economic activity, environmental protection expenditure accounts, environmental goods and services sector accounts and energy flow accounts. Eurostat uses the international standards of the System of environmental-economy accounting 2012 (SEEA 2012).

Eurostat offers grants to the members of the European Statistical System to carry out methodological work and data collection beyond the scope of the Regulation 61/2011 on environmental accounts. The results of these grants are available in the Catalogue of pilot study reports.

Ecosystem accounts are one particular environmental account which measure the extent and condition of ecosystems and the ecosystem services they provide. This supports decision making in the context of sustainable resource, natural capital and environmental management and other relevant policy areas. Eurostat coordinates INCA, an EU-level project to develop an integrated system of natural capital and ecosystem services accounting. You can find them on the methodology page in this section under 'Ecosystem accounts'. Ecosystem accounts are still in an early stage of development.

Environmental indicators are based on statistics and accounts. They allow comparisons over time, provide warning signals and help in making decisions. Eurostat provides indicators for each topic on the page ' Main tables' in this section, or you can also consult the environmental indicator catalogue. Since the environment is a substantial parameter in several EU policies, related indicators are also included in different policy sets: Sustainable Development Goals (SDGs), circular economy, Europe 2020 and the resource efficiency scoreboard.

Eurostat also re-disseminates relevant data by the European Environmental Agency, the Joint Research Centre and other producers. Because the environment is global, Eurostat works together with United Nations, OECD and other international organisations to establish common solutions for global environmental statistics.

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Eurostat provides a range of statistics and accounts about the state of the environment and the drivers, pressures and impacts of our societies on the environment. in this section, you find information about: Air emissions; Biodiversity; Energy accounts; Environmental protection; Environmental sector; Hazardous substances; Material flows and resource productivity; Taxes; Water.

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We value your feedback!

Both you as a teacher and your students are invited to provide feedback about your experience implementing/taking the Terra Mission course. Your feedback will be processed by the Life Terra team to continuously improve our course and better understand your preferences and difficulties. These surveys can also be used by project beneficiaries to analyse the impact that our course has on the knowledge and attitudes of children from 8 to 14 years old towards sustainability and climate change.

Student survey
Before After
Help us improve the lesson series! Do you have suggestions to improve the lessons or additions to share? Let us know using this form.

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In collaboration with Gynzy, Life Terra has developed a teaching package based on this vision, in which students learn, among other things, how they can actively contribute to a sustainable society. This unique curriculum Terra Mission is also available in Gynzy!

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Various - Terra mission topic-based school resources

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Various - Terra mission topic-based school resources

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We value your feedback!

Both you as a teacher and your students are invited to provide feedback about your experience implementing/taking the Terra Mission course. Your feedback will be processed by the Life Terra team to continuously improve our course and better understand your preferences and difficulties. These surveys can also be used by project beneficiaries to analyse the impact that our course has on the knowledge and attitudes of children from 8 to 14 years old towards sustainability and climate change.

Student survey
Before After
Help us improve the lesson series! Do you have suggestions to improve the lessons or additions to share? Let us know using this form.

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In collaboration with Gynzy, Life Terra has developed a teaching package based on this vision, in which students learn, among other things, how they can actively contribute to a sustainable society. This unique curriculum Terra Mission is also available in Gynzy!

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European Commission - Our Planet, Our Future - Resources for teachers

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European Commission - Our Planet, Our Future - Resources for teachers

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Our planet, future - European Commission

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Our planet, future - future. Fighting climate change together

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Lyfta: Sustainability and global citizenship

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Lyfta: Sustainability and global citizenship

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Lyfta invites students to experience different cultures and perspectives. It gives them the opportunity to see and connect with positive human stories from around the world - modelling resilience, problem-solving, teamwork, and many other critical skills, values and competencies.

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In this piece we consider sustainability and global citizenship, two separate but interlinked concepts in education. We explore definitions, recommendations and some of the innovative ways in which Lyfta and its storyworlds can support sustainability education in schools.

Key definitions

The recent government policy paper ' Sustainability and climate change: a strategy for the education and children's services systems ' (April 2022) presents the need for more climate and sustainability education in schools. If these associated action plans are to go beyond knowledge into transformative action (as the strategy advocates), then we argue that they need to be accompanied by a sense of human interconnectedness and shared responsibility - something at the heart of the idea of global citizenship.

Though all related terms can be contested, there is a general understanding amongst educators that sustainability and global citizenship education relates to learning experiences aimed at developing an understanding of key global challenges such as climate change to everything linked to the UN's Sustainable Development Goals (SDGs). This type of education also includes opportunities to reflect upon this learning and act where possible.

Sustainability is considered to have three pillars - economic, environmental and social (sometimes reframed as people, planet and profits!). Linked to these are key sustainability areas (e.g. food, energy, water, waste, and ecology) and sustainability principles and behaviours (e.g. resilience or regeneration, see this piece by Daniel C. Wahl). Often the word 'sustainable' is accompanied by the word 'development' when talking about action and progress. An oft-quoted definition comes from the UN World Commission on Environment and Development in 1987 (referred to as the Brundtland report): ' sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.'

Sustainable development is also the term used in the global learning focused target of the UN's SDGs, where we find an array of interlinked concepts:

By 2030 ensure all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture's contribution to sustainable development.

UN Sustainable Development Goal 4, target 7 (known as 4.7).

In the UK, the concept of global citizenship education (often considered in relation to human rights education or environmental education for example) is also regularly used. A useful definition comes from Oxfam who have produced a range of resources and guides on this theme:

Education for global citizenship is a framework to equip learners for critical and active engagement with the challenges and opportunities of life in a fast-changing and interdependent world. It is transformative, developing the knowledge and understanding, skills, values and attitudes that learners need both to participate fully in a globalised society and economy, and to secure a more just, secure and sustainable world than the one they have inherited.

Oxfam, Education for Global Citizenship, p5.

Internationally, UNESCO have also been particularly active in advocating for global citizenship and SDG4.7, who suggest global citizenship education has three dimensions of learning - cognitive, socio-emotional and behavioural.

Cognitive: knowledge and thinking skills necessary to better understand the world and its complexities.

Socio-emotional: values, attitudes and social skills that enable learners to develop affectively, psychosocially, and physically and to enable them to live together with others respectfully and peacefully.

Behavioural: conduct, performance, practical application and engagement. (Source: https://en.unesco.org/themes/gced/definition)

Global citizenship education is regularly accompanied by pedagogical theories linked to transformative learning, postcolonialism, critical pedagogy, problem-based learning, futures thinking, values based learning, and participatory and experiential methodologies.

Concepts such as power, control, sustainable development, cultural capital, equality and social justice are regularly at the heart of resources and projects. For an overview of the many resources and publications available in this area, please see DiverseEd's Global Citizenship Toolkit (also written by this author). This is to some extent also the case for sustainability education, where we also find pedagogical approaches linked to outdoor learning and placed-based environment education (for more information, see the UK National Association for Environmental Education).

How can Lyfta support sustainability and global citizenship in schools?

To meet key sustainable development targets and goals we believe at Lyfta that it is crucial to build a meaningful sense of global citizenship and global social justice. We cannot just present to children the facts around melting ice-caps or deforestation and expect them to instantly feel or understand the impact on those living thousands of miles away.

Similarly, we do always think there are necessarily clear answers or solutions in global citizenship education, that sometimes it is more about developing the critical literacy, emotional literacy and intellectual rigour in order to face uncertainties and navigate unknown (and unknowable) futures. Environmental learning that helps us better connect with nature and build sustainable wellbeing is vital, but to help us move beyond the local we know that human stories from around the world can help with:

Building a sense of human connection around the world to bridge the gap between being 'aware' of major global challenges and connecting with their importance in a meaningful and human way.

Building key skills for a changing world - especially empathy (e.g. with those more immediately threatened by climate change or unsustainable behaviours)

Demonstrating, through human stories, key values for and different perspectives about a fast-changing and increasingly uncertain world.

Illustrating and humanising key abstract concepts so prominent in sustainable development (such as what is meant by resilience, the circular economy, green skills and any of the concepts referenced in the UN's SDGs).

Providing virtual experiences of people and places that would otherwise be unachievable for a variety of reasons (from Covid-19, to ecological and/or socio-economic reasons).

Helping support understanding of place and location so essential for children's understanding of sustainable development.

In case study and impact research we have been working with teachers to better understand how Lyfta can support the theme of sustainability, and the following activities and resources have been especially successful.

Using a storyworld such as Rob and the Beach to introduce the interlinked themes of sustainable living, responsible consumption, awareness raising and plastic pollution - also using this storyworld to launch the SDGs across the school see this case study of St Laurence Primary.

Finding sustainability themed resources and lesson plans in the teacher dashboard by filtering for specific Sustainable Development Goal numbers and topics - for example, sustainable farming in Tanzania; sustainable fishing in San Francisco; sustainable fashion in Kenya; beekeeping and sustainable living in Germany and Peru; reusing and recycling in the UK (phone boxes) and Argentina; entrepreneurship and sustainability in Ethiopia;

Imagining alternative ways of being with nature and living by exploring the many multi-sensorial aspects of sustainability linked storyworlds such as: Mother of the Forest (biodiversity and conservation in the Philippines; High Water (impact of flooding, climate change and environmental crisis in Guatemala); and One Billion Trees (climate activism and planting trees in the desert in China).

Incorporating sustainability, nature and animal themes into core subjects, for example inspiring reading as detailed in a blog by our Professional Development Lead, Anna, here.

Using content to catalyse lively discussions on sustainability and global citizenship themes amongst students, creating a space for student voice and reflections on moving to action or change - as we recently did with over 1500 students in our Earth Day lesson.

