What you'll need to know...
KEY CONCEPT - The effects of global climate change on places, societies and environmental systems
Climate change and the hydrosphere, atmosphere and biosphere, including:
• water stored in ice and oceans, and changing sea levels
• carbon stored in ice, oceans and the biosphere
• incidence and severity of extreme weather events, including drought
• spatial changes in biomes, habitats and animal migration patterns
• changes to agriculture, including crop yields, limits of cultivation, soil erosion
Impacts of climate change on people and places, including health hazards, migration and ocean transport routes
Synthesis, evaluation and skills opportunities
The uneven spatial distribution of effects and uncertainty about their timing, scale and impacts for individuals and societies
Climate change and the hydrosphere, atmosphere and biosphere, including:
• water stored in ice and oceans, and changing sea levels
• carbon stored in ice, oceans and the biosphere
• incidence and severity of extreme weather events, including drought
• spatial changes in biomes, habitats and animal migration patterns
• changes to agriculture, including crop yields, limits of cultivation, soil erosion
Impacts of climate change on people and places, including health hazards, migration and ocean transport routes
Synthesis, evaluation and skills opportunities
The uneven spatial distribution of effects and uncertainty about their timing, scale and impacts for individuals and societies
Climate change & ..... water stored in ice and oceans, and changing sea levels
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Objective - Discuss the causes and consequences of the changing balance between water stored in oceans and ice. Task 1 - Click here to access a short tutorial page about the changing balance of water stored as ice and the sea. Watch the animation carefully, and then complete the worksheet tasks by clicking on the tab to the right. i. What different environmental factors could be causing melting of the ice in the two tanks? ii. How has the melting of the ice affected the water level in both tanks? Extra Reading: Study this article from New Scientist and this one too from phys.org Make notes on the content of both articles including the common misconceptions that exist in this field of research. Task 2. Click here to access a news article on the melting of the Greenland ice sheet. Please summarise the article using the following headings: a. Location b. Issue c. How is it measured d. Potential effects Task 3 - The North West & North East Passages. Mapping Starter Click here to be taken to a blank map of the world. Follow the instructions on the page. Now click here and mark on the routes taken by ships on both the Northwest and Northeast passages. You can use the help diagrams on the second side to help you. Finally, go back to the first sheet and mark these new routes with a different colour. Task 4 - Much of the news out there rightly cites the negative impact of sea level rise on the world, however, the video to the right hand side studies the implications of ice melt on improved shipping routes in the Arctic. Watch the video (to the right) and then read the article from the BBC in the first tab below followed by the second article. Whilst doing these tasks, you should take notes on the implications ( + / - ) of this new shipping route on future trade and geopolitical relations. Use screenshots from the video as well as graphics from the news articles to illustrate your notes with key data, route and emissions. |
Extend your understanding Use the video to the above to take notes on why sea level rises are recorded to be much higher in certain parts of the world (like New York) than others. It may help to take some screenshots of crucial parts of the video to help revision at a later date. |
Climate change & ..... carbon stored in ice, oceans and the biosphere
Choose one of the following two tasks.... (either Task 1 or Task 2)
Task 1 - Download the document above and save / print out and place into the sub folder for this unit of work. Complete the following tasks using the information contained within the 12 pages.
a. Outline briefly where carbon is present.
b. What is the name given for a store of carbon and what is the name given to the movement of carbon between two stores?
c. Give an example of three of these movements in the cycle then make a brief copy of figure 1 on page 1 of the document.
d. How does the carbon cycle link into the atmospheric energy budget (first lessons in this unit of work)?
e. Outline the relationship between carbon sources and carbon sinks.
f. What does the abbreviation 'pg' refer to and how it is calculated?
e. Create a spider diagram / bullet point list showing the four major carbon pools with a 50 word max explanation of each including pg data.
f. Create a further spider diagram / bullet point list that shows the five natural carbon fluxes.
g. Make note on how human activity can cause fluxes to occur focusing on fossil fuel combustion and land use change.
or...
