Category Archives: resources

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European Climate Pact Toolkit Available

Teaching the Future has engaged with the European Commission in its Education for Climate initiative. This brings together teachers, educators, experts and policy makers to share and develop relevant approaches to climate education. More than 800 people are engaged in this community initiative. All are welcome to join.  Find out more about Education for Climate

Education 4 climate imageThe Directorate-General for Climate Action (DG CLIMA) leads the European Commission’s efforts to fight climate change at EU and international level. Its key mission is to formulate and implement EU climate policies and strategies, so that the EU can turn into the first climate-neutral and climate resilient continent by 2050.  Latest news from DG CLIMA

The EC has also established a European Climate Pact. The Pact is designed as a movement of people united around a common cause, each taking steps in their own worlds to build a more sustainable Europe. The Pact is part of the European Green Deal and is helping the EU to meet its goal to become climate-neutral by 2050.

The Pact encourages everyone to find their place, allowing people to get involved whether they are just starting out on your climate action journey or already working to make a difference in their own community. It is possible to take part either as an individual or as an organisation – for example, a city, a community or an association.

The 2024 European Climate Pact event gathered more than 200 members of the Climate Pact community from across Europe to work together on new ways to spark climate action in their local communities.

The Climate Pact has developed to resources to help you convince someone to take action on climate change, as  bold systemic changes are needed, and everyone needs to be involved.

As some people are more reluctant than others, a toolkit has been created to help you explain and communicate climate action to your community.

Six common arguments people use to justify their inaction are presented, along with suggestions on how you can respond to each of them.

Some tips on how to talk about climate change are also provided. Find out more

The Teaching the Future project involves not only relating to the science and the climate data but also encouraging ways to take action in reducing our impact on the planet.  The open access teacher training course allows you explore tools and resources related to climate action.

Module 1 of the teacher training course looks at how to address the Climate Challenge
Module 3 explores how to encourage student engagement in local issues.

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“Teaching the Future” Marks a Successful Conclusion for Implementing Climate Change Education in Schools

report-imageAfter two transformative years, the ambitious “Teaching the Future” project is drawing to a close, leaving behind an indelible mark on climate change education. Launched with the vision to integrate climate education into school curricula, this project has far exceeded its initial goals, fundamentally reshaping how climate change is taught in classrooms. Explore the pedagogical report on climate education

At the heart of its success are the innovative resources and methodologies developed for educators and providing access to authentic climate data in dashboards of histoical temperature and precipitation and future forecasts of the predicted temperatures across the globe. These resources demonstrate the warming climate. Visit the digital climate data dashboards

dashboard global predicted temperatureRecognizing the multidisciplinary nature of climate change, “Teach the Future” has crafted a diverse array of teaching materials. These range from interactive games that engage students in environmental stewardship, to comprehensive lesson plans that weave climate awareness into subjects like science, geography, and even literature.  Find out more about the project results

Understanding that change begins with educators, the project has placed significant emphasis on teacher training to effectively communicate the complexities of climate change. Visit the onlione teacher training course

The project’s legacy includes a network of informed and enthusiastic educators, ready to inspire a new generation of environmentally conscious students. training modules image

Looking ahead, the success of “Teach the Future” serves as a blueprint for future educational initiatives.

Since the focus of the project is equipping educators and students with new skills, it is demonstrated that with the right tools and commitment, schools can play a pivotal role in shaping a more sustainable future. Visit the teacher stories from the project

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Teachers meet to pilot Teaching the Future course on climate education

The Teaching the Future project organised a teacher training workshop for partners in Athens at project partner Doukas School. The purpose was to meet with teachers in order to trial and pilot the open access online course on climate education created by the project.teachers photo

The course consists of four training modules:
– Climate – addressing the Challenge
– Methodologies for Powerful Learning
– Encouraging students’ engagement to local issues
– Data, tools and resources

The first module explored during the training was Data, tools and resources module. It is devoted to accessing and using a digital data dashboard through a GeoInquiry activity.

Other tools and resources that bring scientific information into the classroom are also introduced.dashboard minumum temperatures Europe

The purpose of the Data, tools and resources module is to encourage pupils to access and use climate data to investigate the data collected by climate scientists. It encourages research of the climatic conditions in local areas by presenting global and European climate data visualised the form of a data dashboard.

The dashboards visualise historical data sets of temperature and precipitation. This is done by aggregating thirty years of data to establish mean conditions.  It shows clearly temperatures have been warming, but the effect varies in different locations.

The dashboard allows users to select data elements, zoom in to different locations anddashboard global predicted temperature present information at local regional, national and global scales.

It computes average temperatures and precipitation rates for the locations on the maps.

One dashboard also offers predictions of future temperature patterns across the world until 2100.

Access the data dashboards.

Visit the training module on Data, tools and resources .

