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Improving Climate Literacy in the Geography Classroom
An interactive guide to a systematic approach
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Kit Marie RackleyLast update: October 2025
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Improving Climate Literacy in the Geography Classroom © 2023-2025 by Kit Marie Rackley is licensed under CC BY-SA 4.0
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Improving Climate Literacy in the Geography Classroom
Sources of information
Introduction
Overview
NOAA's principles in the classroom
Key terminology
Key messages for learning
Possible teaching & learning approaches
References
Index
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Introduction
What is 'climate literacy' and why is it important?
To be 'climate literate' is to understand how climate observations, records and modelling allows scientists to know what is happening to Earth's climate. It also means that we are aware of the relationship between climate and human life and how one impacts the other. Climate literacy helps people to make informed decisions, empowers action, reduce eco-anxiety and promote climate resilience.
Why should the Geography classroom promote it?
Living in a globalised society in which social media and disinformaiton is prevelent, a climate literate Geography classroom promotes critical thinking and takes a more nuanced but scientifically-led approach to teaching controversial issues like the climate crisis. This systematic approach can help you to develop a climate literate programme of study.
Essential Principles of Climate Literacy
Overview
Principles for the Geography classroom
Focus shift from natural forcing to attribution
Resources based on authoritative sources
Climate justice & systemic issues
A systematic approach to improving climate literacy in the Geography classroom
Key terminology
This overview helps to visualise how teaching and learning approaches (bottom) are informed by key and essential principles towards the top. You can explore each part of this system by clicking on them.
Media outlets
Educational organisations
Social media
Higher Ed Outreach
Wikipedia
informed by
Sources of information
Climate research & academic institutions e.g.
Public scientific organisations e.g.
Latest reports & visualisations
Key messages for learning
DfE Climate Action Plans (England)
Key terminology
Possible teaching & learning approaches
Links to Statutory Documents & Safeguarding
Wider school policy
Analysing unfamiliar data presentation
Indigenous & first-hand accounts
GIS
Assess mitigation strategies
Geographical skills
Research into school/ community climate resilience
Highlight climate justice and systemic issues
Decolonising climate education
A decolonial approach to dealing with climate change and achieving an equitable climate resilient society is not only a moral or historical argument but a scientific one too. The IPCC reports with high confidence that rapid mitigation is only possible where transitions are equitable, inclusive, and just, and that ‘disruptive changes in economic structure’ are needed. Therefore, for educators to be climate literate, a decolonial approach to teaching climate change is necessary.
LEARN MORE
CLICK THE NUMBER AGAIN TO CLOSE
Essential Principles of Climate Literacy in the Geography classroom
Humans can take action
THE GUIDING PRINCIPLE
While it is increasingly unlikely that global warming can be kept at or below 1.5°C above pre-industrial levels, we can still achieve a stable climate by the end of this century which will allow for human and natural systems to adapt to a new climate norm - increasing the chances we can address inequalities and vulnerabilities. We also need to prepare for impacts, plan for resilient communities, and protect the ecosystems that sustain us.
CLICK AGAIN TO CLOSE
Scientifically, the case is now closed
While the sun is the primary source of energy for the Earth's climate system, this system is now out of balance. Natural forcings like solar activity, volcanic eruptions and Milankovic cycles play an insignificant role compared to human greenhouse gas emissions. In addition, since the turn of the 21st century, the science of extreme event attribution studies has developed substantially. An increasing number of studies are showing extreme weather events such as heatwaves and droughts are attributable to climate change.
LEARN MORE
CLICK THE NUMBER AGAIN TO CLOSE
Shift focus from natural forcing towards human attribution
Resources stem from authoritative scientific sources
LEARN MORE
Check your sources
Propaganda, misinformation and fake news is pursuasive and influencial, particularly through social media. Good geography teaching can equip young people with critical thinking, fact-checking skills, and safeguards them from the online dangers of misinformation. In recent years, academic and scientific organisations have made great strides in making their research accessible to the public. Reputable media outlets directly reference or work with these organisations to produce digestible and teachable resources. Utilising these also safeguards you as the educator as climate change is still seen as a controversial issue.
CLICK THE NUMBER AGAIN TO CLOSE
When looking at the Essential Principles through the lens of teaching Geography, what do they look like? Click on a number for ideas.
