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6. Human activities are impacting the climate system. It can be ensured that students are aware of the precautions they can take at home and put them into practice. Because there is almost nothing that parents will not do for their children. We educate families through children.

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The most important one is number 7 because it summaraises the effect of global warming in daily life.

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As a language teacher, the subject can be integrated either in a vocabulary lesson for the invading level or can be approached in debates and argumentative texts in advanced level students.

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I choose 4. Climate varies over space and time through both natural and man-made processes.

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I am a teacher for the second grade, I chose No. 1 and No. 7, and I do a number of works with my students in order to communicate the idea of ​​the sun's availability of energy through the play of the planets, their proximity and distance from the sun, and how the planet Earth is the best, exploiting solar energy and extinguishing the lights, as well as providing a waste bin to separate waste in order to preserve  On the environment and the climate, in order for these ideas to remain in them in the future

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I chose topic 1 because the sun plays a very important role in our lives and with this pandemic crisis we all missed a lot the possibility of beeing able to enjoy the sun in all it's potential.

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It is good to know what are the main concerns in each area. It is also inspirational for my practical teaching. Thank you very much.

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I choose 6, so that we can explore how human impact climate change

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the human activities is the primary effect for the chancher the climate.

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the human activities is the primary effect for the chancher the climate.

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I chose point number 7. I am convinced that it is very important to make our students aware of, from an early age, how our behavior and way of life can harm the planet. The more we start teaching them when they are young, the greater the impact will be in the future. I work in a nursery. I start with the rules of segregating rubbish, saving water, limiting shopping. We operate!

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Human activities affect the climate system.I can address this subject in my course by giving an example of the relationship between literature and science.

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Human activities affect the climate system.I can address this subject in my course by giving an example of the relationship between literature and science.

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"Human activities are impacting the climate system." o draw students' attentions and increase awareness of how the people behaviors affect the climate. we can help them see and comprehend the issue in a way from the results to the basic terms.

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I chose the first point:
The Sun is the Primary Source of Energy for Earth's Climate System.
The main reason is, because in my subject (technology) energy is worked at all levels of ESO.

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I chose Climate Literacy Principle 7.
I teach Citizenship and addressing these issues is part of the curricula guidelines.
Students can reflect upon what is happening in their community and compare it with the situation in other countries.

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I choose 6. I believe that every subject and possibly primary school students should be taught to act responsibly. We start with small, environmentally friendly daily habits. We collect waste paper in the classroom. My students receive praise for every tree saved. They have learned to calculate the kg of waste paper in saved trees.

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I choose point number 7. I have chosen to look at topic ''Climate change will have consequences for the Earth system and human lives''. I a Biology teacher to students usually  aged 15-18. We could use this topic during a project ( about an environmental problem - example from their daily lives) and during the biology lessons. In the end we would have a discussion about how human activities are impacting the climate crisis.

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I choose point number 6 becouse I consider this point very relevant for our future. If we don't care about our planet, we will detroy our home and it is the oly really important that we have. The Earth is the heritage of our parents and our children's loan.

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I choose principal 6 human activities are impacting the climate system.  In many areas of the curriculum in pimary school of Spain including human activities. Also, it is something that can be taught in Natural and Social Science cause it covers topics of both areas.

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I chose point number 7 because I'm convinced it's very Important to make our students aware on how our behaviors can harm our planet. The more we start to teach them when they are young, the more will be great the impact!

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Point number five to understand the climate could be apllied for all kinds of ages. When giving speech therapy, you can use topics related to the climateand interrelate them.

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I choose topic 3. Life on Earth depends on, is shaped by, and affects climate.

I chose this title as it can be taught by teaching young students. In Konya there is a place named "Catalhoyuk". That is the oldest settlement in this city. There is also some houses which are very different and genius builds. The human in ancient time use them for protecting from wild animals and cold climate conditions. I can organize a trip in that place and teach my students about that.

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I choose topic 5 . we have got a green house in our school. we  can  observe the lifecycle of the nature.And effects of the climate on it.

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I work with kindergarten kids, so for them to understand about climate change is quite difficult. But we do activities for their age .
We collect different paper, metal, plastic, glass.
We use different object to recycle them in art projects.
We [plant flowers and trees in our kindergarten garden every spring .
We plant seeds in classroom and observe them how they evolve with different conditions.
I would choose Climate change has consequences for the Earth system and human lives.