Task 2 - Using this worksheet and this weblink, complete the activities set out.
Task 3 - Using the evidence board below, complete three separate fact sheets (in groups of 3 if possible) that show the impact of climate change on carbon emitted by ice (glaciers), oceans and the biosphere.
Task 1 - Download the document above and save / print out and place into the sub folder for this unit of work. Complete the following tasks using the information contained within the 12 pages.
a. Outline briefly where carbon is present.
b. What is the name given for a store of carbon and what is the name given to the movement of carbon between two stores?
c. Give an example of three of these movements in the cycle then make a brief copy of figure 1 on page 1 of the document.
d. How does the carbon cycle link into the atmospheric energy budget (first lessons in this unit of work)?
e. Outline the relationship between carbon sources and carbon sinks.
f. What does the abbreviation 'pg' refer to and how it is calculated?
e. Create a spider diagram / bullet point list showing the four major carbon pools with a 50 word max explanation of each including pg data.
f. Create a further spider diagram / bullet point list that shows the five natural carbon fluxes.
g. Make note on how human activity can cause fluxes to occur focusing on fossil fuel combustion and land use change.
or...
Task 2 - Using this worksheet and this weblink, complete the activities set out.
Task 3 - Using the evidence board below, complete three separate fact sheets (in groups of 3 if possible) that show the impact of climate change on carbon emitted by ice (glaciers), oceans and the biosphere.
Evidence Board 1 - Ice (glacial retreat)
Please use the worksheet above to complete the following three tasks.
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Evidence Board 2 - Oceans (acidification)
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Evidence Board 3 - Biosphere (rainforest deforestation)
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Climate change & .... incidence and severity of extreme weather events, including drought
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Starter - Watch the first video below and take note of the synthesis within regarding what we have studied so far and potential future changes in our weather and climate.
Task 1a - Watch the video below (from BBC Newsnight) from September 2017. Explain what the mechanism is that fuels further hurricane development in the Atlantic Ocean and how climate change may contribute to an acceleration in this process. What are the counter arguments to this claim? |
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What Does Climate Science Say?
Task 1b - Use the tab above to access your summary sheet to take notes on the information below.
So what does climate science tell us about the links between climate change and extreme weather and what impact is this likely to have on future events? Is science making progress on the attribution of any one extreme event to climate change?
Here is some of what we know:
Heat waves: It is no surprise that warming in the atmosphere leads to heat waves, or periods of very hot weather lasting days to weeks. In recent years, the frequency of heat waves has been increasing in many parts of the world, and the risk associated with extreme heat increases with further warming.
Storms and flooding: We also know that warming leads to higher sea levels, which in turn increases the risk of storm surge, contributing to the damage brought by hurricanes. Climate change also warms oceans, adding energy that can fuel coastal storms. Compounding this, a warmer atmosphere can hold more moisture, so there can be more moisture for storm systems, resulting in heavier rainfall. The U.S. National Climate Assessment finds that there has been a substantial increase – in intensity, frequency, and duration as well as the number of strongest (Category 4 and 5) storms – in Atlantic Ocean hurricanes since the early 1980s, linked in part to higher sea surface temperatures.
By late this century, models on average project a slight decrease in the number of tropical cyclones each year, but an increase in the number of the strongest (Category 4 and 5) hurricanes and greater rainfall rates in hurricanes (increases of about 20 percent averaged near the center of hurricanes).
Fires: We know that higher temperatures lead to increased rates of evaporation, leading to rapid drying of soils. This can not only contribute to drought conditions but can stoke forest fires. The U.S. National Climate Assessment finds that in the western forests, large and intense fires are projected to occur more frequently, with large and longer wildfires given higher temperatures and earlier spring snowmelt.
These trends in extreme weather events are accompanied by longer-term changes as well, including surface and ocean temperature increase over recent decades, snow and ice cover decrease and sea level rise.