Click again to close
IMPORTANT NOTE
NOAA updated their "Essential Principles" in 2024 which was subsequently been removed by order of the Trump Administration. You can find an archived version and commentary here:
Shift focus from natural forcing towards human attribution
https://geogramblings.com/2025/02/23/defending-climate-literacy-a-response-to-noaas-guide-removal/
Resources stem from authoritative scientific sources
Important notice
Highlight climate justice and systemic issues
Climate literacy principles in the Geography classroom
Focus less on natural forcings and more on attribution
Graphic constructed using data from Carbon Brief's "Mapped: How Climate Change Affects Extreme Weather Around the World" (Nov 2024)
Graphic based on IPCC AR6 WG1 Figure SPM.2
Climate Literacy principles in the Geography classroom
Use resources based on authoritative sources
Using resources based on authoritative sources is crucial when teaching about climate change for several reasons:
Authoritative sources, such as scientific journals, transparent government agencies, and reputable organisations, provide well-researched and peer-reviewed information. This ensures that the data and findings you present are accurate and reliable.
By exposing students to high-quality, authoritative sources, you encourage them to develop critical thinking skills. They learn to discern credible information from unreliable sources, an essential skill in today's information-rich world.
Accurate information from authoritative sources empowers students to make informed decisions about climate change and its impacts. This knowledge is vital for fostering responsible and proactive global citizens, but also build resilience.
Given that climate change can be a controversial issue, using reputable sources provides a strong foundation for your teaching. It helps you navigate sensitive discussions with confidence and authority.
In an era of extreme political ideology, and where misinformation is rampant, especially on social media, using authoritative sources helps counteract false narratives and provides students with a clear understanding of the facts.
Leveraging information from trusted sources enhances your credibility as an educator. It shows that you are committed to providing students with factual and evidence-based knowledge.
Support for Controversial Topics
Informed Decision-Making
Accuracy and Reliability
Critical Thinking
Combating Misinformation
Credibility
Read More
Latest reports & visualisations
Public scientific organisations e.g.
Climate research & academic institutions e.g.
Examples:
Sources of information
Combating misinformation
“There is no expert consensus because 31,487 Americans with a science degree signed a petition saying humans aren’t disrupting climate!”
While climate change science is objective, climate change remains a controversial issue due to differing political, economic, and social perspectives, misinformation, and vested interests that influence public opinion and policy decisions. John Cook's 'Cranky Uncle' is an example of a tool that uses humor and critical thinking to counteract misinformation and build resilience against science denial.
Visit Him
Cranky Uncle by john cook
Climate literacy principles in the Geography classroom
Climate justice & systemic issues
One of the key findings [of the IPCC 6th Assessment Report] in relation to equity and inclusion in climate action is that activities that “prioritize equity, climate justice, social justice and inclusion,” lead to “more sustainable outcomes, reduce trade-offs, support transformative change and advance climate resilient development.”
Uneven scales and weighted dice
Bottoms up?
How and why are carbon emissions by income shaped like a margarita glass?
The impacts of climate change are not the same any where, on any scale.
Unequal causes
Unequal consequencces
Sources of information
Using popular, non-academic and social media
A launch-pad for information
Great for summaries, be aware of bias
High impact but much caution needed
Crowdsourced encyclopedia with linked references to primary sources.
Current event summaries that attempt to bridge research and public understanding.
Real-time platforms amplifying both credible and misleading content.
10
Sources of information
Latest IPCC reports and visualisations
Mini self-guided presentation
- Who are the IPCC?
- What are their reports?
- Truth or myth?
Let's get started!
11
Play
Optional video:
"Intergovernmental" refers to activities, agreements, or relations between different levels or branches of government. In this case, here governments collaborate to assess climate science, producing reports that inform global policy.
Collaboration is through a panel of climate scientists (e.g., climatologists, economists) and policymakers (e.g., national delegates, environmental ministers) to assess and summarise climate research for global agreements.
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Each consisting of three working groups....
13
14
Findings from the IPCC 6th Assessment Synthesis Report (2023): Simplified
A. Current Status and Trends
A1
Humans caused 1.1°C global warming via greenhouse gases. Emissions rise unevenly due to unsustainable energy, land use, and consumption.
A2
A3
Climate change harms nature and people everywhere via extreme weather. Poor communities suffer most despite contributing least.