Using the positive and empowering stories contained within Lyfta to balance out the sometimes seemingly overwhelming and disempowering dimensions of global world issues and challenges.

Creating (in both hard copy and digital copy forms) a 'Lyfta Passport' that encourages reflection on the learning as well as building a sense of accumulating a bank of experiences and perspectives from around the world.

Want to get started with Lyfta now? Get access to two immersive storyworlds for free when you create a Lyfta account. For a free trial of all 55+ Lyfta storyworlds, join a free Lyfta webinar.

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Sustainability & Global Citizenship - Lyfta

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In this piece we consider sustainability and global citizenship, two separate but interlinked concepts in education. We explore definitions, recommendations and some of the innovative ways in which Lyfta and its storyworlds can support sustainability education in schools.

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Learn for our planet: a global review of how environmental issues are integrated in education

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Learn for our planet: a global review of how environmental issues are integrated in education

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Education for Sustainable Development Toolkit

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Education for Sustainable Development Toolkit

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Available in both English and Spanish

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Education for Sustainable Development Toolkit

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Home | Global Environmental Education Partnership (GEEP)

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A Champion for Environmental Education Around the WorldOur mission is to create a vibrant and inclusive learning network designed to strengthen environmental education globally to create a more sustainable future for all.

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The Environmental Education Playbook: An Educator’s Guide for Climate-Themed Lesson PLans for Primary School Students in Malaysia

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The Environmental Education Playbook: An Educator’s Guide for Climate-Themed Lesson PLans for Primary School Students in Malaysia

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Our Initiatives

​ "Education is the most powerful weapon which you can use to change the world". ﻿Nelson Mandela

Environmental Education Playbook for Educators

The Environmental Education Playbook was written as an educator's guide for climate-themed lesson plans for primary school students in Malaysia. We introduced gamification and multisensory learning elements to convey complex scientific concepts related to the climate to the younger generations.

This Playbook features 20 environmental-based lesson plans, featuring physical and virtual activities, with online resources. Each lesson plans also have unique climate facts to enrich understanding of the topic. Family-friendly activities are highlighted for home education too.

​

Download this e-copy of our 1st edition Playbook (written in English) for FREE now!

Virtual Training

​

The Deria Virtual Training offers a unique opportunity for primary school teachers to learn, share and create exciting lessons for students. The training was held virtually on 13 & 14 March 2021 (Sat & Sun) featuring experienced mentors to guide participants to create multisensory learning and teaching environment in the classrooms.

​

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Our Initiatives ​ "Education is the most powerful weapon which you can use to change the world". ﻿Nelson Mandela Environmental Education Playbook for Educators The Environmental Education Playbook was written as an educator's guide for climate-themed lesson plans for primary school students in Malaysia.

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Article: Primary Education for Global Learning and Sustainability: A report for the Cambridge Primary Review Trust

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Article: Primary Education for Global Learning and Sustainability: A report for the Cambridge Primary Review Trust

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Article: Developing a Pedagogy of Education for Sustainable Futures: Experiences and Observations from Danish Preschools

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Article: Developing a Pedagogy of Education for Sustainable Futures: Experiences and Observations from Danish Preschools

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UNESCO MGIEP - Climate Change: Understand, Reflect, Empathize and Act

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UNESCO MGIEP - Climate Change: Understand, Reflect, Empathize and Act

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An online course for young people aged 13 and over.

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Climate Change: Understand, Reflect, Empathize and Act

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This course is designed for learners of 13 years and above and takes them through various aspects of climate change. It not only introduces them to the key concepts of climate science and the global policy discourse but also guides them through some simulations, games, and interactive activities to help build key social and emotional competencies.

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Foundation for Environmental Education Academy

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Foundation for Environmental Education Academy

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Offers a range of free online courses for educators and students.

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FEE Academy is our online learning site developed to support our global members and their networks of students, teachers, hotel managers, site operators and more by providing them with key tools and resources to help them to successfully implement the five FEE programmes and work towards achieving our three strategic goals: empowering climate action, protecting global diversity and reducing environmental pollution.

Created using Moodle, courses on FEE Academy are open to all and are free of charge. Curated for both working professionals as well as youth, our courses cover topics such as the basics of biodiversity, understanding Education for Sustainable Development, an introduction the Green Key programme, how to create photographs through an environmental lens and more! The full course list is shown below.

Getting started is easy!
Simply head over to www.feeacademy.global and create an account.

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FEE Academy - Foundation for Environmental Education

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FEE Academy is our online learning site developed to support our global members and their networks of students, teachers, hotel managers, site operators and more by providing them with key tools and resources to help them to successfully implement the five FEE programmes and work towards achieving our three strategic goals: empowering climate action, protecting global diversity and reducing environmental pollution.

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Earth Island Institute’s Sacred Land Film Project has produced a variety of media and educational materials to deepen public understanding of sacred places, indigenous cultures and environmental justice.

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More Than a Film Project

https://solo-predictions.com/2022/08/29/qn9e1ttdnt Since 1984, Earth Island Institute's Sacred Land Film Project has produced a variety of media and educational materials - films, videos, DVDs, articles, photographs, reports, school curricula materials and Web content - to deepen public understanding of sacred places, indigenous cultures and environmental justice.

Diazepam 2 Mg Order Online

https://www.radiocentroamerica.com/3xzqcwwbcjb Our mission is to use film, journalism and education to rekindle reverence for land, increase respect for cultural diversity, stimulate dialogue about connections between nature and culture, and help protect sacred lands and diverse spiritual practices.

https://debralwallace.com/s12t3vath For the last two decades we have focused on the production and distribution of documentary films, including In the Light of Reverence (2001), and our four-part series on sacred places around the world, Standing on Sacred Ground (2014) - which has its own website!

https://www.overheadcompartment.org/25wrmewfo0

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https://solo-predictions.com/2022/08/29/qn9e1ttdnt Since 1984, Earth Island Institute's Sacred Land Film Project has produced a variety of media and educational materials - films, videos, DVDs, articles, photographs, reports, school curricula materials and Web content - to deepen public understanding of sacred places, indigenous cultures and environmental justice.

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Trash hack action learning for sustainable development: a teacher's guide

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Trash hack action learning for sustainable development: a teacher's guide

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UNESCO 2021

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Berlin Declaration on Education for Sustainable Development; Learn for our planet: act for sustainability

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Berlin Declaration on Education for Sustainable Development; Learn for our planet: act for sustainability

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UNESCO 2022

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Sustainability is one of the three pillars of Olympic Agenda 2020 alongside credibility and youth. In line with its recommendations, the IOC has developed a Sustainability Strategy. Based on the responsibility of the IOC as an organization, as the owner of the Olympic Games, and as the leader of the Olympic Movement, it focuses on infrastructure and natural sites, sourcing and resource management, mobility, workforce, and climate.
IOC Sustainability Strategy - Full version IOC Sustainability Strategy - Executive Summary

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Sustainability is one of the three pillars of Olympic Agenda 2020 alongside credibility and youth. In line with its recommendations, the IOC has developed a Sustainability Strategy. Based on the responsibility of the IOC as an organization, as the owner of the Olympic Games, and as the leader of the Olympic Movement, it focuses on infrastructure and natural sites, sourcing and resource management, mobility, workforce, and climate.

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ANGEL Seminar: Climate Change Education: Reflecting on COP26

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ANGEL Seminar: Climate Change Education: Reflecting on COP26

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Nov 17, 2021 This event, the first in the new 'ANGEL Seminar Series' looks at the present state of, and future of climate change education.
Speakers:
Bernard Combes (UNESCO): UNESCO’s work on Education for Sustainable Development and Climate Education.
Noah Weeth Feinstein (University of Wisconsin-Madison): Climate Change Education in the U.S. & The Roles of Education in Climate Change Adaptation.
Knut Hjelleset (RORG-network): Climate Change Education - seen through the lens of Global Education.
Helen Kopnina (Northumbria University / The Hague University of Applied Sciences): What is wrong with sustainable development & SDGs and what can be done better?

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Academic Network on Global Education & Learning

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Climate Change Education: Reflecting on COP26

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Geography - BBC: Physical geography (secondary school)

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Geography - BBC: Physical geography (secondary school)

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Geography KS3 / GCSE: Physical Geography with Liz Bonnin

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Science, wildlife and natural history presenter Liz Bonnin introduces some of her favourite geography-themed clips from the BBC archive. Perfect for exploring physical geography with your class.

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Weather and climate - BBC: Environment, weather and climate (early years, primary)

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Weather and climate - BBC: Environment, weather and climate (early years, primary)

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EYFS / KS1 Geography: Go Jetters - Environment, weather and climate

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A collection of Funky Facts from Go Jetters focusing on environment, weather and climate.

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UN Climate Change Conference (COP28) - Teaching Resources

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The United Nations climate change conference for 2023, which is more commonly known as COP28 (this stands for The 28th session of the Conference of the Parties) will take place in Expo city, Dubai from 30 November - 12 December 2023. To support teaching around COP28 we’ve put together this collection of resources for use in your primary or secondary school classroom.

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WWF: Climate change resources for schools

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WWF: Climate change resources for schools

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The science that affects our world
The Earth's global temperature is warming, meaning that weather patterns and ecosystems are changing more quickly than animal species and human communities can adapt to.
Our new introductory climate change resources have been designed to introduce the topic of climate change to students aged 7 -11. Secondary school students, and primary school students with an existing knowledge of climate change, can further explore the affects climate change is having on our world through our series of engaging curriculum linked programmes and activities. Tell us how your school is helping to tackle climate change to claim your Climate Hero certificate.