Source: http://www.wri.org/blog/2017/09/extreme-weather-whats-climate-change-got-do-it
Task 1b - Use the tab above to access your summary sheet to take notes on the information below.
So what does climate science tell us about the links between climate change and extreme weather and what impact is this likely to have on future events? Is science making progress on the attribution of any one extreme event to climate change?
Here is some of what we know:
Heat waves: It is no surprise that warming in the atmosphere leads to heat waves, or periods of very hot weather lasting days to weeks. In recent years, the frequency of heat waves has been increasing in many parts of the world, and the risk associated with extreme heat increases with further warming.
Storms and flooding: We also know that warming leads to higher sea levels, which in turn increases the risk of storm surge, contributing to the damage brought by hurricanes. Climate change also warms oceans, adding energy that can fuel coastal storms. Compounding this, a warmer atmosphere can hold more moisture, so there can be more moisture for storm systems, resulting in heavier rainfall. The U.S. National Climate Assessment finds that there has been a substantial increase – in intensity, frequency, and duration as well as the number of strongest (Category 4 and 5) storms – in Atlantic Ocean hurricanes since the early 1980s, linked in part to higher sea surface temperatures.
By late this century, models on average project a slight decrease in the number of tropical cyclones each year, but an increase in the number of the strongest (Category 4 and 5) hurricanes and greater rainfall rates in hurricanes (increases of about 20 percent averaged near the center of hurricanes).
Fires: We know that higher temperatures lead to increased rates of evaporation, leading to rapid drying of soils. This can not only contribute to drought conditions but can stoke forest fires. The U.S. National Climate Assessment finds that in the western forests, large and intense fires are projected to occur more frequently, with large and longer wildfires given higher temperatures and earlier spring snowmelt.
These trends in extreme weather events are accompanied by longer-term changes as well, including surface and ocean temperature increase over recent decades, snow and ice cover decrease and sea level rise.
Source: http://www.wri.org/blog/2017/09/extreme-weather-whats-climate-change-got-do-it
Task 2 - Watch the series of short videos below (note that LIC / MIC / HIC impact) and outline how climate change may be attributed to an increase in severity and number of droughts around the world.
Record your notes for the first three videos on the A3 note taking framework below. The fourth video is optional and will give you a wider overview of the situation in the Sahel region of Africa.
You should also refer to this real-time map that shows global distribution of severity of drought events.
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Task 3 - Time to get comfortable and spend 23 minutes listening to this particularly excellent BBC Inquiry episode.
"We cannot survive without water. But for a quarter of the world’s population, there just isn’t enough. The most vulnerable are those with the least access, and even if there is enough, it’s often in the wrong place".
There is a huge amount of synthesis in this episode that covers large parts of the IBDP Geography course. How many of them can you spot? Listen to the podcast and complete the quote and 100 word summary tasks. Click the image below to access the podcast.
"We cannot survive without water. But for a quarter of the world’s population, there just isn’t enough. The most vulnerable are those with the least access, and even if there is enough, it’s often in the wrong place".
There is a huge amount of synthesis in this episode that covers large parts of the IBDP Geography course. How many of them can you spot? Listen to the podcast and complete the quote and 100 word summary tasks. Click the image below to access the podcast.
Summary available here.
Climate Change & ...spatial changes in biomes, habitats and animal migration patterns
Starter: Watch the two videos below for two examples of two invasive species in Europe, and something that students / visitors to southern and central Europe will know all about.
Key Takeaways from "The Pine Processionary Caterpillar: Conquering Europe"
Key Quote: "Some years ago it was not here for sure, so it's a recent expansion." – A researcher in the Sierra Nevada, confirming the caterpillar’s continued spread to higher altitudes.
- Expanding Northward: The pine processionary caterpillar has been progressively moving northward in Europe over the past 100 years, reaching Brittany and the Paris region.