Adaptation helps but isn’t enough everywhere. Funding gaps limit efforts, especially for poorer nations facing permanent damage.
A4
Climate policies exist but emissions still soar. Current pledges put 1.5°C out of reach without more action.
IPCC AR6 SPM Figures 2.3 & SPM.1
IPCC AR6 SPM Figures 2.1 & 2.2
IPCC AR6 WG1 SPM Figure 2.5
Previously inaccessible to outside academia, IPCC report visualisations have improved significantly in terms of intuitiveness. Teachers are actively encouraged to use them with their students.
"We would like that the whole report helps enhance climate literacy worldwide; is used in teaching worldwide for teenagers, for students, so that they can learn the latest, best, available knowledge." - Dr Valérie Masson-Delmotte, at the press conference of the release of the IPCC AR6 WG1 report
15
Findings from the IPCC 6th Assessment Synthesis Report (2023): Simplified
B. Future Climate Change, Risks, and Long-Term Responses (1)
B1
Every bit of warming worsens risks. Fast emission cuts could slow warming within 20 years.
B2
Risks rise faster with each temperature bump. Climate and other dangers will combine unpredictably.
B3
Some damage is unavoidable now. Worse outcomes become likely if we keep warming the planet.
B4
Adaptation works less as warming grows. Planning can prevent maladaptation and benefit multiple areas.
IPCC AR6 SPM Figure 3.1
IPCC AR6 SPM Figures 3.3 & 4.3
Previously inaccessible to outside academia, IPCC report visualisations have improved significantly in terms of intuitiveness. Teachers are actively encouraged to use them with their students.
"We would like that the whole report helps enhance climate literacy worldwide; is used in teaching worldwide for teenagers, for students, so that they can learn the latest, best, available knowledge." - Dr Valérie Masson-Delmotte, at the press conference of the release of the IPCC AR6 WG1 report
16
Findings from the IPCC 6th Assessment Synthesis Report (2023): Simplified
B. Future Climate Change, Risks, and Long-Term Responses (2)
B5
Stop CO₂ emissions to halt warming. Existing fossil projects alone would blow past 1.5°C limit.
B6
To hit 1.5°C, cut emissions fast in all sectors now. Reach net-zero CO₂ by 2050.
B7
Overshooting 1.5°C requires CO₂ removal, causing extra harm. Longer overshoot means worse damage.
IPCC AR6 SPM Figure SPM.5
IPCC AR6 SPM Figure 3.6
Previously inaccessible to outside academia, IPCC report visualisations have improved significantly in terms of intuitiveness. Teachers are actively encouraged to use them with their students.
"We would like that the whole report helps enhance climate literacy worldwide; is used in teaching worldwide for teenagers, for students, so that they can learn the latest, best, available knowledge." - Dr Valérie Masson-Delmotte, at the press conference of the release of the IPCC AR6 WG1 report
17
Findings from the IPCC 6th Assessment Synthesis Report (2023): Simplified
C. Responses in the Near Term (1)
C1
Our future is at stake now. Global cooperation on climate action secures livable conditions for all.
C2
Acting fast cuts future damage and cleans air. Delay makes everything harder and costlier.
C3
All sectors must change rapidly. Many affordable climate solutions exist today locally.
C4
IPCC AR6 SPM Figure 4.5
Climate action aids global goals like equity. Context decides if trade-offs occur.
IPCC AR6 SPM Figures SPM.1 & SPM.6
IPCC AR6 SPM Figure SPM.7
Previously inaccessible to outside academia, IPCC report visualisations have improved significantly in terms of intuitiveness. Teachers are actively encouraged to use them with their students.
"We would like that the whole report helps enhance climate literacy worldwide; is used in teaching worldwide for teenagers, for students, so that they can learn the latest, best, available knowledge." - Dr Valérie Masson-Delmotte, at the press conference of the release of the IPCC AR6 WG1 report
18
Findings from the IPCC 6th Assessment Synthesis Report (2023): Simplified
C. Responses in the Near Term (2)
In Summary...
C5
Fairness boosts climate efforts. Support vulnerable groups first. Lifestyle changes help society too.