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Our climate change resources have been designed to introduce the topic of the affects climate change is having on our world

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The science that affects our world
The Earth's global temperature is warming, meaning that weather patterns and ecosystems are changing more quickly than animal species and human communities can adapt to.
Our new introductory climate change resources have been designed to introduce the topic of climate change to students aged 7 -11. Secondary school students, and primary school students with an existing knowledge of climate change, can further explore the affects climate change is having on our world through our series of engaging curriculum linked programmes and activities. Tell us how your school is helping to tackle climate change to claim your Climate Hero certificate.

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Our climate change resources have been designed to introduce the topic of the affects climate change is having on our world

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UNESCO: Not just hot air: putting climate change education into practice

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UNESCO: Not just hot air: putting climate change education into practice

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This site uses cookies for a better user experience

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See the Effects of Climate Change

We hear it so much that we don't really hear it. Climate change. But climate change is a real and serious issue.

The climate has changed throughout history. Most of these changes were caused because of variations in the Earth's orbit.

97% of scientists agree that climate change is not caused by Earth's orbit but human activity.

Today, climate change is characterized by an abrupt increase in average temperature. rising sea levels, warming oceans and shrinking ice sheets add to the evidence.

But how much evidence can be seen on Earth? Today, we highlight some of the key evidence and potential outcomes of climate change:

1. Google Planetary Earth Engine

With a few clicks of the mouse, Google Earth Engine reveals startling transitions of our planet.

Using Landsat data, these climate change maps show how the desert city of Dubai has grown into the megacity today... in just 40 years.

Observe the rate at which glaciers like Alaska's Columbia Glacier have melted... and are actually speeding up.

If an old tree falls in the forest and nobody's around to hear it, does it make a sound? Rainforests in Brazil are vanishing at an accelerating rate. With timely satellite data from Landsat, everybody can hear it.

From the lakes of Las Vegas lakes drying up as Sin City sprawls... to the disappearance of farming villages across the Yangtze River Delta in China... to the oil boom in Alberta and its environmental impact...

These climate change maps are breathtaking...

But are living proof of just how much humans impact their environment.

READ MORE: Landsat Explorer: Understand How the Earth has Changed Over Time

2. NASA's Earth Climate Change Maps

Remote sensing satellites reveal a unique perspective of our planet. Sensors in orbit gain new perspectives taking advantage of the electromagnetic spectrum at its fullest.

Like clockwork, Nasa's Earth Climate Change Global Map carves out a view of what's happening on our planet with a full set of climate change maps.

The atmosphere, the land, the water, the ice, and all living things - NASA keeps score of them all.

NASA tracks aerosols, snow cover, and sea surface temperature monthly so we can understand how our planet works relative to climate change.

Through the lens of satellite sensors like MODIS, AMSR-E, TRMM, and MOPITT - never in our history have we understood Earth's climate as we do today.

READ MORE: The Big Satellite List. 50 Satellites. 30 Words or Less.

3. Surging Sea Level Analysis

How much will the sea level rise at our current pace?
The Surging Sea Map charts out two possible futures:

First, sea levels at the course we are on now. And secondly, sea levels with extreme carbon cuts. But this depends entirely on the total amount of carbon we put into the atmosphere.

When glaciers and ice caps melt, sea levels rise. These sea-level projects are based on that expansion.

Sea level projections are based on the expansion of ocean water as it warms; melting glaciers and ice caps, and the decay of Greenland and Antarctic ice sheets.

Carbon choices. Sea level choices. The future is yours to decide.

READ MORE: 5 Maps that Explain the Arctic

4. The Impact of a Four Degree Temperature Rise

The Met Office Four Degree interactive map out all the effects of global warming.

Climate change maps like this exemplify the impacts of a four-degree temperature rising on our planet.

How are aquatic environments affected by global warming? Ocean acidification will be the destructor of fish habitat.
How do rising temperatures affect crop production?
Yields of cereal crops such as rice and maize could decrease up to 5% across Southeast Asia.

These handy climate change maps take you on a geographic journey. It hits the bull's eye because it paints a complete picture.

It provides concrete examples of how and where forest fires, agriculture, water availability, sea-level rise, marine life, drought, and weather patterns will be transformed as a consequence of climate change.

5. If All the Ice Melted

These National Geographic Sea Level maps show the world as it is now, with only one difference:
All the ice on land has melted and drained into the sea.
The world would look very different if five million cubic miles of ice melted on Earth.

Waters would consume most of Florida and California. Ocean-front properties would cease to exist. Inland cities like Denver and Minneapolis would be affected the least.

The picture isn't so bright anywhere in the world if sea levels rose 216 feet.

The island of Japan would suffer substantially. A highly dense population with a relatively small landmass. The ramifications for Japan, a country with a coastline that is almost 30,000 km long would be huge - as many citizens would be forced to relocate.

6. Disappearing Glaciers

A grim consequence of climate change is retreating glaciers and the overall increase in sea levels.

The Disappearing Glaciers story map takes you on a journey highlighting the realities of climate change on glaciers on Earth.

From the Canadian Athabasca Glacier to the Upsala Glacier in Argentina - at one point these glaciers extended well beyond their current extent.

This map digitizes the global retreat of glaciers showing just how much glaciers have disappeared. Like the Storbreen Glacier in Norway, the glacier extent dates back to 1750.

This climate change map catalogs six retreating glaciers around the world and the irrefutable evidence of a warming world.

7. Esri's Global Footprint Story Map

The Esri Global Footprint is a genius, timeline series map story designed by Global Footprint Network.

Which countries are ecological debtors?

The countries in red are ecological - which means that they rely on resource reserves from ecological creditors (in green).

What makes it so special is the charting interface.

In 1961, you can see how the vast majority of countries around the globe had ecological reserves.

...As you slide the cursor down the timeline, these resources have slowly dwindled as human activities consume more than 150 percent of Earth's yearly biocapacity.

8. Carbon Emissions

The Carbon Emissions map uses a cartogram-style technique to display data.

Each map is distorted to reflect a particular dataset - so high values bulge out, and low values contract.

For example:
Who are the people at risk due to climate change?
It's scary to think of the number of people injured, left homeless, displaced, or requiring emergency assistance due to floods, droughts, or extreme temperatures in a typical year.

Climate change is expected to exacerbate many of these threats.

9. Climate Commons

Despite the lack of updates, the Climate Commons is basically climate change news mapped.

Each climate news story is aggregated and relates to a geographic area. It's all put together and represented in a hexagonal thematic map.

Users can explore the correlation between climate change data and its coverage in the media. You can filter by type of news story.

Climate change maps like this were interesting when it was alive and kicking.

10. ElkanoData Pollution Map

Just how much have we polluted?
Siphoning data from the World Bank master database, ElkanoData puts together a cartographic masterpiece.

The ElkanoData pollution map sheds new light on carbon monoxide emissions over time.

The elephant in the room is the United Arab Emirates. At a whopping 24.98 metric tons per capita - this is more than double than any European country's CO ₂ rate.

While Africa and South America are the pollution angels of the bunch. These continents in general pollute the least per capita.

Pro Tip: Use the time slider to see how much countries pollute over time.

Climate Change Maps Add Perspective

At a turtle's pace, we shift over to environment-friendly green technologies.

Weather, sea-level rise, warming oceans, declining Arctic sea ice, and extreme events - are all tell-tale signs of global warming.

Today, you've seen how climate change maps like these give us a new perspective.

...and some of the effects are already taking place.

Our climate has immeasurable importance.

From crop production to changing weather patterns, grasping a clear understanding of our changing climate is the best investment we could ever make.

What are your thoughts on climate change?

Do you have any more visuals to add to our list of climate change maps?

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10 Climate Change Maps - The Climate Explained - GIS Geography

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We hear it so much that we don't really hear it. Climate change. But climate change is a real and serious issue. The climate has changed throughout history. Most of these changes were caused because of variations in the Earth's orbit. 97% of scientists agree that climate change is not caused by Earth's orbit but human activity.

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gov Science & information for a climate-smart nation

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View Methodology

Climate Projections

The climate projection methodology is described in full in Rasmussen et al. (2016). All daily projections from this analysis are freely available online here. The climate projections show on this map are based on Representative Concentration Pathway 2.6, 4.5, and 8.5 ( van Vuuren et al., 2012) experiments run by global climate models participating in the Coupled Model Intercomparison Project Phase 5 (CMIP5) exercise ( Taylor et al., 2012). In particular, we used downscaled CMIP5 climate projections prepared by the US Bureau of Reclamation ( Brekke et al., 2013). This dataset is bias-corrected and downscaled using the Bias-Correction Spatial Disaggregation (BCSD) method ( Thrasher et al., 2012).

CMIP5 projections do not inherently constitute a probability distribution; rather, they are an ensemble of opportunity, composed of runs conducted by climate modeling teams participating on a voluntary basis and running models that roughly represent 'best-estimate' projections of climate behavior. To produce a probabilistic ensemble, we used the Surrogate Model/Mixed Ensemble (SMME) method of Rasmussen et al. (2016). This method weights projections by comparing their global mean surface temperature projections to those of a probabilistic simple climate model, in this case (as in Rasmussen et al., 2016) the MAGICC6 model ( Meinshausen et al., 2011). The target global mean temperature distributions for 2080-2099 used were identical to those of Rasmussen et al. (2016). As in that paper, potential temperature outcomes produced the probabilistic simple climate model but not represented within the downscaled CMIP5 dataset were represented by 'model surrogates', produced using linear pattern scaling, with residuals added to represent high-frequency variability and non-linearities.

The gridded projections were aggregated to regional estimates by first transforming the daily min, average, or maximum temperature at the grid scale, then aggregating to regions using a weighted average. Annual and seasonal average temperatures are weighted using the shares of each region's land area within each grid cell; estimates of days above 95°F/35°C and below 32°F/0°C are weighted using the shares of each region's population within each grid cell.