- Destructive Impact: The caterpillar devastates pine forests by feeding on their needles, with some areas in France showing entirely defoliated trees that appear as if they were burned.
- Ancient Survival: Genetic analysis suggests that during the last Ice Age (20,000 years ago), the caterpillar survived in four refuge zones, allowing it to later expand across Europe.
- Altitude Adaptation: Despite expectations that mountain ranges like the Sierra Nevada would block its migration, the caterpillar has adapted to altitudes above 2,200 meters by switching pine species.
- Winter Survival Mechanism: The caterpillar weaves silk nests with two layers—an insulating inner layer and a flexible outer framework—enabling it to withstand harsh winters and continue spreading.
Key Quote: "Some years ago it was not here for sure, so it's a recent expansion." – A researcher in the Sierra Nevada, confirming the caterpillar’s continued spread to higher altitudes.
Key Takeaways from the BBC Report on Tiger Mosquitoes and Dengue Fever in Europe
Key Quote" Experts say because of climate change creating very favorable conditions—humid, warm conditions for the mosquito—it’s pushing further north into France and Germany and Northern regions of those countries."
- Spread of the Asian Tiger Mosquito - The invasive Aedes albopictus, or Asian tiger mosquito, has been found in 13 EU countries, including France, Spain, Greece, Germany, the Netherlands, and Belgium.
- Rising Dengue Fever Cases - Locally acquired dengue fever infections in Europe nearly doubled in 2023 to 130 cases, raising concerns about further increases in 2024.
- Climate Change as a Key Driver - Experts attribute the mosquito’s northward spread into France, Germany, and northern Europe to climate change, which creates warm and humid conditions ideal for its survival.
- Health Risks of Dengue Fever - Dengue fever can cause flu-like symptoms, but in severe cases, it can be fatal.
Key Quote" Experts say because of climate change creating very favorable conditions—humid, warm conditions for the mosquito—it’s pushing further north into France and Germany and Northern regions of those countries."
Spatial Changes in Biomes
A changing global climate threatens species and ecosystems. The distribution of species is largely determined by climate, as is the distribution of ecosystems and plant vegetation zones (biomes). Climate change may simply shift these distributions, but often, barriers and human presence will provide no opportunity for distributional shifts. For these reasons, some species and ecosystems are likely to be eliminated by climate change.
If significant climate change occur many natural populations of wild organisms will be unable to exist within their natural ranges. Changes in temperature and precipitation, and resultant changes in vegetation and habitat, are likely to seriously affect the suitability of the locales where species are presently found. Thus, climate change is an additional factor threatening the survival of species
Climate changes are happening very fast, within decades, and organisms change slowly, over many generations through evolutionary adaptation. All they can do to adapt to fast change is to move. Their moves are:
Tundra Turning Green
Using this printed article and this follow up too, highlight the major links to climate change and look for any further synthesis opportunities as well as links to the Sustainable Development Goals.
Further Reading Required? - This is a good Guardian Online article to start your search from.
Task 1 - Make notes on the first section of the note taking worksheet using the 4P's approach.
A changing global climate threatens species and ecosystems. The distribution of species is largely determined by climate, as is the distribution of ecosystems and plant vegetation zones (biomes). Climate change may simply shift these distributions, but often, barriers and human presence will provide no opportunity for distributional shifts. For these reasons, some species and ecosystems are likely to be eliminated by climate change.
If significant climate change occur many natural populations of wild organisms will be unable to exist within their natural ranges. Changes in temperature and precipitation, and resultant changes in vegetation and habitat, are likely to seriously affect the suitability of the locales where species are presently found. Thus, climate change is an additional factor threatening the survival of species
Climate changes are happening very fast, within decades, and organisms change slowly, over many generations through evolutionary adaptation. All they can do to adapt to fast change is to move. Their moves are:
- towards the poles where it is cooler;
- higher up mountains where it is cooler;
- towards the equator where it is wetter
Tundra Turning Green
Using this printed article and this follow up too, highlight the major links to climate change and look for any further synthesis opportunities as well as links to the Sustainable Development Goals.