 

 

 

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Bringing resources, tools and training for climate education

report imageThe Teaching the Future project is set in the context of the EU Green Deal and the Global Goals for Sustainable Development.

Teaching The Future is based on the need to tackle the climate emergency and ecological crisis.

Curriculum opportunities and relevant teaching approaches have been evaluated through a research report. Pedagogies for active citizenship are encouraged including dealing with climate data and citizen science approaches that can be used in response to local issues. Download the report

Teaching The Future establishes access to tools and resources that makes scientific data-based resources on climate change education available for schools.

dashboard minumum temperatures EuropeTeaching the Future provides access to climate information through data dashboards and a resource toolkit. This provides access to reliable climate change data for use in schools by teachers of different subjects.

The project offers open access online teacher training for teachers to help young people to be informed and empowered to address the urgency of their future, understanding the background and science behind climate change.

The project has developed an online training course for teachers giving access to scientific data and reducing the likelihood of misinformation.training modules image

The training course encourages teachers to create opportunities for the critical assessment of information reliability and establish and use innovative approaches to teaching and learning about climate in curriculum areas.

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Climate data dashboard and resources update

dashboard imageBased on feedback received from the education Community and our review of climate education research, we have made substantial additions and improvements to the Teaching the Future climate data dashboards created as part of the Teaching the Future Erasmus Plus project – available at: https://teachingthefuture.eu/climate-dashboards/

The data sets now include European data from Copernicus, providing climate data at a much higher resolution than the global IPCC data.

The dashboards now provide data on both temperature and precipitation information – you only need to zoom in to Europe for the data to show.

We created a gallery of teacher-verified education resources for you to explore and use (https://www.eurogeography.eu/projects/geodem/gallery-of-resources-2/).dashboard minumum temperatures Europe

The resources include data and visualisations, multimedia tools and resources and climate education projects.

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35 Years Of Climate Change Predictions

35 years since the first climate change predictions – were they alarmist?

prediction graphSince the 19th century, researchers have been warning about the global repercussions of human actions. James Hansen’s research group at  was the first to confirm that the increase in greenhouse gas emissions was altering the planet’s climate.

In their scientific article, published in the Journal of Geophysical Research, they outlined how they developed the first predictive climate model that, taking into account greenhouse gas emissions, warned about the climate change that was already underway and the potential future scenarios.

At the time, this prediction was considered catastrophic and faced criticism from various sectors, including the oil industry, one of the largest contributors to greenhouse gasses emissions worldwide.

Were the early climate predictions really that inaccurate?

Critics of anthropogenic climate change often claim that climate predictions are consistently wrong and are frequently updated to downplay the issue. However, this perspective is misleading. prediction diagram

Climate predictions are indeed updated and refined as new data becomes available, reducing inherent uncertainties in modelling a complex, chaotic system like the climate. However, this doesn’t mean earlier predictions were wrong. They were made with less computing power, lower-quality data, and greater uncertainty about future emissions.

The key point is that climate responds differently to various emission scenarios, and predicting human behaviour regarding emissions is just as critical as forecasting climate responses.

In 1988, Hansen’s team analysed global average temperature data from 1958 to 1987 and developed three prediction scenarios—A, B, and C—projecting climate trends up to 2060.

Scenario A assumed a continuous increase in greenhouse gas emissions, extending the growth pattern seen in the 1970s and 1980s indefinitely, with an annual increase of 1.5%. This scenario predicted rapid and substantial climate change, with a temperature increase of 0.9°C above the 1951-1980 average by 2000, 1.5°C by 2020, 3°C by 2040, and up to 4°C by 2060.

Scenario B anticipated a more gradual stabilization in emissions, resulting in a slower but still consistent temperature rise. It predicted a 0.5°C temperature increase by 2000 and 1.2°C by 2020. Predictions for scenario B extended until 2028, reaching nearly 1.4°C of temperature increase, as uncertainties grew significantly beyond that year.

Scenario C resembled scenario B initially but assumed a drastic reduction in emissions between 1990 and 2000, eventually stabilizing around 2010 and fluctuating between 0.6°C and 0.8°C of temperature increase.

You can explore climate predictions for these scenarios for your location using the Teaching the Future Data Dashboard.

Reviewing Hansen’s Model

predictions graphTo determine whether Hansen’s initial model was accurate or not, it’s insufficient to examine the predictions in isolation, as the three scenarios presented diverse outcomes. The key is to assess whether, based on actual greenhouse gas emissions in recent decades, the consequences align with Hansen’s predictions rather than deviating in unforeseen ways.

