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Grades 9–12
Dear Educator:
These lesson plans will help you provide your students with knowledge of the basic concepts of climate change policy and
negotiation. It will allow your students to understand media coverage of climate policy negotiation, in both national and
international arenas. It will also help your students develop skills needed to make their opinions heard.
These lesson plans recognize that many opinions exist about approaches society should take in response to climate
change. This curriculum avoids “advocating” certain positions. Instead, it strives to provide accurate information from
well-respected sources. It presents differing opinions on issues and guides students to form their own conclusions.
The lesson plans are linked to National Standards. Most can be completed in one class period. Each lesson plan provides
all the information you will need to conduct the lesson. The lessons are designed for high school classes, but could be
adopted for use with other age levels. The topics include:
• Carbon cycle: What is the global carbon “budget”? What are “sinks” and what are “sources” What happens when
sinks can’t keep up with rising emissions?
• Target Atmospheric Carbon Levels: Where should society aim? What are the views of different players? What
does the best science say?
• Climate Technologies: What role should technology play in the effort to stabilize climate? Can we meet climate
goals without new technologies?
• Wedge Game: Explore the now ubiquitous concept of the “stabilization wedges” through a game developed by Dr.
Roberta Hotinski as part of the Carbon Mitigation Initiative. Our lesson provides updated information and additional
ideas for discussion.
• Cap and Trade: How does it work? Why is it a favorite policy choice for climate negotiators?
• Carbon Tax: How does it work? What are its advantages and disadvantages when compared with cap and trade?
• Equity in International Negotiations: How do the individual situations of countries influence their ideas of equity?
How do concerns of developed countries differ from those of developing countries?
• Crafting a position statement: What makes a powerful letter? How does one craft a letter? Who are key decision
makers to whom letters can be addressed?
These lesson plans include an appendix on the December 2009 international climate negotiations in Copenhagen. There
are opportunities for students to contribute their voices to the 2009 U.S. youth delegation and to follow multi-media
blogs from youth delegates.
Each lesson can stand on its own. Together, however, they will give your students enough knowledge to understand
media coverage and to craft a well-informed position statement.
If your students need a better background understanding of the basic concepts of global warming, consider using the Will
Steger Foundation’s original six lesson plans,“Global Warming 101.” These standards-linked lesson plans were reviewed
by the Union of Concerned Scientists and by National Geographic Society. They are available for free download at
www.willstegerfoundation.org.
Elizabeth K. Andre
Assistant Professor, Northland College
Curriculum Writer for the Will Steger Foundation
Citizen Climate Table of Contents
June 2009
The Will Steger Foundation (WSF) is dedicated to creating programs that foster
international leadership and cooperation through environmental education
and policy.
Acknowledgements
This resource benefited tremendously from the insights and expertise of external
reviewers. These experts provided feedback and guidance at critical stages in the
development of these lesson plans. While they have screened the documents for
accuracy, neither they nor their organizations necessarily endorse it.
External reviewers:
National Education Association
Lisa Herschberger, scientist, Minnesota Pollution Control Agency
Kristen Iverson Poppleton, WSF Consultant IDEA Cooperative Youth Program
Manager, Science Museum of Minnesota
Kristin Daniels, WSF Education Consultant and Educator, Hill-Murray School
Marv Mikesh, retired educator and former Education Director for the
International Arctic Project
Teaching cap and trade as musical chairs was adapted with permission from
materials developed by Dr. Holmes Hummel, Congressional Science Fellow and
instructor for the Energy Resources Group at University of California—Berkeley.
Lesson 4
Lesson 8
Lesson 6
Lesson 3
Lesson 5
Lesson 2
Lesson 7
Lesson 1
Citizen Climate Curriculum
(Please note: This is not a complete listing of all National Education Standards)
Science
UCP: Unifying Concepts and Processes
Systems, order and organization (K–12)
Evidence, models and explanation (K–12)
Change, constancy and measurement (K–12)
Evolution and equilibrium (K–12)
B: Physical Science
Motions and forces (5–8)
Transfer of energy (5–8)
Chemical reactions (9–12)
Interactions of energy and matter (9–12)
C: Life Science
Structure and function of living systems (5–8)
Regulation and behavior (5–8)
Populations and ecosystems (5–8)
Diversity and adaptations of organisms (5–8)
Biological evolution (9–12)
Interdependence of organisms (9–12)
Matter, energy and the organization of living things (9–12)
Behavior of organisms (9–12)
1
Citizen Climate Lesson Organizer
CLIMATE TARGETS
45 minutes Science 6.6
UÊ Consider decisions about climate targets as an exercise in Social Studies 3, 5, 7, 8, 9
risk management Geography 11, 14, 16 Handouts 1–5
UÊ Weigh the potential risks and costs of each target Environmental Education 1, 2.3,
UÊ Decide individually what target each student thinks society 2.4, 3
should adopt
NEW TECHNOLOGIES
45 minutes Science 6.6
UÊ Explore differing opinions about the role new technologies Social Studies 3, 5, 6, 7, 8, 9
should play in efforts to slow climate change Geography 11, 14, 15, 16
Handouts
UÊ Weigh potential strengths and weaknesses of different Environmental Education 1, 2.3,
proposals 2.4, 3
UÊ Make recommendations about which roles for technology
climate policy should encourage
CARBON TAX
45 minutes Science 6.6
UÊ Introduce the basics of a carbon tax Social Studies 3, 5, 6, 7, 8, 9
UÊ Students will role-play a round table discussion Role-Play Handouts
Geography 11, 14, 15, 16
investigating the possibilities for a carbon tax Environmental Education 1, 2.3, 2.4, 3
UÊ Summarize and reflect on potential strengths and
weaknesses of a carbon tax
5
Lesson 1: The Carbon Cycle
What are its implications for climate policy?
