UK Met Service
Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Static Visualization supports the Next Generation Science Standards»
Middle School: 2 Disciplinary Core Ideas, 4 Cross Cutting Concepts
High School: 2 Disciplinary Core Ideas, 3 Cross Cutting Concepts
About Teaching Climate Literacy
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Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- Educators could seed a discussion of this map with questions about why certain impacts are projected for different regions.
- Important caveat at the bottom of the page notes that adaptive capacity not taken into consideration.
- Given that 2 degrees C is now a likely minimum of change, what can be done to adapt human systems to the change, and how will ecosystems on which we depend adapt?
About the Science
- This visualization shows some of the major global impacts from a global mean temperature rise of 2 degrees Celsius.
- It was produced by the UK Met Office - Hadley Centre.
- Comments from expert scientist: This is a relatively good graphically-driven overview of some of the expected consequences of a 2C rise in global temperatures. I particularly like the shading on the map indicating the projected temperature increases - which shows that while large areas will experience on average a 2C warming, some areas (i.e. over the oceans) will experience less and some (i.e. poles) will experience much more. Possibly because this is produced by the UK-based Hadley center, the graphic makes it seem like Europe will be hardest-hit by climate change. The way the colored ellipses are placed on the map are pretty misleading - for instance the sea level rise ellipse sits over Greenland (perhaps because melting glaciers in Greenland could be signficant source of additional sea level rise) - but impacts (which this graphic is supposed to be showing) are more likely to be a problem in Pacific Islands or other low-lying regions like Bangladesh - not Greenland. Droughts are likely to be a problem for a lot of areas as well, like Australia, the Pacific Islands, etc. that are not shown with this graphic. Color coding for some of the cities doesn't show up - i.e. the Indian cities appear black. Other major cities in Asia (possibly other continents as well) are missing, like Shanghai (14 million), Beijing (11 million), Tokyo (33 mi), Karachi (25 mi), Manila, Osaka, Jakarta, etc.
About the Pedagogy
- The map is information-rich.
- It encourages students to explore how a number of different impacts are connected to temperature rise and to each other, and how these impacts differ around the globe.
Technical Details/Ease of Use
- Some relevant background information is available at http://www.metoffice.gov.uk/news/releases/archive/2009/global-temperatures.
Next Generation Science Standards See how this Static Visualization supports:
Disciplinary Core Ideas: 2
MS-ESS3.D1:Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
MS-ESS3.D:Global Climate Change
Cross Cutting Concepts: 4
MS-C1.4:Graphs, charts, and images can be used to identify patterns in data.
MS-C2.1:Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation.
MS-C2.2:Cause and effect relationships may be used to predict phenomena in natural or designed systems.
MS-C4.2: Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems.
Disciplinary Core Ideas: 2
HS-ESS2.D4:Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere.
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: 3
HS-C1.5:Empirical evidence is needed to identify patterns.
HS-C2.1:Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
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.