In 2020, researcher Zeke Hausfather from the University of California, Berkeley, along with collaborators, revaluated Hansen’s model. First, they analysed real observed data and they found that it closely resembled the predictions of scenario B, although with some irregularities. Recognizing variable emissions over the past three decades, researchers incorporated actual emissions data into Hansen’s climate model, resulting in remarkably accurate predictions. NASA global warming maps

Similar situations apply to subsequent models, not because they fail but because climate predictions depend on unpredictable global emissions. This leads to various scenarios, from extreme to intermediate, reflecting uncertain human behaviour. When emissions deviate from assumptions, climate outcomes also change, not due to model flaws but unpredictable human actions. Regular model updates use better data and computing power to adapt to changing circumstances, eliminating unfulfilled scenarios and projecting new ones.

Source: https://www.muyinteresante.es/naturaleza/61198.html

Climate games and simulations for education

The Teaching the Future project has identified different interesting visualisations that help present climate change issues and a created a gallery of innovative games and simulations related to climate change and teaching the future. games image

Recent research by Imperial College, London has shown that young people aged 16-24 are most likely to be particularly concerned about the impacts of climate change. This is partly because climate information is often hard to understand and follow, especially when suggested actions require changes in lifestyle.

study on climate change anxiety published in the Lancet found that children and young people demonstrated climate anxiety and widespread dissatisfaction with government responses in countries across the world. This is partly because because the climate crisis is so complex and lacks a clear solution. Education clearly has a role to play in dealing with this.

Games on the subject of climate change are well-suited to address the challenge of dealing with the complex issues involved, engaging people in the challenges involved.

Games can help communicate climate change in a manner that spurs involvement and motivates participants to take action. This is partly because many innovative design features of games can be integrated to blur the boundaries between reality and the virtual world.

The integration of game thinking and game mechanics in education has been described as gamification. One of the central advantages of gamification is the enjoyment created by making tasks more engaging, fun and interesting to complete. In turn, that increases people’s motivation to complete them.

Research carried out by Yee (2016) identified six different game elements that motivate gamers and encourage participation.

Action (e.g., objectives)
Social (e.g., competition)
Mastery (e.g., scoring)
Achievement (e.g., awards, rewards)
Immersion (e.g., role playing) and
Creativity (e.g., customisation)

It is important to realise therefore that games and game-based learning are valuable approaches to teaching the complexity of addressing climate change and part of the toolbox that educators can use to engage young people.

Visit the TTF gallery to try out the innovative simulations and games.

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Where do teachers find the resources for teaching Climate change?

Climate change is one of the most pressing issues of our time, and teachers play a crucial role in educating the next generation about it. However, with the vast amount of information available online, it can be challenging for teachers to find reliable and accurate sources of information on climate change.

misinformation imageResearch undertaken in preparation for the Teaching the Future project showed that most teachers rely on television reports and social media to get information on climate change, however unbiased reporting is not very common on many new channels and there have been many disinformation and misinformation campaigns spread on social media. FInd out more about these issues.

To address this issue, many teachers turn to trusted sources such as government agencies, scientific organisations, and educational institutions. For example, the US National Oceanic and Atmospheric Administration (NOAA) has a website called Climate.gov that provides a wealth of information on climate science, including articles, data, and multimedia resources. Teachers can use this website to access reliable and up-to-date information on climate change to incorporate into their lessons. The European Commission has an EU Science Hub on climate change.

march pictureThe Climate Action Network (CAN) Europe is Europe’s leading NGO coalition aiming to fight dangerous climate change. It has more than 170 member organisations active in 38 European countries, representing in excess of 1.500 NGOs and more than 47million citizens, CAN Europe promotes sustainable climate, energy and development policies throughout Europe.

The European Climate Foundation (ECF) is a major philanthropic initiative working to help tackle the climate crisis by fostering the development of a net-zero emission society at the national, European, and global level. The ECF supports over 700 partner organisations to carry out activities that drive urgent and ambitious policy in support of the objectives of the Paris Agreement, contribute to the public debate on climate action, and help deliver a socially responsible transition to a net-zero economy and sustainable society in Europe and around the world.

IPCC logoAnother source of information is the Intergovernmental Panel on Climate Change (IPCC), which is an organisation that brings together scientists and policymakers from around the world to assess the state of knowledge on climate change. The IPCC produces reports that summarise the latest research on climate change and its impacts, which teachers can use to stay informed and incorporate into their curriculum.

clinate reality project imageEducational institutions such as universities and research centres are also valuable sources of information for teachers. They often have specialised departments or programs dedicated to climate science that provide access to cutting-edge research and resources for teachers to use in their classrooms.

In addition to these sources, there are also numerous non-profit organisations that focus on climate education, such as the Climate Reality Project and Action for Climate Emergency. These organisations offer a range of resources, including lesson plans, webinars, and professional development opportunities, to help teachers incorporate climate education into their curriculum.

By staying informed and up-to-date on the latest research and information, teachers can help their students understand the science behind climate change and the importance of taking action to address it.

Find out more about education and climate change from the Teaching the Future Report