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The impact of a global temperature rise of 4 degree Celsius

UK Met Office - Hadley Centre

This interactive world map shows the impact of a global temperature rise of 4 degrees Celsius on a variety of factors including agriculture, marine life, fires, weather patterns, and health. Hot Spots can be clicked on to get more specific information about the problems in different regions.

Learn more about Teaching Climate Literacy and Energy Awareness»

ngssSee how this Animation supports the Next Generation Science Standards»
Middle School: 1 Disciplinary Core Idea, 4 Cross Cutting Concepts, 3 Science and Engineering Practices
High School: 1 Disciplinary Core Idea, 3 Cross Cutting Concepts, 1 Science and Engineering Practice

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

  • 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.
  • This map was created using scientific evidence that was available in 2007, and thus is out of date in some ways. However the general concepts are still valid
  • 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.
  • An alternative version of this map is at http://www.metoffice.gov.uk/climate-guide/climate-change/impacts/four-degree-rise/map. It is the same graphic with different framing.
  • This resources was originally developed prior to the 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.

Next Generation Science Standards See how this Animation supports:

Middle School

Disciplinary Core Ideas: 1

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.

Cross Cutting Concepts: 4

Patterns, Cause and effect

MS-C1.2: Patterns in rates of change and other numerical relationships can provide information about natural and human designed systems

MS-C1.3: Patterns can be used to identify cause and effect relationships.

MS-C1.4:Graphs, charts, and images can be used to identify patterns in data.

MS-C2.2:Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Science and Engineering Practices: 3

Analyzing and Interpreting Data

MS-P4.1:Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships.

MS-P4.2:Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships.

MS-P4.3: Distinguish between causal and correlational relationships in data.

High School

Disciplinary Core Ideas: 1

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

Patterns, Cause and effect

HS-C1.1:Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena

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.

Science and Engineering Practices: 1

Analyzing and Interpreting Data

HS-P4.1:Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.

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