Damage Projections

Mortality costs

The methodology for estimating the mortality costs of future climate change is described in full in Carleton et al. (2020). This study uses comprehensive historical mortality records to quantify how death rates across the globe have been affected by observed climate changes.

Carleton et al. (2020) compile the largest sub-national vital statistics database in the world, detailing 399 million deaths across 41 countries accounting for 55 percent of the global population. By combining these records with decades of detailed daily and local temperature observations, the authors discover that extreme cold and extreme heat have important effects on death rates. These relationships are modified by the climate and income levels of the affected population. Carleton et al. (2020) use these results to model how adaptation affects the sensitivity of a population to extreme temperatures.

Estimates of the mortality-temperature relationship are used to generate projections of the future impacts of climate change on mortality rates for areas across the globe, dividing the world into 24,378 distinct regions (each containing roughly 300,000 people, about the size of a U.S. county). Using a revealed preference technique to measure the total cost of adaptive behaviors and technologies, these projections capture the full mortality risk of climate change, accounting for both adaptation benefits and costs, in addition to direct mortality impacts.

These estimates are based upon emissions scenario RCP 4.5 or RCP 8.5, socioeconomic scenario SSP3 (from the IIASA Shared Socioeconomic Pathways database), and are climate model-weighted means over 33 climate models and 1,000 Monte Carlo simulation runs, allowing for an assessment of the uncertainty surrounding any particular projection. The full estimates also reflect statistical uncertainty related to the underlying economic and health data.

Projected impacts of climate change on mortality rates are then monetized and used to determine the costs of excess mortality risk in a given year. The full mortality risk of climate change mapped here includes the monetized value of both changes in mortality rates and changes in expenditures on adaptation. Damages are valued at an income-scaled value of statistical life (VSL) relying the U.S. EPA's VSL estimate of $10.95 million (2019 USD). Damages aggregated at a higher geographical level than impact region are totals of the corresponding impact region-level estimates (there are 24,378 impact regions across the globe). Damages are presented as a percent change of projected Gross Domestic Product in each period, based upon socioeconomic scenario SSP3 (from the IIASA Shared Socioeconomic Pathways database).

Energy costs

The methodology for estimating the energy use costs of future climate change is described in full in Rode et al. (2021). This study uses comprehensive historical energy consumption data derived from International Energy Agency data files to quantify how a population's use of electricity and other fuels (for example, natural gas, oil and coal) energy consumption responds to climate changes. The authors utilize the World Energy Balances dataset of the International Energy Agency, which describes electricity and direct fuel consumption across residential, commercial, industrial, and agricultural end-uses in 146 countries during 1971-2010.

By combining these records with decades of detailed daily and local temperature observations, the authors discover that extreme cold and extreme heat have important effects on energy consumption. These relationships differ by energy type (electricity, other fuels) and are modified by the income levels and climate of the affected population. The study uses these results to model how income growth and adaptation affect the sensitivity of energy consumption to extreme temperatures.

The authors then use these estimates of the energy-temperature relationship to generate projections of the future impacts of climate change on electricity and direct fuel consumption for areas across the globe, dividing the world into 24,378 distinct regions. Each region contains roughly 300,000 people-about the size of a U.S. county. The projected impacts capture the effects of adaptive behaviors that populations undertake as they become richer and exposed to warmer climates.

These estimates are based upon emissions scenario RCP 4.5 or RCP 8.5, socioeconomic scenario SSP3 (from the IIASA Shared Socioeconomic Pathways database), and are climate model-weighted means over 33 climate models and 1,000 Monte Carlo simulation runs, allowing for an assessment of the uncertainty surrounding any particular projection. The full estimates also reflect statistical uncertainty related to the underlying data.

Projected changes in energy expenditures (both electricity and other fuels) are then monetized and used to determine the costs in a given year. Quantiles are calculated using the delta method along with Newton's method. Expenditure changes and GDP used to construct percentages are aggregated to higher geographical levels as totals of the corresponding impact region-level estimates (there are 24,378 impact regions across the globe). Future prices are assumed to grow at 1.4% per year. Damages are presented as a percent change of projected Gross Domestic Product in each period, based upon socioeconomic scenario SSP3.

References

Brekke, L., B. L. Thrasher, E. P. Maurer, and T. Pruitt (2013), Downscaled CMIP3 and CMIP5 Climate Projections: Release of Downscaled CMIP5 Climate Projections, Comparison with Preceding Information, and Summary of User Needs, 116 pp., U.S. Department of the Interior, Bureau of Reclamation, Technical Service Center, Denver, Colorado.

Carleton, Tamma and Jina, Amir and Delgado, Michael and Greenstone, Michael and Houser, Trevor and Hsiang, Solomon and Hultgren, Andrew and Kopp, Robert E. and McCusker, Kelly and Nath, Ishan and Rising, James and Rode, Ashwin and Seo, Hee Kwon and and Viaene, Arvid and Yuan, Jiacan and Zhang, Alice Tianbo, Valuing the Global Mortality Consequences of Climate Change Accounting for Adaptation Costs and Benefits (Aug. 3, 2020). National Bureau of Economics Working Paper No. 27599, Available at NBER: http://www.nber.org/papers/w27599

Meinshausen, M., S. C. B. Raper, and T. M. L. Wigley, 2011: Emulating coupled atmosphere-ocean and carbon cycle models with a simpler model, MAGICC6-Part 1: Model description and calibration. Atmospheric Chemistry and Physics, 11, 1417-1456, doi:10.5194/acp-11-1417-2011.

Rasmussen, D. J, Meinshausen M. and Kopp, R.E., 2016: Probability-weighted ensembles of U.S. county-level climate projections for climate risk analysis. Journal of Applied Meteorology and Climatology 55, 2301-2322. doi:10.1175/JAMC-D-15-0302.1.

Rode, A., Carleton, T., Delgado, M., et al. Estimating a social cost of carbon for global energy consumption. Nature (2021). https://doi.org/10.1038/s41586-021-03883-8

Taylor, K. E., R. J. Stouffer, and G. A. Meehl, 2012: An Overview of CMIP5 and the Experiment Design. Bull. Amer. Meteor. Soc., 93, 485-498, https://doi.org/10.1175/BAMS-D-11-00094.1.

Thrasher, B., Maurer, E. P., McKellar, C., & Duffy, P. B., 2012: Technical Note: Bias correcting climate model simulated daily temperature extremes with quantile mapping. Hydrology and Earth System Sciences, 16(9), 3309-3314. doi:10.5194/hess-16-3309-2012.

van Vuuren, D. P., and Coauthors, 2011: The representative concentration pathways: An overview. Climatic Change, 109, 5- 31, doi:10.1007/s10584-011-0148-z.

Download Data

View Methodology

Climate Projections

The climate projection methodology is described in full in Rasmussen et al. (2016). All daily projections from this analysis are freely available online here. The climate projections show on this map are based on Representative Concentration Pathway 2.6, 4.5, and 8.5 ( van Vuuren et al., 2012) experiments run by global climate models participating in the Coupled Model Intercomparison Project Phase 5 (CMIP5) exercise ( Taylor et al., 2012). In particular, we used downscaled CMIP5 climate projections prepared by the US Bureau of Reclamation ( Brekke et al., 2013). This dataset is bias-corrected and downscaled using the Bias-Correction Spatial Disaggregation (BCSD) method ( Thrasher et al., 2012).

CMIP5 projections do not inherently constitute a probability distribution; rather, they are an ensemble of opportunity, composed of runs conducted by climate modeling teams participating on a voluntary basis and running models that roughly represent 'best-estimate' projections of climate behavior. To produce a probabilistic ensemble, we used the Surrogate Model/Mixed Ensemble (SMME) method of Rasmussen et al. (2016). This method weights projections by comparing their global mean surface temperature projections to those of a probabilistic simple climate model, in this case (as in Rasmussen et al., 2016) the MAGICC6 model ( Meinshausen et al., 2011). The target global mean temperature distributions for 2080-2099 used were identical to those of Rasmussen et al. (2016). As in that paper, potential temperature outcomes produced the probabilistic simple climate model but not represented within the downscaled CMIP5 dataset were represented by 'model surrogates', produced using linear pattern scaling, with residuals added to represent high-frequency variability and non-linearities.

The gridded projections were aggregated to regional estimates by first transforming the daily min, average, or maximum temperature at the grid scale, then aggregating to regions using a weighted average. Annual and seasonal average temperatures are weighted using the shares of each region's land area within each grid cell; estimates of days above 95°F/35°C and below 32°F/0°C are weighted using the shares of each region's population within each grid cell.

Damage Projections

Mortality costs

The methodology for estimating the mortality costs of future climate change is described in full in Carleton et al. (2020). This study uses comprehensive historical mortality records to quantify how death rates across the globe have been affected by observed climate changes.

Carleton et al. (2020) compile the largest sub-national vital statistics database in the world, detailing 399 million deaths across 41 countries accounting for 55 percent of the global population. By combining these records with decades of detailed daily and local temperature observations, the authors discover that extreme cold and extreme heat have important effects on death rates. These relationships are modified by the climate and income levels of the affected population. Carleton et al. (2020) use these results to model how adaptation affects the sensitivity of a population to extreme temperatures.

Estimates of the mortality-temperature relationship are used to generate projections of the future impacts of climate change on mortality rates for areas across the globe, dividing the world into 24,378 distinct regions (each containing roughly 300,000 people, about the size of a U.S. county). Using a revealed preference technique to measure the total cost of adaptive behaviors and technologies, these projections capture the full mortality risk of climate change, accounting for both adaptation benefits and costs, in addition to direct mortality impacts.