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I think ı will choose 7th one.And ı am planning to teach the subject to  7th graders.In 7th graders’ English book,there is unit about Global Warming.While studying that unıt I am planning to divide the students to three groups as land-sea-air team.And assign the groups to study on the causes and solutions of Climate Change.I also ask Geograpy teacher to help me and students on this topic.When groups are done with their research,each team will present their findings to class and after the presentation finish,we can discuss the human factor in that change as a class.

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Hello, I choose topic 6. I can raise awareness of the impact of human activities on global climate change. We can watch videos and images explaining that the atmosphere is affected when the balance between the sun and the infrared rays in the earth's crust is disturbed. I can give the necessary guidance by talking about the effects of using fossil fuels that disrupt this balance of people. My students can do visual art works that will attract attention and create awareness after this interaction. I use digital technology in visual art works, reflect their ideas to visual art work in line with the chosen theme and subject, I can integrate the subject into these achievements.

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I teach English to students aged 6-14. I would choose Climate change has consequences for the Earth system and human lives.
I believe raising awareness is vital and often times, students and adults don't see the connections between their actions and climate change and its effects simply because they reckon a small act cannot impact anything. But as the saying goes, let a drop of water fall on a rock every day and it will bear a hole in it. Become aware of how these consequences translate into something tangible, personal is the key. I would do that through creative writing, either in the form of a different kind of diary, after watching a session with experts presenting from the south Pole. I am trying to remember the site I use with my students sometimes, but it keeps slipping my mind. You can watch live as polar bears roam the expedition trailer. It isn't polaredu; anyway, I will remember. The idea is students can see the consequences on those starving bears for example and then we can extrapolate and they can figure out how climate change impacts human life. They can write a note to themselves from the future if climate change hasn't been taken seriously or write from the perspective of a human or ecosystem affected.

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I choose topic #3. Life on Earth depends on, is shaped by, and affects climate.
I usually teach about water and its natural cycle to learners 11yo and about energy and its sources to learners 13yo.
Sgo of UN Agenda 2030 is a good pattern for developing the climate change to learners 13yo of my classes.

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I chose number 6: Human activities are impacting the climate system. I am a primary school teacher in Ireland. A lot of my students come from farming and agricultural backgrounds. It can be difficult teaching this explicitly when some of the ideas and points made contrast with the attitudes and practices of the students' home life. I try to teach climate responsibility and understanding how our activities affect the world around us is central to my teaching.

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I chose topic 6 „Human activities are impacting the climate system”,  because I consider that it relates well to preschool subjects and can be integrated into the curriculum in the areas of Environmental Education, Natural Sciences, Technology.
Activities can be carried out on pollution, deforestation, the negative impact of these human actions on the environment

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I work a a secondary school.We have been participating many projects about environment,using recycle bins,cleaning the environment,water and air.But i think we must investigate the real causes of these results;climate change and global warming.People give harmful effects so in oder to analyse it i have chosen the  6th topic: Human activities are impacting the climate system.
In the 6 th and the 7th grade curriculum ,the units are about climat change by the way i can integrated them in the curriculum. We must talk about the causes the climate change so i would like to do a survey via answergarden questionnarre and the discuss about it.We may watch videos about climate change to understand human activities affect climate change or not.At the end of the activity i can do quiz by using quizizz web 2.0 tool.

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I've been working in kindergarten for 30 years. Since I can remember, ecology has been a very important element in the education of young children. I think choosing topic 6 is the most apt course of action.

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I have chosen the Climate Literacy Principle No.6: " Human activities are impacting the climate system" . I teach at secondary school students. I already participate in a project with something that is really specific: We investigated more about it and we were doing activities related to this.  after that, we debate the different information that we have found and we talk about the importance of the Climate in our lives.   I think that every individual can make a difference, and is responsible for its action.

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Huriye Balcı                                  I have chosen the topic ''Climate change will have consequences on the earth system'', for example we are  in the west of our country . It has suffered from earthquakes for two months this year, natural disasters like earthquake consequences of climate change, It's  a relevant  topic  our dailylife events . I can share them videos, documentaries and short films disasters about climate change 

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Huriye Balcı                                  I have chosen the topic ''Climate change will have consequences on the earth system'', for example we are  in the west of our country . It has suffered from earthquakes for two months this year, natural disasters like earthquake consequences of climate change, It's  a relevant  topic  our dailylife events . I can share them videos, documentaries and short films disasters about climate change 

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I chose number 6. Human activities are impacting the climate system. In my English classes, I focus on human impact on climate change. I teach many vocab items using this theme and my students generally willing t o express their ideas about the topic. they may have controversial ideas to discuss with reasons and effects. This concept sometimes may be uncomfortable to students due to feelings of guilt, political resistance, or genuine lack of scientific understanding.

