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World Climate: Climate Change Negotiations Game
http://climateinteractive.org/simulations/world-climate

Tom Fiddaman, John Sterman, (Copyrighted by Climate Interactive, creators of the Climate Scoreboard, C-ROADS, Climate Bathtub and other interactive tools to enable thinking in systems)

This simulation provides scenarios for exploring the principles of climate dynamics from a multi-disciplinary perspective. Interconnections among climate issues, public stakeholders, and the governance spheres are investigated through creative simulations designed to help students understand international climate change negotiations.

Learn more about Teaching Climate Literacy and Energy Awareness»

ngssSee how this Activity supports the Next Generation Science Standards»
High School: 1 Performance Expectation, 2 Disciplinary Core Ideas, 5 Cross Cutting Concepts, 9 Science and Engineering Practices

Climate Literacy
About Teaching Climate Literacy

About Teaching the Guiding Principle
Other materials addressing GPa
About Teaching the Guiding Principle
Other materials addressing GPb
About Teaching the Guiding Principle
Other materials addressing GPd
About Teaching the Guiding Principle
Other materials addressing GPg
Humans can take action
About Teaching Climate Literacy
Other materials addressing Humans can take action
Humans affect climate
About Teaching Climate Literacy
Other materials addressing Humans affect climate
Climate change has consequences
About Teaching Climate Literacy
Other materials addressing Climate change has consequences

Energy Literacy

Environmental quality is impacted by energy choices.
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7.3 Environmental quality.
Some populations are more vulnerable to impacts of energy choices than others.
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7.6 Vulnerable populations.
Decisions concerning the use of energy resources are made at many levels.
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5.1 Energy decisions are made at many levels.
Energy decisions are influenced by political factors.
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5.5 Political factors.
Energy decisions are influenced by social factors.
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5.7 Social Factors.
Behavior and design affect the amount of energy used by human society.
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6.6 Behavior and design.

Excellence in Environmental Education Guidelines

2. Knowledge of Environmental Processes and Systems:2.2 The Living Environment:D) Flow of matter and energy
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D) Flow of matter and energy.
2. Knowledge of Environmental Processes and Systems:2.3 Humans and Their Societies:A) Individuals and groups
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A) Individuals and groups.
2. Knowledge of Environmental Processes and Systems:2.3 Humans and Their Societies:B) Culture
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B) Culture.
2. Knowledge of Environmental Processes and Systems:2.3 Humans and Their Societies:C) Political and economic systems
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C) Political and economic systems.
2. Knowledge of Environmental Processes and Systems:2.3 Humans and Their Societies:D) Global Connections
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D) Global Connections.
2. Knowledge of Environmental Processes and Systems:2.4 Environment and Society:A) Human/environment interactions
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A) Human/environment interactions.
2. Knowledge of Environmental Processes and Systems:2.4 Environment and Society:D) Technology
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D) Technology.
2. Knowledge of Environmental Processes and Systems:2.4 Environment and Society:E) Environmental Issues
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E) Environmental Issues.
3. Skills for Understanding and Addressing Environmental Issues:3.1 Skills for Analyzing and Investigating Environmental Issues:B) Sorting out the consequences of issues
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B) Sorting out the consequences of issues.

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

  • The original simulators may be best used for higher grade levels like college. http://climateinteractive.org/simulations
  • Scroll down to the section "Ways to Get Started Planning" for the button labeled "Facilitator Guide and Materials" to get to activity and model.

About the Science

  • Climate simulations provide an overview of climate-science for policy and political decision-making.
  • Formerly called the Copenhagen Climate Exercise.
  • Comments from expert scientist: Overall, this looks great and effectively combines experiential learning with fundamentals of climate politics and policy. The focus is on politics and policy negotiations, so only glancing attention paid to science as information input.

About the Pedagogy

    From the website description:
  • "The simulation debrief tends to cover multiple areas including international geo-political dynamics, the biogeochemistry of climate, oceans, plants, the carbon cycle, tipping points, cultural barriers to global agreements, managing hope and fear amidst an uncertain future, a systems perspective on complex issues, and the technological legal and behavioral changes that will help stabilize the climate."
  • "Overall we've seen World Climate help people quickly learn the policy-relevant science of climate change, viscerally experience the international dynamics, and succeed at crafting a solution to the challenges while taking a realistic look at the scale of changes ahead as we shift to a low-carbon global economy."

Technical Details/Ease of Use

Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEAN

Direct link to PDF: https://www.climateinteractive.org/wp-content/uploads/2015/04/World-Climate-Facilitator-Guide-Jul2015.pdf

Next Generation Science Standards See how this Activity supports:

High School

Performance Expectations: 1

HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

Disciplinary Core Ideas: 2

HS-ESS3.C1:The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.

HS-ESS3.D1:Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.

Cross Cutting Concepts: 5

Patterns, Scale, Proportion and Quantity, Systems and System Models, Energy and Matter, Stability and Change

HS-C1.3:Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system.

HS-C3.1:The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.

HS-C4.3:Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.

HS-C5.2:Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.

HS-C7.2:Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.

Science and Engineering Practices: 9

Asking Questions and Defining Problems, Developing and Using Models, Planning and Carrying Out Investigations, Analyzing and Interpreting Data, Using Mathematics and Computational Thinking, Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence, Obtaining, Evaluating, and Communicating Information

HS-P1.1:Ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.

HS-P1.7:Ask and/or evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design.

HS-P2.1:Evaluate merits and limitations of two different models of the same proposed tool, process, mechanism or system in order to select or revise a model that best fits the evidence or design criteria.

HS-P3.6:Manipulate variables and collect data about a complex model of a proposed process or system to identify failure points or improve performance relative to criteria for success or other variables.

HS-P4.6: Analyze data to identify design features or characteristics of the components of a proposed process or system to optimize it relative to criteria for success.

HS-P5.1:Create and/or revise a computational model or simulation of a phenomenon, designed device, process, or system.

HS-P6.5:Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.

HS-P7.6:Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and/or logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations).

HS-P8.2:Compare, integrate and evaluate sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a scientific question or solve a problem.


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