Guiding questions
- To what extent has climate change occurred due to anthropogenic (human-generated) causes?
- How do differing perspectives play a role in responding to the challenges of climate change?
SL and HL knowledge statements
6.2.1 Climate describes the typical conditions that result from physical processes in the atmosphere.
6.2.2 Anthropogenic carbon dioxide emissions have caused concentrations of atmospheric carbon dioxide to rise significantly. The global rate of emission has accelerated, particularly since 1950.
6.2.3 Analysis of ice cores, tree rings and deposited sediments provide data that indicates a positive correlation between the concentration of carbon dioxide in the atmosphere and global temperatures.
6.2.4 The greenhouse effect has been enhanced by anthropogenic emissions of GHGs. This has led to global warming and, therefore, climate change.
6.2.5 Climate change impacts ecosystems at a variety of scales, from local to global and affects the resilience of ecosystems and leads to biome shifts.
6.2.6 Climate change has an impact on (human) societies at a variety of scales and socioeconomic conditions. This impacts the resilience of societies.
6.2.7 Systems diagrams and models can be used to represent cause and effect of climate change with feedback loops, either positive or negative, and changes in the global energy balance.
6.2.8 Evidence suggests that the Earth has already passed the planetary boundary for climate change.
6.2.9 Perspectives on climate change for both individuals and societies are influenced by many factors.
Knowledge statements for HL only
6.2.10 Data collected over time by weather stations, observatories, radar and satellites provides opportunity for the study of climate change and land-use change. Long-term data sets include the recording of temperature and greenhouse gas (GHG) concentrations. Measurements can be both indirect (proxies) and direct. Indirect measurements include isotope measurements taken from ice cores, dendrochronology and pollen taken from peat cores.
6.2.11 Global climate models manipulate inputs to climate systems to predict possible outputs or outcomes using equations to represent the processes and interactions that drive the Earth’s climate. The validity of the models can be tested via a process known as hindcasting.
6.2.12 Climate models use different scenarios to predict possible impacts of climate change.
6.2.13 Climate models show the Earth may approach a critical threshold with changes to a new equilibrium. Local systems also have thresholds or tipping points.
6.2.14 Individual tipping points of the climate system may interact to create tipping cascades.
6.2.15 Countries vary in their responsibility for climate change and also in vulnerability, with the least responsible often being the most vulnerable. There are political and economic implications and issues of equity.
Practical activities
- 6.2.3 Application of skills: Investigate graphs of data for the past 800,000 years and show how these variables have changed during the glacial cycles.
- 6.2.5a Application of skills: Investigate climate graphs for different global locations. Atmospheric and oceanic CO2 levels in long-term graphs provide evidence for anthropogenic global warming and ocean acidification.
- 6.2.5b Application of skills: Use databases to explore the impact of temperature change on a specific ecosystem, for example, coral reefs or forests.
Possible engagement opportunities
Turn these into CAS suggestions connected to the UN SDGs.
- Create a presentation or display for the school to raise awareness about the issue of climate change.
- Participate in climate action events.
- Join a citizen action group or youth parliament to create policies around climate change.
- Make a climate scarf—“ Knit the climate stripes”, developed by Professor Ed Hawkins at the University of Reading in 2018.
Happy learning!
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