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I can tackle in my 7th point class "Climate change will have consequences on the earth system and human lives" with the 7th base year during the oral session aiming to raise awareness of the theme of the module "Nature's secrets ". For example, I could show them a video or photos on one or more disasters caused by climate change.

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I choose principle 6 "Human activities are impacting the climate system" because I consider a topic young students can easily appreciate by themselves. Also, it is something that can be taught in Natural and Social Science cause it covers topics of both areas.

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I have chosen to look at topicic ''Climate change will have consequences for the Earth system and human lives''. I am an teaching assistant at vocational high school which only Roma attends. We could use this topic in cross-cutting themes such as Environmental education and Regional Education and traditional folk culture. We could use it not only during wocational training but also   in practical education for students. I believe, that using a local example is an effective way to draw our students into the topic.

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I have chosen to look at Climate Literacy Principle 7
“ Climate change has consequences for the Earth system and human lives.” with my year 8 class.

The school managers decided that, once in every term, students should work in teams through cross-curricular projects. Thus, I thought I would include this in our " The 3R’s" project.  The topic looks at what, how and why should we recycle, reduce and reuse everyday objects in order to take action and help to reduce the impact of climate change. Therefore, I think it would be great to link one of our projects with some of the videos and resources I have found in The Guide to Teaching Climate Science. For example, we might look at doing an experiment and trying to create safe water from unsafe one.

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I choose 1st because the sun is very important for human life.

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I choose 6. Human activities affect the climate system.
I would tell my preschool students that they had forest losses. I watched videos based on climate change.
I would talk about urbanization, natural water resources and forest fires.
Students would discuss how people should find a solution.

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I choose principle 1 because my students must know Sun is very important for life.

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I agree with the proposal chosen by Nicoleta Climat Principle Literacy 1 because I also work in kindergarten and the activities regarding recycling and planting are very attractive at this level and the involvement of parents is maximum.

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5.Our understanding of the climate system is developed through observations, theoretical studies and modeling.

I am a math teacher, there are various graphs and the subject of interpretation. Climate change values ​​can be integrated during the course.

We can create environmental awareness for our students by doing activities that support recycling at our school.

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.İnsan faaliyetleri iklimi etkiler konusunu 9. sınıfta doğa - insan etkileşimi kazanımına entegre edebilirim.gelen teknolojinin kontrolsüz ilerlemesi durumunda bunum bize kısa süreli fayda sağlarken uzun sürede iklim değişikliği ile zararının büyüklüğünden bahseder ve slay gösterisi yapar.doğadan özür dileme amacıyla okul bahçesine fidan dikerek öğrenmeyi destekleyebiliri.

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1.       The Sun is the primary source of energy for Earth’s climate system.

2.       Climate is regulated by complex interactions among components of the Earth system.

3.       Life on Earth depends on, is shaped by, and  affects climate.

4.       Climate varies over space and time through both natural  and man-made processes.

5.       Our understanding of the climate system is improved through observations, theoretical studies, and modeling.

6.       Human activities are impacting the climate system.

7.       Climate change will have consequences for the Earth  system and human lives.

All of the topic are great for me to plan a project based and CLIL  process.
If I am required to choose one, I would start with the number 6 which is "Human activities are impacting the climate system." o draw students' attentions and increase awareness of how the people behaviors affect the climate. we can help them see and comprehend the issue in a way from the results to the basic terms.

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I have chosen the Climate Literacy Principle No.6: Human activities are impacting the climate system.
I teach at secondary school, students age 14-19 and I think that every individual can make a difference, and is responsible for its action. I teach math so I can include this topic i 1st grade during data analysis or when teaching powers, in 2nd grade teaching probability or quadratic function, in 3rd grade while teaching exponential and logarithmic function or combinatorics and in the 4th grade while expanding probability or teaching geometric progression.
There is a place and a way when there is will.

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Human activities are impacting the climate system.

Climate Literacy Principle 6
In Science class we can teach students about fossils fuels and renewable sources of energy we can use instead., how to reduce carbon global footprint. The change has to start with us should be the main goal.

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Because I am working with children from 4 to 5, I will choose Climat Principle Literacy 1 because we are working many activities with children and parents related to reclycle and also we like to plant new seeds and help them growing. Children love nature and like see the nature healthy. They can keep and throw the meessage of salvation the earth.

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I will choose Climate Literacy principle 1, but information from all of them could be used in my activities even my students are 4 years old. They are very interested in recycling and plants growing. I can plan science lessons and, what is the most important thing, is that they are curious and more confident in their power to improve life, than adults. This type of education must be daily present in kindergarten's activities.