IPCC findings are essential knowledge for students inheriting a climate-changed world. Their reports provide the most authoritative, current science on the defining issue of students' futures. AR6 content directly supports science, geography, and civics standards on climate, systems, and evidence. They support teaching and learning by:
- Equiping students with critical skills: analysing data, understanding global challenges, evaluating solutions.
- Moving beyond theory: IPCC resources show real-world science, impacts, and pathways to solutions.
- Having dedicated summaries & visuals (like SPMs, Interactive Atlas) that are designed for accessible classroom use.
- Integrating IPCC science is crucial for developing informed, resilient, and solution-oriented citizens.
Good laws, policies, and funding enable climate action. Diverse knowledge improves planning.
C6
Climate action needs way more money and tech sharing. Global funds exist but aren’t flowing right.
C7
TEACHING & LEARNING RESOURCE LINKS
Geogramblings Teachers' Guide
IPCC Outreach Materials
IPCC WG1 Interactive Atlas
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IPCC AR6 WG1 SPM Figure 2.5
A public scientific body/organisation is a government-funded or publicly mandated institution that conducts, coordinates, or disseminates scientific research to inform policy, public knowledge, and decision-making—free from commercial or political interference.
Sources of information
Public scientific organisations
20
Climate research and academic institutions are university-based centers conducting peer-reviewed scientific inquiry, generating evidence-based knowledge on climate systems, and sharing findings globally without commercial or political agendas. Here are just a few examples.
Sources of information
Climate research and academic institutions
21
Key messages for learning
Teachers equipped with climate-literate foundations can transform their authoritative knowledge into essential takeaways for learners. Distilling the essential principles, attribution science, and justice frameworks into core truths via programmes of studies, schemes of work and learning objectives will empower young geographers to understand and act on our changing world.
Modern climate change is caused by human activities, not natural forces. Scientists compare today’s rapid changes to Earth’s natural patterns over thousands of years.
When we work together—in classrooms, schools, and communities—we can create real climate solutions.
Your school can be part of the solution: student-led energy audits, tree-planting projects, or council climate petitions prove local action sparks global change. Scaling these through Climate Action Plans creates measurable impact—and hope.
Those who did least to cause climate change often suffer most. For example, subsistence farmers in dry regions lose crops despite tiny carbon footprints.
Fixing climate change needs big societal shifts and political will, not just small personal steps. Laws and clean energy systems cut more emissions than recycling alone.
We already have the tools to tackle climate change. Renewable energy, protecting forests, and climate-smart farming work today. Solar and wind is cheaper than coal in most places.
- HUMANS ARE THE PRIMARY DRIVERS
"Modern climate change is unequivocally caused by human activities, not natural forces."
- EVERY FRACTION OF A DEGREE MATTERS
"Limiting warming to 1.5°C vs. 2°C drastically reduces irreversible impacts."
- CLIMATE IMPACTS ARE UNEQUAL
"Vulnerability is highest among those who contributed least to emissions."
- SOLUTIONS REQUIRE SYSTEMIC CHANGE
"Effective mitigation demands societal transformation—not just individual actions."
- HOPE LIES IN COLLECTIVE ACTION
"Rapid emission cuts can still stabilize the climate within our lifetimes."
Although '1.5C' & '2C' are given as targets, every fraction of warming prevented saves and safeguards lives and livelihoods, and prevents environmental distruction. Tipping points and collapses can be avoided.
HUMANS ARE THE PRIMARY DRIVERS
EVERY FRACTION OF A DEGREE MATTERS
CLIMATE IMPACTS ARE UNEQUAL
SOLUTIONS REQUIRE SYSTEMIC CHANGE
THE SOLUTIONS WE NEED ALREADY EXIST
These messages transform abstract principles into learner agency—equipping youth to discern fact from fiction and advocate for evidence-based change.
HOPE LIES IN COLLECTIVE ACTION
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Key terminology for climate literacy
The following geographical terms are those which climate literate teachers must know. These are terms which are currently in constant use in the latest research and thinking.
Nature-Based Solutions
Adaptation
Eco (climate) anxiety
Extreme event attribution
Carbon Budget
Anthropogenic
Climate Justice
Climate Resilience
Greenwashing
- Adaptation
- Anthropogenic
- Carbon Budget
- Climate Justice
- Climate Resilience
- Eco-Anxiety
- Extreme event attribution
- Greenwashing
- Loss & Damage
- Mitigation
- Nature-based Solutions
- Tipping Point
Loss & Damage
"Calling fossil gas 'green' is greenwashing; just because burning it realises less greenhouses gases than coal doesn't mean it's contributes nothing to climate change."