These estimates are based upon emissions scenario RCP 4.5 or RCP 8.5, socioeconomic scenario SSP3 (from the IIASA Shared Socioeconomic Pathways database), and are climate model-weighted means over 33 climate models and 1,000 Monte Carlo simulation runs, allowing for an assessment of the uncertainty surrounding any particular projection. The full estimates also reflect statistical uncertainty related to the underlying economic and health data.

Projected impacts of climate change on mortality rates are then monetized and used to determine the costs of excess mortality risk in a given year. The full mortality risk of climate change mapped here includes the monetized value of both changes in mortality rates and changes in expenditures on adaptation. Damages are valued at an income-scaled value of statistical life (VSL) relying the U.S. EPA's VSL estimate of $10.95 million (2019 USD). Damages aggregated at a higher geographical level than impact region are totals of the corresponding impact region-level estimates (there are 24,378 impact regions across the globe). Damages are presented as a percent change of projected Gross Domestic Product in each period, based upon socioeconomic scenario SSP3 (from the IIASA Shared Socioeconomic Pathways database).

Energy costs

The methodology for estimating the energy use costs of future climate change is described in full in Rode et al. (2021). This study uses comprehensive historical energy consumption data derived from International Energy Agency data files to quantify how a population's use of electricity and other fuels (for example, natural gas, oil and coal) energy consumption responds to climate changes. The authors utilize the World Energy Balances dataset of the International Energy Agency, which describes electricity and direct fuel consumption across residential, commercial, industrial, and agricultural end-uses in 146 countries during 1971-2010.

By combining these records with decades of detailed daily and local temperature observations, the authors discover that extreme cold and extreme heat have important effects on energy consumption. These relationships differ by energy type (electricity, other fuels) and are modified by the income levels and climate of the affected population. The study uses these results to model how income growth and adaptation affect the sensitivity of energy consumption to extreme temperatures.

The authors then use these estimates of the energy-temperature relationship to generate projections of the future impacts of climate change on electricity and direct fuel consumption for areas across the globe, dividing the world into 24,378 distinct regions. Each region contains roughly 300,000 people-about the size of a U.S. county. The projected impacts capture the effects of adaptive behaviors that populations undertake as they become richer and exposed to warmer climates.

These estimates are based upon emissions scenario RCP 4.5 or RCP 8.5, socioeconomic scenario SSP3 (from the IIASA Shared Socioeconomic Pathways database), and are climate model-weighted means over 33 climate models and 1,000 Monte Carlo simulation runs, allowing for an assessment of the uncertainty surrounding any particular projection. The full estimates also reflect statistical uncertainty related to the underlying data.

Projected changes in energy expenditures (both electricity and other fuels) are then monetized and used to determine the costs in a given year. Quantiles are calculated using the delta method along with Newton's method. Expenditure changes and GDP used to construct percentages are aggregated to higher geographical levels as totals of the corresponding impact region-level estimates (there are 24,378 impact regions across the globe). Future prices are assumed to grow at 1.4% per year. Damages are presented as a percent change of projected Gross Domestic Product in each period, based upon socioeconomic scenario SSP3.

References

Brekke, L., B. L. Thrasher, E. P. Maurer, and T. Pruitt (2013), Downscaled CMIP3 and CMIP5 Climate Projections: Release of Downscaled CMIP5 Climate Projections, Comparison with Preceding Information, and Summary of User Needs, 116 pp., U.S. Department of the Interior, Bureau of Reclamation, Technical Service Center, Denver, Colorado.

Carleton, Tamma and Jina, Amir and Delgado, Michael and Greenstone, Michael and Houser, Trevor and Hsiang, Solomon and Hultgren, Andrew and Kopp, Robert E. and McCusker, Kelly and Nath, Ishan and Rising, James and Rode, Ashwin and Seo, Hee Kwon and and Viaene, Arvid and Yuan, Jiacan and Zhang, Alice Tianbo, Valuing the Global Mortality Consequences of Climate Change Accounting for Adaptation Costs and Benefits (Aug. 3, 2020). National Bureau of Economics Working Paper No. 27599, Available at NBER: http://www.nber.org/papers/w27599

Meinshausen, M., S. C. B. Raper, and T. M. L. Wigley, 2011: Emulating coupled atmosphere-ocean and carbon cycle models with a simpler model, MAGICC6-Part 1: Model description and calibration. Atmospheric Chemistry and Physics, 11, 1417-1456, doi:10.5194/acp-11-1417-2011.

Rasmussen, D. J, Meinshausen M. and Kopp, R.E., 2016: Probability-weighted ensembles of U.S. county-level climate projections for climate risk analysis. Journal of Applied Meteorology and Climatology 55, 2301-2322. doi:10.1175/JAMC-D-15-0302.1.

Rode, A., Carleton, T., Delgado, M., et al. Estimating a social cost of carbon for global energy consumption. Nature (2021). https://doi.org/10.1038/s41586-021-03883-8

Taylor, K. E., R. J. Stouffer, and G. A. Meehl, 2012: An Overview of CMIP5 and the Experiment Design. Bull. Amer. Meteor. Soc., 93, 485-498, https://doi.org/10.1175/BAMS-D-11-00094.1.

Thrasher, B., Maurer, E. P., McKellar, C., & Duffy, P. B., 2012: Technical Note: Bias correcting climate model simulated daily temperature extremes with quantile mapping. Hydrology and Earth System Sciences, 16(9), 3309-3314. doi:10.5194/hess-16-3309-2012.

van Vuuren, D. P., and Coauthors, 2011: The representative concentration pathways: An overview. Climatic Change, 109, 5- 31, doi:10.1007/s10584-011-0148-z.

Download Data

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View Methodology The climate projection methodology is described in full in Rasmussen et al. (2016). All daily projections from this analysis are freely available online here. The climate projections show on this map are based on Representative Concentration Pathway 2.6, 4.5, and 8.5 ( van Vuuren et al., 2012) experiments run by global climate models participating in the Coupled Model Intercomparison Project Phase 5 (CMIP5) exercise ( Taylor et al., 2012).

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IPCC teaching resources for climate change

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IPCC teaching resources for climate change

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IPCC teaching activities for Primary and Secondary to tackle Global Warming

The Intergovernmental Panel on Climate Change (IPCC) is the United Nations body for assessing the science related to climate change. It was created to

provide policymakers (governments) with regular scientific updates about climate change;

highlight the impact climate change will have on the planet in the future; and,

offer some ideas about how to tackle the challenges of climate change's potential effects on the planet.

In 2021-22, the IPCC released Part 1 of the Sixth Assessment Report. This is the most up-to-date physical understanding of the climate system and climate change.

The report makes a number of important points:

It is unequivocal that human influence has warmed the atmosphere, ocean and land (A1).

Global surface temperature will continue to increase until at least mid-century under all emissions scenarios considered. Global warming of 1.5°C and 2°C will be exceeded during the 21st century unless deep reductions in CO₂ and other greenhouse gas emissions occur in the coming decades (B1).

If we want to keep global warming at less than two degrees, which the IPCC says is the best-case scenario, we need to reduce our CO ₂ and greenhouse gas emissions significantly - and start right away.

So, what can we do?

In response to this report, Cool has created a range of resources to contextualise the report for Australian Primary and Secondary students, and use our Hope and Optimism framework to provide an approach to social actions involving students' families and broader communities in tackling the challenge of climate change.

We know it's challenging for teachers to incorporate it into lessons, and harder for students to understand it without guidance. We also know that this can be a challenging and sometimes overwhelming topic. The task that the report sets before us is a big one. But we believe this real-world issue is essential for students to understand, and these resources are designed to look objectively at a situation, make a conscious decision to focus on the good, have a belief that you can make an impact, and then identify what needs to be improved and work on the skills to be able to go out and do it.

Imagine a future with no carbon emissions...

The report describes five possible climate futures, where #1 is not great and #5 is extremely bad, based on our current and past emissions, and our actions going in the future.

But what if we exceeded the IPCC's hopes? What could our climate-change future look like if we took current technologies and efforts to their best possible outcome?

In this opening lesson, which can be used as both a pre and post assessment task, students imagine our best possible carbon future and write a creative piece exploring that world to demonstrate their understanding of current climate challenges and future possible climate solutions.

You can explore this lesson as part of both an English and a Science stream. or check out some of our favourite lessons below.

This lesson is Cool's one-stop-shop on fossil fuels, renewable energies, and how they impact climate change.

Currently, 24 gigatonnes of total annual carbon emissions are emissions from electricity and heating generation.

If, by 2025, 50% of electricity worldwide comes from zero-emissions sources, and by 2035, 90% of electricity worldwide comes from zero-emissions sources, this alone will reduce our carbon emissions by 16.5Gt.

Explore the different methods we currently use to generate energy, investigate a range of renewable alternatives, and start to lead the charge by exploring how we can make the transition. Go to activity.

Climate change solutions

After these structured openings, explore a range of ways we can potentially reduce our carbon emissions, and the challenges surrounding each of them. Each lesson in the following unit comes with a guided lesson plan for teachers, presentation slides for your classroom to guide your explicit teaching, guided student worksheets for independent inquiry, and a host of other articles and useful resources to expand student learning and support your teaching.

Go to the full unit, or check out some of our favourite lessons below.

Cool would like to thank the Lord Mayor's Charitable Foundation and The Vincent Fairfax Family Foundation for generously supporting the development of these lessons.

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IPCC Climate Change Education Resources - Cool Australia

# data[].attributes.attachment_link.description
The Intergovernmental Panel on Climate Change (IPCC) is the United Nations body for assessing the science related to climate change. It was created to provide policymakers (governments) with regular scientific updates about climate change; highlight the impact climate change will have on the planet in the future; and, offer some ideas about how to tackle the challenges of climate change's potential effects on the planet.

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Australian Museum: Climate change resources

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Australian Museum: Climate change resources

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A collection of resources has been assembled to provide the latest information on the Australian Museum’s action on climate change and how you can contribute.