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I think that you should include all topics in the classroom and set a focus for each theme;
For this interaction, I chose topic 7:
In the curriculum, we have the subject nutrtion, and a part of it is world hunger and sustainability in
I would like to show what influence climate change has on agriculture, what consequences climate change has. And what influence we as consumers have in the selection of products and foods. The influence of regionality and product labels (fairtraid, organic, quality seal, quality seal)
To contrast the difference between organic farming and traditional; Educate schoolchildren to critical thinking and critical consumers;

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I have chosen to look at Climate Literacy Principle 7
“ Climate change has consequences for the Earth system and human lives.” with my year 8 class.

The school managers decided that, once in every term, students should work in teams through cross-curricular projects. Thus, I thought I would include this in our " The 3R’s" project.  The topic looks at what, how and why should we recycle, reduce and reuse everyday objects in order to take action and help to reduce the impact of climate change. Therefore, I think it would be great to link one of our projects with some of the videos and resources I have found in The Guide to Teaching Climate Science. For example, we might look at doing an experiment and trying to create safe water from unsafe one.

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I would like to choose two topic intead of one because I think that I could introduce both topics at the same time. These topics are "Human activities are impacting the climate system" and "Humans can take actions to reduce climate change and its impacts". Both topics refer to humans and I believe that as a pre-school teacher I could use these topics to introduce the climate crisis and to learn in class that what humans do, what they do always have consequences. These consequences can be positive or negatives, they depend on them.

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I have chosen Humans Affect Climate. This subject could be teach while we learn in the class about Climate. I would start asking my students if they thin humans can affect climate, and in this case, how do they think it is affected. Then I will ask them to look for news or evidences on Climate change and because of humans actions. They would need to share what they bring to the school with their partners and then we will al comment the news.
Finally we will think about what can we do to avoid the issues we discovered in the news they brought.

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3. Life affects the climate system and in turn, the climate dictates where and how species can survive.

This topic would provide an excellent basis for a project in the 1˚ESO (students aged 12-13) as a way to review and practice different verb tenses, particularly the present and past simple, whilst employing CLIL Methodology.

By selecting a particular species to focus on or an aspect of life that is particularly affected by the climate system, students could investigate and present a project whilst developing their vocabulary and knowledge of gramatical structures.

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A little late to the game but I think that many people who said starting early are right.
In kindergarten, these educational topics can be incorporated each and every day.

I think that teaching children about the impacts of their every day life can happen, starting in kindergarten.

Many children in my group believed that they were doing their part by putting trash into the trash bin-- but had no idea about where their trash goes!
Collecting all the trash we used for a week and watching this video:

https://www.youtube.com/watch?v=hKFV9IquMXA&t=89s

started the conversation in a really passionate way! They decided to take the trash we collected and make them into sculptures of ocean creates that now hang above our morning circle carpet--to remind us each day to be more mindful. They also made signs- using recycled materials to remind people to use less water when washing their hands and to recycle, etc.

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Human activities are impacting the climate system.

Climate Literacy Principle 6

I teach at the level of primary education and at this age students must learn the relationship between action and effect, and the presentation of videos about the activities of people who have affected the climate would be by far a unique way to attract them to study more. I could start from short questions like what happened to the penguins, or the koala bear to reduce the number of species. They love animals and starting from the consequence, effect, we can reach the teaching of some concepts. Integration in the curriculum can be done both in Natural Science classes, but also in Communication, by approaching non-literary texts that debate this subject. Each student can understand at this age the consequences of climate change if he is guided to make connections between cause and effect from the slightest action to the impact of global action.

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Climate and Life. This subject is quite suitable for my field. I am a Physical Education teacher. I will be effective on this

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The Sun is the primary SourCe of energy for earth’S Climate SyStem.
I have considered that I would start this project with something that is really specific: the sun. We would investigate more about it and we could do activities related to this.
Then, we can debate the different information that we have found and we can talk about the importance of the Sun in our lives.

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2. Climate is complex,
I would use NASA video:
Global Temperature Anomalies from 1880 to 2019  https://svs.gsfc.nasa.gov/4626
to explain , understand and elaborate on the higher temperatures in the northern hemisphere using the following points mentioned in 2. Climate is complex:
-Compared to air, water takes a longer time to warm up or cool down.
-The overall climate of a region is not solely determined by its latitude, but is also influenced by factors such as proximity to oceans or mountain ranges.

For adults.

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I choose of life.

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As I teach lower secondary the most appropriate would be
The Sun is the primary source of energy for Earth's climate system.
This topic is important for them to understand that rhe sun is the life support besides the air and learning about the sun we raise awareness about the mechanisms that work in nature.