Mitigation
Tipping Point
"The council are investing money to make the city more climate resilient to heat by planting tens of thousands of trees and subsidising vertical forests on tall buildings."
"Extreme event attribution studies have concluded that the heatwave in July 2022 was made 10 times more likely by anthropogenic climate change."
"Amazon warming and deforestation could hit a tipping point, turning rainforest to savanna."
"Restoring mangroves is a nature-based solution that protects coasts (adaptation) and stores carbon (mitigation)"
"In 2022, COP27 in Eygpt established a Loss & Damage fund for climate-vulnerable nations."
"One way to deal with eco-anxiety is to reconnect with nature and spend more time in green spaces."
"The rapid climatic changes we are experiencing today is anthropogenic, driven mostly by fossil fuel combustion."
"Coastal cities use flood barriers for adaptation, with new zoning laws for locating new buildings"
"At current rates, the 1.5°C carbon budget will be exhausted by 2030."
The process of establishing the most likely causes for a change or an event (e.g. heatwave) with some defined level of confidence. Uses climate models to compare likelihood with/without human influence.
"Phasing out coal, a significant source of carbon dioxide, is critical for mitigation."
Fairness in addressing the causes of climate change, climate impacts & solutions, centering marginalised and Indigenous communities
"Climate justice demands wealthy nations fund adaptation in low-emission countries"
The American Psychology Association (APA) describes eco-anxiety as “chronic fear of environmental doom”, and feelings of hopelessness in dealing with climate change
Adjusting systems to reduce climate vulnerability. Actions that allow communities, infrastructure etc to continue in a changing climate.
Anthropo- is a prefix meaning human, humanoid, or human-like. So in this case, climate change caused by human activity.
The capacity of social, economic and ecosystems to cope with a hazardous event or trend or disturbance stemming from climate change.
The remaining CO₂ humans can emit before exceeding a temperature target (e.g., 1.5°C)
Reducing greenhouse gas emissions to limit the severity and impact of climate change
Misleading claims about environmental sustainability
Unavoidable economic/non-economic harms from climate impacts beyond adaptation limits
Threshold where small changes trigger irreversible cascading impacts
Using ecosystems (e.g. forests/wetlands) for climate mitigation/adaptation
- Front of the card gives the term and defintion
- Flip the card over for an example sentence
- Move onto the next card for the next term
QUICK TEACHING & LEARNING ACTIVITY
23
Possible teaching and learning approaches
There are a wealth of T&L approaches and resources to teach a climate-literate curriculum. What is showcased here can never be exhaustive and may indeed become out-of-date as climate and social science continues to evolve. Bookmarking the links below and checking them each time you need a curriculum or lesson refresh will ensure you stay on top of the latest research.
Data Literacy & Technical Skills
Human Dimensions & Narrative Approaches
Analysing unfamiliar data presentation
Geographical skills
GIS
Indigenous & first-hand accounts
Assess mitigation strategies
Action-Oriented / Local Engagement
Research into school/ community climate resilience
24
Use visualisations direct from the IPCC
Possible teaching and learning approaches
Analysing unfamiliar data presentation
Visit website
Visualisations from the latest Assessment Report
One of the best independent sources of climate news and analysis out there. Their catalogue of infographics come with deep explainers that allow you to teach the visualisations with confidence, and allow older or more proficient students to explore deeper.
AR6 WG1
AR6 WG2
Teacher's Guides
Re-visit the 'IPCC findings' section of this CPD
Climate Stripes Activities
25
Possible teaching and learning approaches
Causes of Climate Change: Living GraphStudents analyse climate forcings through graphs, proving human greenhouse gases drive modern warming, not natural factors like volcanoes or solar cycles.
Geographical skills
Download resources
More info & resources
Top Trump cards
Student Worksheet
Socioeconomic impacts of Climate Change: Layers of Inference
Scattergraph task
Students dissect climate impacts through visual analysis—observing details, interpreting causes, and probing socioeconomic consequences—to build critical thinking and empathy.