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Oceans - Data in the classroom: National Oceanic and Atmospheric Administration

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Oceans - Data in the classroom: National Oceanic and Atmospheric Administration

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Home | National Environmental Satellite, Data and Information Service (NESDIS)

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Here at the National Environmental Satellite, Data, and Information Service (NESDIS) we provide secure and timely access to global environmental data and information from satellites and other sources to promote and protect the Nation's security, environment, economy, and quality of life.

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Maths and Science - Data in the classroom: National Oceanic and Atmospheric Administration

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Maths and Science - Data in the classroom: National Oceanic and Atmospheric Administration

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Home | National Environmental Satellite, Data and Information Service (NESDIS)

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Here at the National Environmental Satellite, Data, and Information Service (NESDIS) we provide secure and timely access to global environmental data and information from satellites and other sources to promote and protect the Nation's security, environment, economy, and quality of life.

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United States Environment Protection Agency: Climate change resources

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United States Environment Protection Agency: Climate change resources

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United States Environment Protection Agency: Climate change resources

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United States Environment Protection Agency: Climate change resources

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Whole School Approaches to Sustainability: Exemplary practices from around the world

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Whole School Approaches to Sustainability: Exemplary practices from around the world

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Whole-School Approaches to Sustainability: An International Review of Sustainable School Programs

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Whole-School Approaches to Sustainability: An International Review of Sustainable School Programs

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Guía de recursos de educación ambiental: para contribuir a la solución (España)

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Guía de recursos de educación ambiental: para contribuir a la solución (España)

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Ester Bueno González, Mabel Fernández Izard, Rosario Toril Moreno, Teresa Antolín García, Carmen García Valcárcel, Gema Herranz Aparicio, Isabel Matesanz Miguel, Antonio Moreno Rodríguez. Sección de Documentación e Información, CENEAM

Carmen García Cocero, Pedro Llorente Encina. Sección de Educación y Cooperación, CENEAM

Maquetación: Álvaro García Cocero. Sección de Eventos y Asuntos Generales, CENEAM

Edita: Centro Nacional de Educación Ambiental, 2021

El 26 de Enero se celebra el Día Mundial de la Educación Ambiental, que tiene su origen en 1975, año en el que se organizó en Belgrado el Seminario Internacional de Educación Ambiental y que contó con la participación de expertos de más de 70 países.

En este evento se establecieron los principios de la educación ambiental en el marco de los programas de las Naciones Unidas. Y como resultado se publicó la Carta de Belgrado, en la que se plasman las reivindicaciones fundamentales de la educación ambiental, cuyas metas son: Formar una población mundial consciente y preocupada con el medio ambiente y con los problemas asociados, y que tenga conocimiento, aptitud, actitud, motivación y compromiso para trabajar individual y colectivamente en la búsqueda de soluciones para los problemas existentes y para prevenir nuevos.

La educación ambiental es la esencia primordial de todos los proyectos, trabajos y servicios que os ofrecemos desde el CENEAM. Nos gusta celebrar el Día Mundial de la Educación Ambiental con una propuesta que os pueda ser de utilidad, como esperamos sea esta Guía de Recursos de Educación Ambiental.

En la edición 2021, hemos decidido cambiar la clasificación de los recursos para facilitar su consulta, destacando en primer lugar los documentos que consideramos fundamentales en la educación ambiental, seguido de recursos y herramientas para ponerla en práctica.

Los recursos, en su gran mayoría, son accesibles y descargables desde Internet y además, podéis consultarlos en el Catálogo del Centro de Documentación del CENEAM o pedirlos en préstamo. En el caso de necesitar materiales que no tengamos en nuestro centro, podemos solicitarlos a la red RECIDA, Red de Centros de Información y Documentación Ambiental, a la que pertenecemos, ya que el abanico de posibilidades es mucho mayor.

Este año queremos dedicar esta Guía a nuestra querida compañera Clotilde Escudero "Toti". Ya no tendremos la suerte de contar con su buen criterio y mimo en seleccionar los materiales y recursos, en sus acertadas aportaciones y su buen talante... te echamos mucho de menos y siempre estarás en nuestro recuerdo.

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guía de recursos de educación ambiental. día mundial ea

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Guía de recursos de educación ambiental: para contribuir a la solución

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Ester Bueno González, Mabel Fernández Izard, Rosario Toril Moreno, Teresa Antolín García, Carmen García Valcárcel, Gema Herranz Aparicio, Isabel Matesanz Miguel, Antonio Moreno Rodríguez. Sección de Documentación e Información, CENEAM Carmen García Cocero, Pedro Llorente Encina. Sección de Educación y Cooperación, CENEAM Maquetación: Álvaro García Cocero.

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Issues and trends in Education for Sustainable Development (2018) - UNESCO.

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Issues and trends in Education for Sustainable Development (2018) - UNESCO.

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This recently released UNESCO publication presents an overview of ESD and highlights key issues, trends, and challenges related to ESD policy and practice. Topics include key ESD competencies and themes, policy, changes in the learning environment, teacher training, youth as lead actors, scaling-up action, and the monitoring of progress towards SDG Target 4.7. It is aimed at providing policy-makers, educators, and other stakeholders with state-of - the-art analyses of ESD and associated issues.
Published in 2018 by the United Nations Educational, Scientific and Cultural Organization, 7, place de Fontenoy, 75352 Paris 07 SP, France ISBN 978-92-3-100244-1

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UNESCO Publication: Issues and Trends in Education for Sustainable Development

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This recently released UNESCO publication presents an overview of ESD and highlights key issues, trends, and challenges related to ESD policy and practice. Topics include key ESD competencies and themes, policy, changes in the learning environment, teacher training, youth as lead actors, scaling-up action, and the monitoring of progress towards SDG Target 4.7.

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British Council Creative Commissions for the Climate

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British Council Creative Commissions for the Climate

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Inspiring projects exploring climate change through art, science and digital technology.

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Sustainable Development Goals - Resources for educators

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Sustainable Development Goals - Resources for educators

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Education for Sustainable Development (ESD) is a key element of the 2030 Agenda for Sustainable Development. Its aims form one of the targets of the Sustainable Development Goal on education SDG 4.7 and it is considered a driver for the achievements of all 17 SDGs.

ESD empowers everyone to make informed decisions in favour of environmental integrity, economic viability and a just society for present and future generations. It aims to provide the knowledge, skills, attitudes and values necessary to address sustainable development challenges.

Complementary to the UNESCO guidance document - Education for Sustainable Development Goals - Learning Objectives, this resource bank has been designed for educators, education planners and practitioners. It offers hundreds of pedagogical ideas for classroom activities and multimedia resources detailing how best to integrate ESD into teaching and learning, from early childhood care through secondary education.

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Sustainable Development Goals - Resources for educators

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Education for Sustainable Development (ESD) is a key element of the 2030 Agenda for Sustainable Development. Its aims form one of the targets of the Sustainable Development Goal on education SDG 4.7 and it is considered a driver for the achievements of all 17 SDGs.

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This list of Climate Change Educational Resources has been put together by Ben Ballin and is also available as a downloadable list. Ben is keen to [...]

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Royal Geographical Society Resources for Schools

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Royal Geographical Society Resources for Schools

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If you are a student and not sure if your school is a School Member of the Society, please email education@rgs.org with your school name and postcode. If your school is a Member we will email you a login and password to access our resources.

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Royal Geographical Society - Geography resources for teachers

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If you are a student and not sure if your school is a School Member of the Society, please email education@rgs.org with your school name and postcode. If your school is a Member we will email you a login and password to access our resources.

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OECD Teaching InSights on Climate Action

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OECD Teaching InSights on Climate Action

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Transforming how our next generation thinks and acts about the environment and the world requires profound changes in teaching and learning. The OECD, UNESCO and Education International are inviting teachers to share initiatives and projects on student empowerment around climate action.

Share your insights and take part in developing an action plan to implement the leading insights in classrooms, education systems and policies!

To get started, create a free account now and check out our guidance. Don't forget to register for our Conversations on Teaching for Climate Action, a series of interactive virtual meetings for teachers to discuss on pertinent themes in climate education.

This initiative is led by OECD, UNESCO and Education International.

This initiative is supported by:

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Transforming how our next generation thinks and acts about the environment and the world requires profound changes in teaching and learning. The OECD, UNESCO and Education International are inviting teachers to share initiatives and projects on student empowerment around climate action.

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UNESCO (2021) Getting every school climate-ready: how countries are integrating climate change issues in education. Paris: UNESCO.

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UNESCO (2021) Getting every school climate-ready: how countries are integrating climate change issues in education. Paris: UNESCO.

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When Kevin Martin was a child he spent days beneath the canopy of Hampshire woodlands while his father, a tree surgeon, scaled the heights of oak and ash above him.

Twenty years later, with a degree and with research for a master's under way, Martin is in charge of tending to the 14,000 trees at the Royal Botanic Gardens in Kew. With trees at the forefront of UK strategies to reach net zero by 2050, Martin and others like him are key professionals on the frontline of the fight to mitigate the impact of climate change and adapt to the changing conditions.

But the army of tree experts needed to fulfil the government's promise to increase tree planting to 30,000 hectares a year (90m-120m trees) by the end of 2024 is nowhere to be seen. Skills shortages in arboriculture and forestry are at critical levels, and a new generation is not being recruited to take over from an ageing workforce. A report from the Institute of Chartered Foresters says the industry needs to recruit 70% more people to meet planting targets set by government and the Intergovernmental Panel on Climate Change. (IPCC)

"We need to have a big campaign using social media, public billboards, television, to start recruiting to fill this skills shortage," said Martin. "It needs to come from industry, but it also needs to be addressed in education when kids are starting to choose what subjects they are interested in. We need to change the culture in education, which is very much that you only go into land-based industries if you are thick - which is absolutely not the case. Everyone needs to be involved in this."