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I agree with Dora from Greece, I would choose the sixth topic, the one about Human activities impacting the climate system as i believe that it is strongly related to the issue of education in order to be tackled. I would incorporate the topic in my teaching by encouraging my students to create projects or posters providing solutions and suggesting ways how to adopt habits that would ensure a more sustainable future life.

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I would choose the sixth topic on ''Human activities impacting the climate system'' . I would link it to the unit of the school coursebook that deals with environmental issues. My goal would be to identify the things we do that destroy the planet in order to find ways to limit or even eliminate them.

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I chose principle 6

Human activities are impacting the climate system.

As I class teacher and an eTwinniner I can easily develop this topic and make my students aware of human activities and their consequences for our nature.I want to make my students analyse what happen around them and use their critical thinking in order to come up with possible solutions.I could show them some videos suggested here and then make them compare with problems in their community.

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I choose principle 6: how human activities are impacting climate change. This principle fits in many areas of the Irish primary school curriculum including human activities, the climate, human environments, ecosystems and caring for the environment. This link has many great resources such as simple videos which would be great for younger children.

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I choose principle 6: how human activities are impacting climate change. This principle fits in many areas of the Irish primary school curriculum including human activities, the climate, human environments, ecosystems and caring for the environment. This link has many great resources such as simple videos which would be great for younger children.

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Climate change will have consequences for the Earth system and human lives.
My choice is topic 7.
My students often take part in ecological projects, such as Climate Action Project, Climate drops.  Most of these projects are in English. We communicate with students from other countries. We do common tasks, record videos, plant trees. Participation in such eco projects gives new view on problems, enriches English, shows examples how to do ecosteps.

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I chose principle 5: Understanding Climate because reading, research, finding useful information is taught in school library.

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I choose 1 for high school students, because in the Solar System lesson I can explain more to students about the importance of the Sun in climatic, biological processes, the use of solar energy.

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Hello to everyone!
By turning to solar energy, fossil fuel use should be terminated.

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I choose "7. Climate change will have consequences for the Earth system and human lives" because I consider that I can approach it in my discipline (History), in the theme worked across Citizenship and Development, as well as in the disciplines of Natural Sciences, Geography, Physical Chemistry, etc.

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I have choosen topic 6. Human activities are impacting the climate system.
I teach English a little children. And I think it will be easier for them to understand this topic.
I think I will focus on daily actions that can help to minimize the level of impact in the nature, like closing the tap, or reclycing properly.
We can do lots of activities that reflect what we can do for the climate.

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I choose life on earth bacause i teach natural sciences. I think students in the 8 year(13-14 years) can search about the influence of global warming in  migrations.

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I choose topic 6. Human activities are impacting the climate system.
This topic is related to the subject I teach (TECHNOLOGY) because in the curriculum of Technology we teach Materials and Energy. These items have an important impact in Climate change.
My students work in projects. Nowadays my students aged 15-16 years old are working in a eTwinning project called "Eco-students against Climate change". They study and investigate about climate change's many different aspects as causes, impacts, effects and mainly  ways to contribute to stop climate change.
Therefore topic 6 is very useful for my lessons.

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I choose topic 6. Human activities are impacting the climate system. We usually discuss in our classroom about the damage that we, humans, do to the environment and ways to minimize it or prevent it. It would be introduced almost in every lesson of environmental education we have so students could adopt a number of healthier strategies and attitudes for the environment.Learning is more permanent because they are preschool children

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5. Our understanding of the climate system is improved through observations, theoretical studies, and modeling.
I think that from the schools you can do numerous experiences about it and also rigorous studies

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In our class, we study musical instruments around the world. We analyze the materials which they are made, time of year where they are used. In relation to the question "how the climate affects people", they can relate the different traditional instruments of each area and the climate.

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Teaching the impacts of climate change is supported by six key concepts:

a. Melting of ice sheets and glaciers, combined with the thermal expansion of seawater as the oceans warm, is causing sea level to rise. Seawater is beginning to move onto low-lying land, contaminating coastal fresh water sources, and gradually submerging coastal facilities and barrier islands. Sea-level rise increases the risk of damage to homes and buildings from storm surges such as those that accompany hurricanes.

b. Climate plays an important role in the global distribution of freshwater resources. Changing precipitation patterns and temperature conditions will alter the distribution and availability of freshwater resources, reducing reliable access to water for many people and their crops. Winter snowpack and mountain glaciers that provide water for human use are declining as a result of global warming.