Further Reading Required? - This is a good Guardian Online article to start your search from.
Task 1 - Make notes on the first section of the note taking worksheet using the 4P's approach.
Spatial Changes in Habitats & Climate Change
Source: https://ec.europa.eu/clima/policies/adaptation/how/territorial_en
Task 2 - Using the graphic above (Europe centred) (and the Guardian Online article in the last task and this excellent Guardian article too), take notes (on the worksheet) about the specific changing habitats brought about by climate change.
For students with a good command of French, you might want to look at this case study (in French) and this news report and video on the same theme.
Migratory Patterns of Animals & Climate Change
For students with a good command of French, you might want to look at this case study (in French) and this news report and video on the same theme.
Migratory Patterns of Animals & Climate Change
Task 4 - Watch the video above to 7 mins 25 secs, & complete the quiz worksheet below. Then transfer a summary of answers into your 4P's document.
Global Climate Change & ... changes to agriculture, including limits of cultivation, crop yield & soil erosion.
We are going to be focusing on the impacts of climate change on wine and the growing of grapes for this section of work.
Part 1 - The links between climate change and wine
Watch the video below and use the note taking sheet below.
The 45 Line. Now watch this video (no notes needed) on with the so called 45 line is so important in France for wine production!
Part 2 - Limits of cultivation - As the climate warms, the areas suitable to grow wine are gradually shifting north or upwards! One of the places which is benefitting from this shift is England. Watch the video below and answer the questions based on the content.
2.1. Place
How has the changing climate influenced the spatial distribution of vineyards in England, and why is Sussex an ideal location for wine production?
2.2. Process
Explain how the process of global climate change has impacted the viability of viticulture (wine growing) in the UK. How do temperature changes affect grape quality and production?
2.3. Power
Discuss the role of economic power in the expansion of England’s wine industry. How have individuals and institutions (e.g., investors, researchers, and the European Union) influenced this transformation?
2.4. Possibility
Considering future climate projections, what are the potential opportunities and challenges for the expansion of England’s wine industry over the next 50 years?
5. Synoptic Question (Linking Multiple Concepts)
To what extent is the growth of England’s wine industry an example of both a positive and negative consequence of climate change? How does this reflect geographical perspectives on sustainability and adaptation?
How has the changing climate influenced the spatial distribution of vineyards in England, and why is Sussex an ideal location for wine production?
2.2. Process
Explain how the process of global climate change has impacted the viability of viticulture (wine growing) in the UK. How do temperature changes affect grape quality and production?
2.3. Power
Discuss the role of economic power in the expansion of England’s wine industry. How have individuals and institutions (e.g., investors, researchers, and the European Union) influenced this transformation?
2.4. Possibility
Considering future climate projections, what are the potential opportunities and challenges for the expansion of England’s wine industry over the next 50 years?
5. Synoptic Question (Linking Multiple Concepts)
To what extent is the growth of England’s wine industry an example of both a positive and negative consequence of climate change? How does this reflect geographical perspectives on sustainability and adaptation?
Part 3 - Crop Yield. There have been some severe impacts on the French wine industry in recent years, often attributed to a changing climate. Watch the video below and complete the questions below. Further info here.
3.1 - Outline the ways in which extreme weather events linked to a changing climate can impact on the vines and subsequent quality of the wines that are being produced.
3.2 - Outline the ways in which winemakers are adapting to these changes / modifications to ensure the continued success of their viticulture business.
Part 4 - Soil & Wine. Watch the brief video about Canadian wine growing (yes, Canadian!). Note how climate is linked to soil and therefore the ability of vines to grow and the type of grapes that they produce.
4.1 - What are the key characteristics of soil that allow for crops (vines) to grow?
4.2 - Take a screen shot of a suitable part of the video that shows how soil and climate influence the quality of wine. Add at least three annotations.
