Royal Meteorological Society, MetLink: IPCC Updates for – Geography Teachers; resource produced for 2008 specification but useful information/data and links to IPCC island states win their battle against climate – ‘Help change’, Achim Steiner (2014) Lesson 16 Key idea 6.9a Future emissions, UK and local (8) Plotting Starter atmospheric graphs of Discussion of climate change scenario data business as – (1 hour) 6.9 Further concentration levels and carbon dioxide usual/high-emission scenario, moderate emission scenario, planetary warming climate warming are levels, low-emission scenario. risks large-scale uncertain to natural calculating release of stored factors (the role of and rates carbon, requiring Main carbon sinks), human of change. responses from Plotting graphs of carbon dioxide levels, calculating factors (economic different players at means and rates of change. growth, population, different scales. energy resources) and Clarify and exemplify feedback mechanisms – feedback mechanisms students develop own examples. (carbon release from Suggested Explain what is meant by the term ‘feedback peatlands and learning mechanism’. permafrost, and tipping objectives How might feedback mechanisms offset the points, including forest To recognise and effects of climate change? dieback and alterations evaluate the How feedback mechanisms enhance the to the thermohaline strategies effects of climate change? circulation). (8) (F: governments, uncertainty of global Develop ideas and understanding surrounding other projections.) uncertainties. organisations and individuals use to manage climate Key words Plenary change. In students consider activities that are likely to: Feedback mechanisms allow the best-case scenario to be achieved Tipping Skills objective cause the worst-case scenario. Permafrost Plotting graphs of All pairs share ideas on the whiteboard. Students can then carbon dioxide take a photo of this. levels, calculating
– Royal Meteorological Society, MetLink: IPCC Updates for Geography Teachers; resource produced for 2008 specification but useful information/data and links to IPCC – ‘Help island states win their battle against climate change’, Achim Steiner (2014) Lesson 16 (1 hour) Key idea 6.9 Further planetary warming risks large-scale release of stored carbon, requiring responses from different players at different scales. Suggested learning objectives To recognise and evaluate the strategies governments, other organisations and individuals use to manage climate change. Skills objective Plotting graphs of carbon dioxide levels, calculating 6.9a Future emissions, atmospheric concentration levels and climate warming are uncertain to natural factors (the role of carbon sinks), human factors (economic growth, population, energy resources) and feedback mechanisms (carbon release from peatlands and permafrost, and tipping points, including forest dieback and alterations to the thermohaline circulation). (8) (F: uncertainty of global projections.) Key words Feedback mechanisms Tipping Permafrost UK and local (8) Plotting graphs of carbon dioxide levels, calculating and rates of change. Starter Discussion of climate change scenario data – business as usual/high-emission scenario, moderate emission scenario, low-emission scenario. Main Plotting graphs of carbon dioxide levels, calculating means and rates of change. Clarify and exemplify feedback mechanisms – students develop own examples. Explain what is meant by the term ‘feedback mechanism’. How might feedback mechanisms offset the effects of climate change? How feedback mechanisms enhance the effects of climate change? Develop ideas and understanding surrounding uncertainties. Plenary In students consider activities that are likely to: allow the best-case scenario to be achieved cause the worst-case scenario. All pairs share ideas on the whiteboard. Students can then take a photo of this.
Edexcel2016_ASandAlevelGeography_Topic6_CarbonCycleandEnergySecurity_SOW_DRAFT.docx