c. Incidents of extreme weather are projected to increase as a result of climate change. Many locations will see a substantial increase in the number of heat waves they experience per year and a likely decrease in episodes of severe cold. Precipitation events are expected to become less frequent but more intense in many areas, and droughts will be more frequent and severe in areas where average precipitation is projected to decrease.

d. The chemistry of ocean water is changed by absorption of carbon dioxide from the atmosphere. Increasing carbon dioxide levels in the atmosphere are causing ocean water to become more acidic, threatening the survival of shell-building marine species and the entire food web of which they are a part.

e. Ecosystems on land and in the ocean have been and will continue to be disturbed by climate change. Animals, plants, bacteria, and viruses will migrate to new areas with favorable climate conditions. Infectious diseases and certain species will be able to invade areas that they did not previously inhabit.

f. Human health and mortality rates will be affected to different degrees in specific regions of the world as a result of climate change. Although cold-related deaths are predicted to decrease, other risks are predicted to rise. The incidence and geographical range of climate-sensitive infectious diseases- such as malaria, dengue fever, and tick-borne diseases-will increase. Drought-reduced crop yields, degraded air and water quality, and increased hazards in coastal and low-lying areas will contribute to unhealthy conditions, particularly for the most vulnerable populations.

These ideas relate to the current and predicted consequences of climate change.

Most people are aware of the increasing frequency of extreme weather events, which is what climate scientists predicted for a warming world. The impacts of climate change on humans and environmental systems have become a focus for resource managers, medical professionals, emergency managers, insurance companies, and military planners. A great challenge of the 21st century will be to prepare communities to adapt to climate change while reducing human impacts on the climate system (known as mitigation). Additional factors such as poverty, a lack of resources, the absence of political will, and the necessity for nations to work together add further complexity to this challenge. Many jobs and industries will be affected by the changes that are happening or are anticipated for the future.

Climate change has profound impacts at home and afar, today and in the future

The importance of this principle is readily apparent: our climate is changing and so is our world. Symptoms of climate change are all around us: extreme weather, diminishing sea ice, year after year of record-breaking warmth, drought, fires, and stress to ecosystems. Many of these consequences will create hardship for humans. Some key points are:

The impacts of human-caused climate change are already being seen, from polar regions, to our backyards, to communities around the world.

Consequences of climate change will affect the biosphere on many levels, from coral bleaching, to dying forests, to species extinction.

Human infrastructure is threatened by a changing climate, such as encroachment of coastlines, stress to the energy grid, and shifting structures as a result of melting permafrost.

A warming climate threatens mountain snowpacks, fresh water supplies, and hydropower that serve millions of people.

Changes in climate and precipitation patterns are impacting agriculture and food security.

Populations that are already vulnerable in terms of sea level rise and food security are poised for the greatest hardships. Political unrest, migration of refugees, and global economic impacts are all visible outcomes. Some of these effects are already evident.

Helping students understand these ideas

Educators know that linking classroom topics to relevant news is a powerful way to engage students. The impacts of climate change are all too easy to find, but nonetheless using a local example is an effective way to draw students into the topic and help them unravel the science.

Keep in mind that alarming students and the public about the impact of climate hazards, such as droughts and extreme events, can be counter-productive and cause people to ignore the warnings, feel hopeless, or succumb to denial. However, glossing over the severity of the impacts and the enormous social and environmental ramifications of climate change can lead to a society that is ill-prepared to deal with change. Finding a balanced approach and avoiding a "despair deficit" is clearly a good practice, both inside and outside of the classroom.

Another challenge for fostering public awareness for the consequences of climate change is that many of the effects are far away and may not directly touch the lives of our students in an obvious way. Two solutions to this are to use local data and examples to examine climate changes that affect your region, or to employ a case study approach that will allow students to gain a deeper sense of how these impacts will profoundly affect people and ecosystems in faraway areas.

Bringing these ideas into your classroom

Here are a few pedagogic strategies for teaching about climate impacts.

Because climate change affects so many parts of our lives, the theme can be woven into a range of topics throughout a course or a unit. Subjects such as history, economics, or health can all touch on climate change. Climate impacts needn't only be addressed within the specific context of an earth science class.

Student teams can investigate climate impacts on different parts of the earth system. Teams could learn how climate is affecting the cryosphere, coral reefs, birds, forests, native peoples, agriculture, transportation, diseases, national security, and many other avenues.

A geographic approach could be used to examine impacts in different parts of the world.

Students could write or read narrative stories about how climate affects people.

Students could use imaginary time travel to visit the climate of the future, which would vary depending on actions we take today.

