UK Met Office - Hadley Centre
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About Teaching Climate Literacy
About Teaching Climate Literacy
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Teaching Tips | Science | Pedagogy |
- As with any good map, there are many connections to explore. It could serve either as an introduction to a unit on global climate change impacts or as a way to summarize the material.
- Educators could have students investigate the map as a way to initiate good discussion of the impacts of climate change on different regions.
- Begin your investigation of the map with all of the graphic indicators clicked "off".
- Educators could seed a discussion of this map with questions about why certain impacts are projected for certain regions and not others.
About the Science
- This interactive map shows a variety of projected impacts from a temperature rise of 4 degrees Celsius. It was produced by the UK Met Office Hadley Centre.
- It is similar in design to a static visualization for a temperature rise of 2 degrees http://www.metoffice.gov.uk/media/pdf/s/e/2degrees-map.pdf.
- Comments from expert scientist: There is a lot of good information displayed in one place, but they do not reference their sources.
About the Pedagogy
- There is a lot of information on this interactive. It encourages learners to explore how a number of different impacts are connected to temperature rise and to each other, and how these impacts differ over the globe.
Technical Details/Ease of Use
- The interactive nature of this map makes it easier to focus on specific information, although some of the text and details of the map are difficult to read. Use the slider between the two magnifying glasses to "zoom in" on areas of the map.
- There is some background information at http://www.metoffice.gov.uk/news/releases/archive/2009/global-temperatures.
- This resources was originally developed for COP15 in Copenhagen in 2009. A majority of the secondary links for the "click here for more information" do not work, and all the other secondary links take the user to the same archived snapshot page that may not have any pertinent information available regarding their questions. However, students could start research with the limited information available and then go to other resources to learn more.
- Careful guidance of the student through the material is needed.
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