Question What aspects of the carbon cycle must be considered in climate policy?
Students will explore aspects of the global carbon cycle that have implications for climate
policy decisions.
Objective
Students will present their knowledge using a creative medium.
Students will reflect on what can be done to protect and enhance natural carbon sinks.
INTRODUCTION (5 min)
Most people are familiar with the concept of global warming. Most understand Notes to Teachers:
that carbon dioxide and other carbon-containing greenhouse gasses act like a
blanket, trapping heat and raising the average temperature of the planet. Most U Some students may have heard
people understand that human actions are contributing to increased levels of that global warming is “junk science” or
greenhouse gasses. that there is a big debate over whether
or not it is really happening. You can
Many people, however, do not understand the global carbon cycle. What is
let them know that there is no debate
it and how does it work? Why is it important? How have humans altered it?
about whether or not increased levels of
How has the planet responded to human-forced changes in the carbon cycle?
heat-trapping gasses in the atmosphere
What aspects of this are important to understand when making climate policy
will warm the planet. This is atmospheric
decisions?
physics. The only uncertainty lies in how
This activity will give students the opportunity to explore these questions. This much and how quickly the planet will warm.
knowledge will lay the foundation for future explorations into climate policy.
What are the supporting arguments for different target levels for atmospheric
Question
concentrations of carbon dioxide?
Students will consider decisions about climate targets as an exercise in risk management.
Objective Students will weigh the potential risks and costs of each target.
Each student will decide individually what target he or she thinks society should adopt.
Time Needed At least one 45-minute period
INTRODUCTION (5 min)
Debates abound in the media about which actions (if any) should be taken to
address global warming. The news coverage can lead to confusion—for example
what do scientists know for certain? What beliefs drive policy makers’ and
activists’ opinions about potential courses of action?
New York Times science writer, Andrew Revkin, reflected in his Dot Earth blog,
“Everyone I know who works in conflict resolution . . . says it’s a good example
to start with points of possible accord.” He then outlines points that even “foes
of emission restrictions” can agree upon. They include:
• The planet’s existing energy choices and habits will lead to an enormous
buildup of greenhouse gasses, particularly as large developing countries
industrialize.
• A big buildup of long-lived greenhouse gasses will very likely influence the
climate in a host of ways that could impede the journey toward a stable,
prospering human population later this century.
Source:
Revkin, A. C. "An Update on Climate and Energy Basics" Dot Earth Blog, The
New York Times. Accessed on March 13, 2009. <http://dotearth.blogs.nytimes.
com/2009/03/13/back-to-some-basics/>.
If the above points are widely agreed upon, even by “foes of emission
reductions,” what are the points of debate?
• Climate science is quite clear on the fact that increased concentrations of
atmospheric greenhouse gasses will warm the earth. There is no uncertainty
about this.
• There is uncertainty, however, when scientists try to predict precisely how
quickly the earth will warm and how extreme the changes within a certain
time will be.
– To deal with this uncertainty, scientists express their projections in terms
of probabilities of outcomes within certain ranges.
– As scientific knowledge increases, and as time passes and more changes
are observed, scientists update their projections. These projections are still
expressed in terms of probabilities of outcomes within certain ranges.
13
Lesson 3: New Technologies
Do we need them to meet the climate challenge?
Question What should be the role for new technologies in slowing climate change?
Source:
Tin, T. Climate Change: Faster, Stronger, Sooner: An overview of the climate
science published since the UN IPCC Fourth Assessment Report. World Wildlife
Fund. 2008.
23
Lesson 4: Stabilizing Emissions
Playing the “Wedge Game”
What type of effort would be required to stabilize atmospheric levels of carbon dioxide
Question
using the technologies we have available now?
Students will research different technologies available today that are capable of
significantly reducing carbon emissions.
Students will make decisions about which strategies they would include in a portfolio of
Objective
strategies aimed at stabilizing emissions.
Students will reflect on the scale of effort needed if society were to become serious about
stabilizing atmospheric concentrations of carbon.