Students could use local climate data such as temperature, snowfall, and streamflow. Similarly, students could learn about economic impacts such as maple syrup production, crop yields, and winter recreation.

Role-playing activities could be used to explore how the climate affects people in different walks of life such as farmers, construction workers, insurance agents, or pilots.

Integrating Solutions

When teaching about climate impacts, it's also a good idea to touch on solutions to climate change. Ideally, students can feel informed and empowered, rather than discouraged about the world's problems. Some possibilities include:

Draw on case studies showing successful emissions reduction strategies.

Explore adaptation strategies for humans, plants, and animals.

Create an atmosphere of creativity and problem-solving as we all strive to meet this grand challenge.

These ideas are discussed more fully on the next page, Humans can take action to reduce climate change and its impacts.

Teaching materials from the CLEAN collection

These concepts are well-represented in the CLEAN resources. One way to narrow the search is to look for a specific type of impact like melting ice and permafrost, sea-level rise, extreme weather, or impacts to plants and animals. Alternatively, you can search by regions, like the US Southwest or US coastal areas.

Despite the best efforts of the CLEAN team to keep our teaching materials up-to-date, impacts to the climate system are changing rapidly. Be sure to seek up-to-date graphics and data to supplement some of these activities.
Middle school

Loss of Arctic sea ice has been making a lot of headlines. The Ch-Ch-Ch-Changes lesson plan allows students to analyze and explore this topic with graphing and hands-on activities.

What if the Ice Shelves Melted? - This hands-on lesson from ANDRILL involves making a model of Antarctica and then using their model to explore the impact of potential ice shelf melting and break-up.

Investigating Coral Bleaching Using Real Data - This sequence of 5 activities uses real-world data to understand how scientists monitor coral bleaching events.

Ten Signs of a Warming World is an interactive website that provides descriptive information and data related to ten compelling climate indicators.

Related Pedagogic Methods:
College
Find activities and visuals for teaching this topic

Search by grade level: middle school high school intro college upper college search all grade levels

References

Forth National Climate Assessment Report - Published in 2018, this report focuses on the impacts of climate change. This is an ideal "one-stop-shop" for information, data, and reusable graphics on the effects of climate change.

2014 National Climate Assessment Report summarizes the impacts of climate change on the United States, now and in the future. The report can be explored by region and uses clear, simple messages to streamline the findings.

The Effects of Climate Change from NASA - Short explanations of the major effects of climate change, with links to a deeper dive.
How Much is Sea Level Rising? - This page from the Skeptical Science website provides clear answers to common questions and misunderstandings about climate change.

Arctic Climate Impact Assessment from the Union of Concerned Scientists, this article describes observed climatic changes as well as predicted impacts. Topics include sea ice, ecosystems, albedo and sea level rise.

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teach the earth:incorporating societal issues:climate change

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a. Melting of ice sheets and glaciers, combined with the thermal expansion of seawater as the oceans warm, is causing sea level to rise. Seawater is beginning to move onto low-lying land, contaminating coastal fresh water sources, and gradually submerging coastal facilities and barrier islands.

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Joaquim Mota, Braga - Portugal

Life on Earth depends on, is shaped by, and affects climate.

I choose this one because they acquire in several disciplines (Geography, Natural Sciences, etc.) knowledge related to different types of climate and their spatial distribution on the planet. From there, I believe that the interdisciplinary approach of the rest will be easier.

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6. Human activities are impacting the climate system.
I think that is important for my students (special education) know the consequences of their actions.

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I have chosen to look at ' The sun is a primary source of energy for Earth's climate system' with my year 5 class.

The school teaches through cross-curriculum so I would include this in our 'The Truth is out there' topic . The topic looks at the solar system and sun and the moon. I think it would link really well. We could discuss the Sun as a source of heat and the heat staying within the atmosphere. I might look at doing an experiment with a spotlight shining on an object, taking the temperature prior to the light being put on the object and after and timing how long it takes to cool down.
This topic is taught in the 2 term.

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I believe it would meaningful to introduce topic 6 Human activities are impacting the climate system. I think it is a must because it is already in our curriculm. (3d grade- sciences)

We could discuss with my students about the polution of CO2 to our planet and how can we reduce it or what thing are we doing wrong that are easy to change.  Easy examples for them would be talking about how we come to school (by car, by bike, walking) or what do we have as a snack and how could we use zero waste products.

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6/ Human activities are impacting the 6 climate system.