Within the industry there is a degree of soul-searching going on to understand why young people are not coming through to the profession. Outdated stereotypes of male "lumberjacks", need to be addressed, according to John Healey, a professor of forest sciences at Bangor University, as do questions of diversity. "There is a shortage of young men wanting to come into the profession, but that is even more acute amongst young women."

It was at Bangor where in 1916 Mary Sutherland became the first woman in the world to graduate with a forestry degree, he points out, which makes the university even more aware of the need to bring women in.

"It has been a distinguished career that many women since have taken up, but the profession clearly still suffers from the kind of macho image of a lumberjack cutting down trees, whereas it is all about an environmental ethos of expanding woodlands, biodiversity and green space. We spend a lot of time communicating that, but it doesn't register sufficiently."

The Committee on Climate Change, a government advisory body, laid out the target of 30,000 hectares a year of forests and woodland by 2024 in its net zero report. The CCC says increasing forest cover to "at least 17% of the UK's land area", along with improved woodland management, would sequester an additional 14m tonnes of CO ₂ each year.

But the workforce to grow, plant and care for these trees is in short supply both in forestry and within arboriculture, which involves tree care ranging from looking after urban trees to running nurseries to produce the new saplings. John Parker, the chief executive of the Arboriculture Association, said: "The trouble is that people do not know what arboriculture is. Schoolchildren don't say 'when I grow up I want to be an arboriculturalist'. We need to change that."

He said the government needed to address the shortages in the workforce. "Trees are so high up the political agenda at the moment, but if we want to have all these wonderful trees doing all these wonderful things for us, we have to have tree professionals to work on them. There is no point planting millions and millions of trees if you are not going to look after them.

"We also need to produce the trees in the first place. We haven't got enough trees available to meet the planting promises that are being made. It takes time to produce trees of the size we need, it has to start years in advance of when they are required."

Many of the next generation of tree experts will come from places such as Myerscough College in Lancashire, which offers foundation as well as undergraduate and postgraduate degrees in arboriculture, tree management and urban forestry. But student numbers remain stable, with no sign of the increases that will be required to fill the skills gap. Alex McKelvie, the head of green space and creative studies, said: "There is a struggle to get young people to know about the industry and to recruit and keep them. So we are lacking a skilled workforce at a critical time."

The college works hard to attract young women into the profession, he said. "There is nothing in this profession that a girl cannot do rather than a boy; in fact, girls make phenomenal tree climbers and the industry is working hard to attract more young women."

It is not just among the ranks of school leavers that the industry is seeking to recruit its future experts. Healey said there was a noticeable rise in mature students joining the forestry master's programme at Bangor. "The students are significantly older," he said. "Some have been in other careers - for example, working in the City of London - and want to do something quite different," he said.

The attractions of a career with trees, Healey believes, are numerous. "The work really matters," he said. "It is fulfilling to do a job that makes an important difference to the world in terms of the biodiversity crisis and climate change.

"Choosing this career means you are right in the midst of an intriguing and exciting challenge. There are no easy solutions, there is practical challenge and there is intellectual stimulation to decide how we get this right."

The headline of this article was updated on 13 June 2022 to better reflect the article itself.

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'Girls make phenomenal tree climbers': call for recruits to meet UK planting goals

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When Kevin Martin was a child he spent days beneath the canopy of Hampshire woodlands while his father, a tree surgeon, scaled the heights of oak and ash above him. Twenty years later, with a degree and with research for a master's under way, Martin is in charge of tending to the 14,000 trees at the Royal Botanic Gardens in Kew.

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Food insecurity will worsen in 20 "hunger hotspots" this year through a combination of rising conflict and climate change, putting a record 49mn people in 46 countries at risk of famine, key UN food agencies forecast.

Some 750,000 people were already experiencing "catastrophic" famine including starvation and acute malnutrition in Ethiopia, Afghanistan, Somalia, South Sudan and Yemen, the World Food Programme and the UN Food and Agriculture Organization said in the latest report.

"Climate shocks will continue to drive acute hunger in the outlook period from June to September 2022 and we have entered a 'new normal' where frequent and recurring droughts, flooding, hurricanes and cyclones decimate farming, drive displacement and push millions to the brink in countries across the world," the report said.

Conflict and organised violence were the main sources of food insecurity in Africa and the Middle East, specifically in northern Nigeria, central Sahel, eastern Democratic Republic of Congo, Ethiopia, Somalia, South Sudan, Yemen and Syria. The war in Ukraine has also exacerbated the food crisis by driving up the price of agricultural commodities. Russia and Ukraine together account for around 30 per cent of the global wheat trade.

New countries added to the "hotspot" list include Ukraine, Sri Lanka, Zimbabwe, Benin, Guinea and Cabo Verde.

La Niña, a climate pattern that changes ocean surface currents and brings cooler water up from the depths of the Pacific Ocean, has also exacerbated weather conditions.

The phenomenon has been present since late 2020 in a "twin" seasonal occurrence that has brought severe floods and below-average temperatures to Australia and drier than usual conditions to Africa. This has contributed to food shortages in some areas, including Afghanistan and eastern Africa.

Scientists are monitoring temperatures to determine whether the conditions are in place for a "triple-dip" La Niña, affecting a third season.

In Afghanistan, below-average harvests and the dire economic situation after the national upheaval last year has caused acute levels of hunger. In the central Ghor province, 20,000 people face catastrophic conditions due to limited humanitarian access. The FAO-WFP projects acute food insecurity numbers in the country to increase by 60 per cent from last year.

A drought alert for the Horn of Africa in April noted that rainfall across most of the region was not sufficient for planting crops. Some areas are experiencing an unprecedented fourth consecutive drought since late 2020, worsening food security in the arid and semi-arid parts of Kenya, southern and eastern Ethiopia. More than a million livestock have perished in Ethiopia's south-eastern Somali region alone.

In Somalia, the 2022 rainfall season - known as Gu rains, monsoon-like conditions that occur from March to June - produced poorly distributed and below average levels. This follows three consecutive failed rainy seasons, resulting in below-average harvests, widespread livestock deaths and the climate and conflict-induced displacement of nearly 700,000 people.

Domestic food prices are approaching levels seen during the 2011 famine and are expected to continue rising, compounded by the reliance on disrupted wheat imports. The 2011 famine is thought to have killed a quarter of a million people.

"Somalia is facing famine conditions as a perfect storm of poor rain, skyrocketing food prices and huge funding shortfalls leaves almost 40% of Somalis on the brink, a joint FOA-OCHA-Unicef-WFP statement has warned.

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Climate graphic of the week: War and climate put 49mn people at risk of famine

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Food insecurity will worsen in 20 "hunger hotspots" this year through a combination of rising conflict and climate change, putting a record 49mn people in 46 countries at risk of famine, key UN food agencies forecast.

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Take climate action with your child!

Climate education made fun, interactive and uplifting. STEM app for ages 7-12.

Climate education made fun, interactive and uplifting. STEM app for ages 7-12.

Uplift your child with STEM

Knowledge eliminates fear. Twin School empowers children to become change-makers that can tackle climate change. How? We present innovative STEM solutions alongside the problems in a safe and inspiring community.

More about Twin School

Shaped by insight

Our content represents the insight we gained with our field work with 20,000+ children since 2010.

STEM4Good approach

We strive to use STEM for the benefit of our world and inspire children to do the same.

Skill-Focused

We encourage children to actively think, stay curious and keep questioning to prepare them for tomorrow's challenges and jobs.

We aim to provide opportunity for every child around the world

For each digital subscription purchased, we give one digital subscription to a child from an economically disadvantaged background. For each kit purchased, we donate a portion of our sales to the World Science Movement (WSM), which aims to give children better access to STEM education. Twin Science has already reached over 500,000 underprivileged children in Cameroon, Ghana, South Africa, Tanzania, Kenya & Turkey, in the scope of the WSM.

We aim to provide opportunity for every child around the world

For each digital subscription purchased, we give one digital subscription to a child from an economically disadvantaged background. For each kit purchased, we donate a portion of our sales to the World Science Movement (WSM), which aims to give children better access to STEM education. Twin Science has already reached over 500,000 underprivileged children in Cameroon, Ghana, South Africa, Tanzania, Kenya & Turkey, in the scope of the WSM.

For each digital subscription purchased, we give one digital subscription to a child from an economically disadvantaged background. For each kit purchased, we donate a portion of our sales to the World Science Movement (WSM), which aims to give children better access to STEM education. Twin Science has already reached over 500,000 underprivileged children in Cameroon, Ghana, South Africa, Tanzania, Kenya & Turkey, in the scope of the WSM.

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What is Climate Change for kids - Twin Science

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Climate education made fun, interactive and uplifting. STEM app for ages 7-12. Climate education made fun, interactive and uplifting. STEM app for ages 7-12. Knowledge eliminates fear. Twin School empowers children to become change-makers that can tackle climate change. How? We present innovative STEM solutions alongside the problems in a safe and inspiring community.

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The 2022 ACT Environmental Education Excellence awards are now open

The ACT Environmental Education Excellence Awards recognise individuals exhibiting leadership and making notable contributions to promote environmental education, understanding, action, and agency.

In 2022, there are two Award categories for AAEE ACT Environmental Education Excellence.

1. Award One - ACT Excellence in Environmental Education (AAEE National open award nomination)

How to apply:

1. Download the submission form, complete details and submit before the closing date.

2: Contact aaeeact@gmail.com for support for your application.

We look forward to hearing from you.

