Teacher preparation:

Overarching learning goal: Students gain a deeper understanding of climate change, the greenhouse effect and global warming, and recognise the differences between these three concepts. Students also understand that these issues are complex yet interconnected and have a range of causes and consequences.

This activity is designed to introduce the topic of climate change, global warming and the greenhouse effect for those students who are unfamiliar with these subjects, or as a refresher for those students who are already familiar with them.

The IPCC

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 their 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.
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). The report describes five possible climate futures, where #1 is not great and #5 is extremely bad. 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 CO2 and greenhouse gas emissions significantly and start right away.

'Net zero' or 'carbon neutral' are terms that refer to achieving an overall balance between greenhouse gas emissions produced and greenhouse gas emissions taken out of the atmosphere. Getting to net zero means we can still produce some emissions, so long as we're doing something else to reduce the greenhouse gases already in the atmosphere at the same time, kind of like balancing a set of scales (more info).

Psychological safety. The IPCC Report sets a hard challenge. While this real-world issue is essential for students to understand, there is no doubt it can make them feel sad or anxious about the future is becoming darker and scarier by the day. So, reassure students that we can have a hopeful and optimistic outlook on this report, rather than one of doom and gloom. Explain that optimism involves looking objectively at a situation and making a conscious decision to focus on the good (more info), and that hope is the belief that you can make an impact (more info). Explain to students that you are going to look ahead, identify what needs to be improved, and then work on the skills and confidence so that they can go out and do it. If you're interested in learning more about how to approach challenging topics around climate change and sustainability in your classroom through a Hope and Optimism lens, consider our PD course.

Student and classroom organisation:

Step 1.

Break the class into 15 groups. Assign each group with one of the following questions:

What is the climate system?
What is the difference between weather and climate?
What is climate change?
What is the greenhouse effect? How are greenhouse gases warming up the planet?
What is the biggest source of greenhouse pollution?
What is global warming?
How are climate change, the greenhouse effect and global warming related?
What does Anthropogenic Global Warming (AGW) mean?
What do we mean when we talk about the impacts of climate change and what are some examples of the impacts of climate change?
What do we mean when we talk about the causes of climate change and what are some examples of the causes of climate change?
During the past 100 years what has been the average global temperature increase? What has been the average yearly increase and what is the total increase over time?
What has been the average temperature rise in Australia since the middle of the twentieth century? When was our hottest year and how much hotter than average was it?
Why is the absorption of CO₂ in the ocean harmful to the oceans?
How much has the global average sea level increased between 1870 and 2007?
What is a climate change sceptic?

Each group should undertake research using the Climate Change Digital Toolbox and other sources to answer their question and then produce a 3 slide presentation, diagram or poster to share their research. Students should consider where they access their research from and should be prepared to reference any facts that they present.

Step 2.

Groups should present their poster or presentation to the class. Students should use the presentations to answer the questions on the student worksheet.

Step 3.

Encourage students to ask questions of other students and their presentations. Alternatively, engage students in a brief discussion around the presentations. Consider using the following questions:

What facts about climate change do you find the most startling or surprising?
Why do you think climate change is such an emotive and contested issue?
Why is climate change such a political issue?
Why is it important to consider the source of your research when studying an issue like climate change?

Assessment/Reflection

Students use the PMI learning tool (available on the Student Worksheet) to reflect upon their understanding of the issues raised in this activity.

Extension/Homework

Ask students to research one of the questions on the Student Worksheet in more detail and prepare a short report on their findings.

Climate Change, Global Warming and the Greenhouse Effect

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