Human activities have affected the land, oceans, and atmosphere, and these changes have altered global climate patterns. The human spoiled the world with the selfish interventions of material interest  Such as exaggerating logging to win the price of wood, And the large number of factories, Intensive use of plastics, Wars and weapons harmful to nature, Chemical medicines used for plants. We should find  real solutions In addition to educational slogans, there must be deterrent methods for those who harm the world Such as financial tax and imprisonment

Accustom citizens from childhood to respect and preserve nature through school lessons

In our curriculum, we teach our students gardening, pollution prevention and solutions to the correct consumption of natural resources for each level we set up a class project with the subject: solutions for climate change.

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I choose the firstone. The sun is essential for the climate and life on earth.

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I choose topic 3 because I think our life on Earth depends on how we understand to live.

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I choose topic 6 ,Humans affect Climate . I work with teachers in the primary school , so i think this topic is more useful for them .

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Ciara                                             I choose 'Human activities are impacting the climate system'.

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Ciara                                             I choose 'Human activities are impacting the climate system'.

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I close this because I teach in a primary school. I feel it is the most age suitable issue which could be discussed with younger children. I would start by getting them to identify how they think humans are impacting the world. Then with older children you could move onto how to help stop this harm.

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I have chosen topic 6 Humans Affect Climate. My students are preschoolers, so I think this topic would be the easiest for them to understand.

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To me the most important one is number seven because it summarises the effect of global warming in daily life.

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I have chosen topic 6 'Humans Affect Climate' as I believe is the one my students can have a deeper look at and therefore apply to their immediate surrounding. As I am an English teacher I can use the topic following a CLIL methodology: using the materials uploaded in CLEAN (adapting them to their English level) can be useful to promote their communicative competence. We would watch the video and promote debates. Also, from a linguistical point of view I would use those materials to show them how structures such as the Present Simple are used to describe daily routines that affect climate change.

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I have chosen topic 7 Climate change will have consequences for the Earth system and human lives. In my geography lessons the students always connect the subjects to their every day lifes. To learn about this complex Phenomenon you have to understand how it can effect your daily life. This wil improve the  ability for student to get in touch with this complex phenomenon.

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I choose the first topic The Sun is the primary source of energy for Earth's climate system, because I can extend the contents of physics in the fourth year of secondary school, for the study of the sun and its behavior. So, I can relate it to the study of the climate

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I chose:  "Human activities are impacting the climate system"
In teaching Geography, the interrelations between systems are the most important. I consider the climate change obviously during the teaching of the unit "atmospheric processes", however it is also very clear that the topic needs to be addressed in other units (and other subjects) as well. The clou lies in the definition of the interaction betwen the climate system and human activities, as there is a complex conection between mitigation intentions on the one side, and other unforeseen consequences on the other side. Only by understanding that no activity is outside the system, the topic can be fully understood in its complexity. An example could be the impact of the burning of the amazon rainforest on atmospheric aerosol levels, the global co2 budget... or the understanding that the way we have built cities is privileging fossil-energy powered individual transport - and not climate-friendly alternatives.

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Climate change will have consequences for the Earth system and human lives. I think is the best topic for my English classes.

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I teach in 1st class of primary school, so I choose topic n.1 "The Sun is the primary source of energy for Earth's climate system". I think to introduce it when we speak about seasons.

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I teach English to teenagers at a high school. I would choose topic 6: Human activities are impacting the climate system.
I would make my students see the source of environmental problems caused by human activites. Then, I would encourage them to produce solutions for these problems. I would build a project on this topic by using the problem-based learning approach.

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Topic 6: Humans affect Climate
I teach Portuguese (mother language) and Citizenship to adolescents at the end of basic school. More often we observe and reflect in peers or big group about the reality in which we live, the causes for climate changes and speccially how human behaviour affects the conditions for survival. This subject is introduced at pre-school and during basic school students have the opportunity to deal with several topics so that they get able to be better citizens and human beings that respect the ecosystems. I defend it more and more.

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Jordan
Human activities are impacting the climate system.
I believe that i can succeeded this with my students and do many projects

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I choose the topic n6 Human activities are impacting the climate system. because when during the first year of high school I explain the atmosphere and the greenhouse gasses I usually introduce graphs and discuss about how human activities are effecting the ammount of CO2 and then the average temperature on the Earth.   In the second year ,focusing on ecosystems , I usually discuss about the topic n7  Climate change will have consequences for the Earth system and human lives. I believe it is pretty difficult to implement the topic n5 because introduce theoretical studies and modeling about climate system takes time and students to be effective in these activities
should already have acquired specific vocabolary and tools.

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I would choose  topic 3  Life on Earth depends on, is shaped by, and affects climate. For example, I would try to make my Primary students concerned about the problem that plastics are creating in the sea for animals who live there