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Australian Association for Environmental Education ACT Chapter

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The 2022 ACT Environmental Education Excellence awards are now open The ACT Environmental Education Excellence Awards recognise individuals exhibiting leadership and making notable contributions to promote environmental education, understanding, action, and agency. In 2022, there are two Award categories for AAEE ACT Environmental Education Excellence. 1.

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University of Reading cookie policy

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Read our cookie policy to find out how to manage your cookie settings

What are the stripes?

No words. No numbers. No graphs. Just a series of vertical coloured bars, showing the progressive heating of our planet in a single, striking image.

The climate stripes were created by Professor Ed Hawkins at the University of Reading in 2018.

They show clearly and vividly how global average temperatures have risen over nearly two centuries,

How do they work?

Each stripe represents the average temperature for a single year, relative to the average temperature over the period as a whole. Shades of blue indicate cooler-than-average years, while red shows years that were hotter than average. The stark band of deep red stripes on the right-hand side of the graphic show the rapid heating of our planet in recent decades.

Start the conversation

The graphics also show how no corner of the globe is immune from the effects of global warming. Stripes images for more than 200 countries, states and cities are available to download for free from the showyourstripes.info website. People in every country can see how their home is heating and share the images, helping to start conversations about climate change.

Global impact

The stripes are already having an impact. More than a million people downloaded graphics from the site within a week of its launch in 2019.

Television weather presenters, scientists and campaigners worldwide continue to wear and share them on social media - using the hashtag #showyourstripes - each June on the summer/winter solstice. The stripes have appeared on the Main Stage at Reading Festival, on badges worn by US senators, at school climate strikes, and on electric cars, trams and trains.

Previous images designed by Professor Ed Hawkins includes the animated 'climate spiral' of global temperature, which was used in the opening ceremony for the 2016 Olympic Games in Rio.

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The climate stripes were created by the Professor Ed Hawkins at the University of Reading . Find out more and join more than a million others by downloading and sharing your climate stripes for free.

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Meet the Team

Dr Stephen Scoffham, Professor Peter Vujakovic and Dr Paula Owens are leading this independent research project with support from Canterbury Christ Church University and a wide, active geographical community.

Many schools, teachers and other educators are contributing their expertise. We are particularly grateful to the Early Years and Primary Phase Committee of the Geographical Association for their invaluable advice.

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Dr Stephen Scoffham, Professor Peter Vujakovic and Dr Paula Owens are leading this independent research project with support from Canterbury Christ Church University and a wide, active geographical community. Many schools, teachers and other educators are contributing their expertise. We are particularly grateful to the Early Years and Primary Phase Committee of the Geographical Association for their invaluable advice.

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Climate change is a menace to our world. Our league of superheroes are taking action now and they want YOU to join them! Empowering children to be heroic leaders for change and believe in the impact they can have on the planet is crucial.

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Activities and guide for teachers

This pack focusses on one of our most pressing global educational needs - building a holistic understanding of the climate and ecological crisis that is facing our world and encouraging youth action for climate.

Education for climate and the environment is not an easy topic so this pack has been written solely for club leaders. It will help you introduce discussions about climate change and is full of questions to ask and ideas to use in each meeting.

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Club17 Climate Pack | The World's Largest Lesson

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This pack focusses on one of our most pressing global educational needs - building a holistic understanding of the climate and ecological crisis that is facing our world and encouraging youth action for climate. Education for climate and the environment is not an easy topic so this pack has been written solely for club leaders.

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Activities and guide for teachers

This pack focusses on one of our most pressing global educational needs - building a holistic understanding of the climate and ecological crisis that is facing our world and encouraging youth action for climate.

Education for climate and the environment is not an easy topic so this pack has been written solely for club leaders. It will help you introduce discussions about climate change and is full of questions to ask and ideas to use in each meeting.

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Club17 Climate Pack | The World's Largest Lesson

# data[].attributes.attachment_link.description
This pack focusses on one of our most pressing global educational needs - building a holistic understanding of the climate and ecological crisis that is facing our world and encouraging youth action for climate. Education for climate and the environment is not an easy topic so this pack has been written solely for club leaders.

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Whether you're looking for a way to find out more about water, tackle an SDG, or simply have some fun, dive into our water saving Missions. All you need is a group of young people and a group leader to run the sessions. We recommend Water Explorer to school classes, year groups, Scouts Brownies, Cubs and Guides, Eco-clubs, faith groups, after-school groups, and everything else in between!

However you choose to dip in, you can download the resources here.

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Whether you're looking for a way to find out more about water, tackle an SDG, or simply have some fun, dive into our water saving Missions. All you need is a group of young people and a group leader to run the sessions.

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Aims:

To increase and coordinate the number of schools across CYC that are involved in growing activities on their school site

To provide schools with the knowledge, skills and understanding about the benefits of growing AND eating your own fruit and vegetables

To facilitate a partnership approach to growing in schools, based on mutual support between schools and supporting organisations.

York Edible Schools operates informally now.
Please explore our publication to help you begin or further your Edible School journey.
YES Booklet
During the school closures Edible York has worked directly with parents and carers who are home-schooling.

This is what we have done:

Made five videos about growing from seeds at home,

Made two videos of activities using vegetables,

Encouraged families to use our Seed Stations as a handy way of finding seeds, pots and compost whilst shopping has been difficult.

The videos are on our facebook page.

Edible Map

At Edible York, we're working with the community to provide every local and organic food growing opportunity available. This also includes highlighting and pointing out areas where wild produce is already ripe for picking and areas which are ideal for foraging for delicious natural treats.

There is a world of goodness outside your home and with a simple look at our Edible Map; you'll soon see the vast array of naturally growing wild produce just waiting to be enjoyed. In addition to mapping out all the public food growing space that are known of across the York area, Abundance, York's urban harvesting group is also hoping to collect details of private fruit and vegetable sources. The map itself shows only publicly available areas.

Across York, the Edible Map highlights a vast array of wild fruit trees, ready for their fruit to be harvested and enjoyed, without a polythene bag in sight. From sweet chestnuts to wild apples and damsons to blackberries, the fruit available across York may surprise some people, who weren't previously aware of the extent of wild, natural produce available. The Edible Map is collated by members of the Edible York team but also accepts submissions from readers who have spotted something interesting.

As well as fruit trees and bushes, plucky foragers have spotted many naturally occurring herbs and spices amongst the hedgerows of the area. The map shows sites growing of garlic mustard, horseradish and even edible roses. With the vast array of natural produce growing, our work at Edible York can only serve to help the community build up from this great starting point and further develop the sustainable food sources in the area.

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Aims: To increase and coordinate the number of schools across CYC that are involved in growing activities on their school site To provide schools with the knowledge, skills and understanding about the benefits of growing AND eating your own fruit and vegetables To facilitate a partnership approach to growing in schools, based on mutual support between schools and supporting organisations.

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All content © 2022 Global Action Plan, except for partner content which belongs to the linked organisations. Global Action Plan co-ordinates Transform Our World and is a charity registered in England and Wales number 1026148, and in Scotland number SC041260. Tel: 0204 566 9904

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Transform Our World: Green Careers Toolkit

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All content © 2022 Global Action Plan, except for partner content which belongs to the linked organisations. Global Action Plan co-ordinates Transform Our World and is a charity registered in England and Wales number 1026148, and in Scotland number SC041260. Tel: 0204 566 9904

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Create your bespoke clean air action plan in three simple steps:

1) First, answer a few questions about your school.

This helps the tool tailor the suggested actions to best suit your school's situation. A basic understanding of your school's operations is all you need, for example, are you next to a main road or does the school receive deliveries more than once a week?

2) Next, choose from the recommended actions.

You will be presented with a selection of air pollution actions based on their relevance and potential impact, alongside symbols that indicate their relative cost and effort to implement. We suggest you choose up to six actions for your plan to start with.

You will be presented with a clean air action plan that also links to helpful advice, resources and case studies to help you to implement your chosen actions. When you have completed your first set of actions, return to the framework and add some more to your action plan to continue on your path to become a clean air school.

Feeling inspired? Read more about action being taken by our innovative teams on our case studies page.

Do you have any questions about the Clean Air for Schools Framework? Browse our FAQs page.

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The Clean Air for Schools framework is free online tool that gives teachers, headteachers, parents and local authorities a blueprint of actions for tackling air pollution in and around the school. Schools build their own bespoke clean air plan from our database of 50 air pollution tackling actions.

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Browse our collection of teaching resources that explore the topic of energy. These include curriculum-based resources for a range of subject areas including PSHE, Geography, Maths, Science, Design, Art and English. Engage your students through activity kits, lesson plans, and tailored PowerPoint presentations.

To understand the rating system please click here.

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Browse our collection of teaching resources that explore the topic of energy. These include curriculum-based resources for a range of subject areas including PSHE, Geography, Maths, Science, Design, Art and English. Engage your students through activity kits, lesson plans, and tailored PowerPoint presentations. To understand the rating system please click here.

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Are you an energy hero?Welcome to our innovative teaching and learning resource designed to improve Numeracy and Science skills through exploration of local data associated with Energy and Climate Change.Find Out MoreAre you an energy hero?Welcome to our innovative teaching and learning resource designed to improve Numeracy and Science skills through exploration of local data...

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Are you an energy hero?Welcome to our innovative teaching and learning resource designed to improve Numeracy and Science skills through exploration of local data associated with Energy and Climate Change.Find Out MoreAre you an energy hero?Welcome to our innovative teaching and learning resource designed to improve Numeracy and Science skills through exploration of local data...

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The SDG Academy creates and curates graduate-level courses on sustainable development for learners around the world. From sustainable cities to human rights to climate action, each of our courses addresses the fundamental challenge facing our world today: How do people, communities, businesses and governments coexist, cooperate and collaborate to save the one planet we have?