33
Lesson 5: Carbon Cap & Trade
The Musical Chairs Game
Question How would a cap and trade system work to reduce greenhouse gas emissions?
Materials Chairs
• Greenhouse gases such as CO2 are very long-lived in the atmosphere and U To minimize climate change most
their buildup has consequences over the course of centuries. uses of fossil fuels will have to move
to a different game: the clean energy
• Climate change impacts can disrupt the planet’s crucial life-support systems. economy.
• There is a lag between when greenhouse gases are emitted and when the U For practical reasons, most cap-and-
climate fully responds. trade proposals require only fossil fuel
• Leading scientists say we must drastically reduce our emissions to avoid the suppliers and other large polluters to
most catastrophic changes. They say we must start now to achieve play directly. They affect the rest of the
these reductions. economy as they pass on their costs.
Sources:
IPCC Fourth Assessment Report, Summary for Policy Makers. 2007.
Navigating by the Numbers, World Resources Institute. 2005.
Question How would a carbon tax work to reduce greenhouse gas emissions?
Sources:
IPCC Fourth Assessment Report, Summary for Policy Makers. 2007.
Navigating by the Numbers, World Resources Institute. 2005.
Source:
The Economics of Climate Change, Stern Review Report. 2006.
43
Lesson 7: International Climate Negotiations
What would it take to get agreement?
How do ideas of climate equity, which differ between and among developed and developing
Question
countries, influence potential approaches to international agreement?
At least one 45-minute period (Depending on the needs and interests of your students, this activ-
Time Needed
ity might require two class sessions to complete)
53
Lesson 8: Writing a Position Statement on Climate Change
What actions should decision makers take?
PREPARATION:
Before class, find the addresses of decision makers who represent your students. Notes to Teachers:
• The President’s address is: U Students participating in this
The White House activity by December 2009 will have
1600 Pennsylvania Ave NW the opportunity to send a copy of their
Washington, DC 20500 letter to the U.S. Youth Delegation
• U.S. Department of State, 2201 C Street NW, Washington, DC 20520 attending the international climate
negotiations in Copenhagen, Denmark.
• The Secretary of State, the nation’s chief diplomat/negotiator (as of Students can also follow multi-media
03/2009 this is Hillary Clinton)
blogs and other updates from the youth
• The State Department’s Special Envoy for Climate Change (as of 03/2009 delegation. Find information at
this is Todd Stern) www.willstegerfoundation.org.
Senate Foreign Relations committee—addresses climate change and considers
all international treaties. (as of 03/2009, is headed by Senator John Kerry and
Senator Richard Lugar. Check the current leaders at http://foreign.senate.gov/)
U.S. Senate Committee on Foreign Relations
Dirksen Senate Office Building
Washington, DC 20510-6225
• Members of the U.S. Congress can be searched by ZIP code at:
http://www.congress.org/
65
Appendix
Copenhagen 2009
December 7 – December 18, 2009 Copenhagen, Denmark will host the United Nations Climate Change Conference. This
is the fifteenth “Conference of the Parties” of the UN Framework Convention on Climate Change (UNFCCC). The meeting
is often referred to as COP15.
COP15 has been called the most important meeting since the end of World War II. This is due, in part, to the
following reasons:
• The 2007 report of the Intergovernmental Panel on Climate Change (IPCC) increased the certainty that quick and
aggressive action is needed to address the challenge of climate change.
• COP15 represents the last chance to design an international agreement that can be approved and ratified in time for it
to come into force when the Kyoto Protocol expires in 2012.
• The world has changed in the years since the Kyoto Protocol was negotiated (1997) and the world needs a new
agreement. For example, China has replaced the U.S. as the leading emitter of greenhouse gasses. Also, there is
growing awareness that oil is a finite resource that cannot meet the energy demands of a growing world population.
• The United States has pledged to once again take a leadership role in climate negotiations.
• The agenda of the COP15 includes the following topics:
• Targets and actions
• Low-carbon development and adaptation
• Building an effective global carbon market
The sessions at COP15 are open to the governments of participating countries. Governments can participate and
negotiate. All countries are organized in regional groups:
• G-77: a group of 130 mainly poor countries. In many UN contexts they behave as a group, but they are still able to
speak as individual countries in a range of contexts.
• Alliance of Small Island States (AOSIS): a group of 43 countries that are all small island states or countries with large
low-lying areas in danger of flooding from rising sea levels.
• Least developed countries: a group of 49 countries
• European Union: the 27 countries in the European Union (The EU itself sends representatives in addition to the
individual member countries).
• Umbrella group: a loosely composed group of developed countries outside the EU. The group is typically composed of
Australia, Canada, Iceland, Japan, New Zealand, Norway, Russia, Ukraine and the USA.
• Environmental Integrity Group (EIG): Mexico, South Korea and Switzerland.
71
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