Turning this into a revision podcast resource
Below is an example of how these notes can be turned into a podcast using Notebook LM. The podcast was generated from notes submitted by Marcos, a G11 DP1 student at the International School of Toulouse.
Soil & Climate Change...
Complete the tasks 5 - 8 below, on the worksheet above
Task 5 - Watch the the video below (different languages here).
5.1. Outline then main importance of soil.
5.2 How is soil formed?
5.3 How long does it take to form 10cm of soil?
5.4 How does human activity affect soil erosion?
5.5 How many tons were lost in 2011 & what does that equate to in cost per person and annually to the global economy?
5.6 How is fertile land being 'grabbed' from potentially vulnerable populations?
5.7 Why is the issue of soil degradation not "current news"?
Task 6 - Study the Soil Degradation map below carefully. Take a copy of the diagram and include it by answering the task:
Describe the distribution of global supplies of stable soil and comment on its suitability for future population use.
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The second image above (right) serves as a visual revision resource as to the importance of soil and how removal of vegetation can result in erosion and a reduction in associated river / lake quality. Take a copy to compliment your notes from this section.
Soil and climate change
Watch the first video below to now get a more full view of soil erosion linked to population growth, intensive agricultural activity and carbon storage.
Watch the first video below to now get a more full view of soil erosion linked to population growth, intensive agricultural activity and carbon storage.
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Task 7- Now watch the second video above and make notes on how atmospheric carbon can be transferred back into the soil (flux).
Task 8 - Now study this website and the video below that explains the '4 pour 1000' French government initiative.
Fill in the 4 section revision grid based on the four elements of place, possibility, power and process using the 4 per 1000 French government initiative.
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Creative Task - Design Future Wines
To complete this section, we are going to be completing a creative task looking at viticulture and the potential future impacts of climate change on where wine grapes are grown.
To do this, you will be working in teams. Follow the tasks below to complete the activity:
Task 1 - Download and print out in A3 format the future wine map on page 1 of the document below. The key on page 2 should be printed in A4. Stick this into the centre of a piece of A2 display card with the title 'How Climate Change Impacts Wine'. Use your worksheet from the previous section to summarise this.
Resource Wall
Task - The Wine Bottle Challenge
Your individual group members are now going to choose a different future wine growing region (see map on A2 display) and then use Google Maps to research the area in a little more detail.
Your task is to individually create your own wine brand, utilising the name of the region, the type of grape and a description of the wine including the clever use of terms associated with climate change.
Your design challenge is to create an eye catching front and rear facing label for your empty bottle of wine that shows how the limits of cultivation have changed and how wine of the future may come from places that may be surprising!
Climate Change & Impacts on Health....
Task 1 - Use the worksheet above to take some brief notes from the video and this WHO article on the likely health hazards that humans will face resulting from climate change.
Climate Change & Migration (Bangladesh)...
Starter: You will be working in groups of three to complete a map from memory exercise to introduce you to the Geography of Bangladesh. You each take it in turn to come to the front where you will see an A3 sized completed map of Bangladesh. All you have to do is remember what is on there in the 1 minute you have available and then go back to your table and draw it on to your A3 blank map. Remember, no communication with the people at the front. You will have one go each and it is up to the teacher if you get to go again.
Mapping From Memory Sheet
Task 1 - Using the Guardian site below and the '10 key questions' sheet, work on your own to produce a personalised revision resource to show the impact of climate change on the vulnerable populations in Bangladesh. You may wish to use the Framework sheet above to complete the task as an annotated flow chart.
Your finished resource should aim to address the issues highlighted in Bangladesh as well as prior knowledge gained from this unit of work together with links to the 4P's & the SDGs.
The right hand side of this mind map may of use to you in terms of gathering key data.
Extension - The following December 2020 excellent BBC resource is great for extending your understanding and noting some of the ways in which Bangladesh is aiming to mitigate and adapt to their increasingly destructive flood events.
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