Teachers Notes
Climate Justice: Vulnerability vs EmissionsStudents analyse global CO₂ emissions vs. climate vulnerability using Top Trumps cards, revealing inequities through scatter graphs and discussions.
Scattergraph data
26
Possible teaching and learning approaches
Geographical Information Systems (GIS)
These GIS-powered resources combine authoritative data and interactive maps. They transform complex UK climate observations and future projections into engaging, curriculum-aligned investigations for all key stages, from local observations to global justice issues.
More info & resources
Explore to find age-differentiated StoryMaps and ready-to-use activities that build crucial geographical skills.
The Global Wind and Solar Atlases are authoritative, free-to-use data platforms that provide detailed renewable energy potential maps for any location on Earth. The interactive maps and data functions can bring authentic geographic inquiry into the classroom.
Global Solar Atlas
Global Wind Atlas
GCSE DME using the GSA
27
Possible teaching and learning approaches
Using Indigenous & first-hand accounts
Why Not Now? A poetry project which highlights student-led environmental actions. It helps teachers guide learners from awareness to tangible action, where young people can see themselves as part of the solution.
Student action
Indigenous Knowledge
Young People at a Crossroads
This research project shares intergenerational stories from first and second-generation immigrants, connecting lived experiences in the Global South with climate impacts. Its resources empower students to explore climate justice through personal narratives and family histories.
If Not Us Then Who? An Indigenous-led platform offering powerful short films, stories, and toolkits that showcase how Indigenous and local communities are leading the fight against climate change.
- Young People at a Crossroads
- Why Not Now
- Studies with Indigenous input e.g. https://onlinelibrary.wiley.com/doi/10.1002/ece3.71914
Visit Project Website
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Watch this conversation from 21:20 onwards about a student-focused citizen-science project led by Geography teacher Alistair Hamill. When done, click to reveal
how the project promotes different kinds of climate action.
Possible teaching and learning approaches
Researching into the climate resilience of the school and community
TEACHING & LEARNING RESOURCE LINK
An 'off the shelf' hyper-local fieldwork-based activity:
29
Possible teaching and learning approaches
Assessing mitigation strategies
Access the Interactive
My2050: School Carbon Levers (and other resources)
A hands-on simulation where students become policymakers, using lever cards to design their school's path to net-zero and instantly see the impact of their choices.
Carbon Lever Cards for School Actions
Resources by the RGS
Download resources
Wind & Solar: Diamond-9 Ranking
Students critically evaluate the benefits and drawbacks of key renewables through a structured ranking activity, fostering evidence-based decision-making on mitigation strategies.
30
Department for Education Climate Change & Sustainability Education Strategy
School Climate Action Plans
A holistic approach
Geography specialists can be a key cog in the wheel, but bringing the education sector to Net Zero requires effort and partnership
31
Holistic school approach and collaboration
Linking climate change to statutory documents
Linking your Climate Action Plan (CAP) to statutory policies ensures compliance with Department for Education requirements while embedding sustainability holistically across school operations. This approach transforms climate initiatives from standalone projects into mandated, accountable practices – strengthening impact through existing governance frameworks. Crucially, it connects environmental responsibility to core educational duties: safeguarding students, advancing equity, and delivering a future-ready curriculum. Have a go at this short activity that demonstrates how this is possible.
SELF-LED CPD RESOURCE AVAILABLEDownload the full CPD pack which can be used to discover possible links between your school's Climate Action Plan and exisiting statutory documents.
Click when finished
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References & Further Reading
Page 5 NOAA Essential Principles
Pages 15-19 FINDINGS FROM IPCC AR6
Page 23 KEY TERMINOLOGY
Page 6 ATTIRBUTION
Page 28 Indigenous and first-hand accounts
Page 7 AUTHORITATIVE SOURCES
Page 29 Researching community climate resilence
Page 8 COMBATING MISINFORMATION
Page 30 Mitigation strategies
Page 9 CLIMATE JUSTICE & SYSTEMIC ISSUES
Page 31 School Climate action Plans
Page 10 USING POPULAR MEDIA
Page 32 Links to Statutory obiligations
Page 14 IPCC: TRUTH OR MYTH?
33
Contact
Kit Marie Rackley
Geogramblings.comContact form
Improving Climate Literacy in the Geography Classroom © 2023-2025 by Kit Marie Rackley is licensed under CC BY-SA 4.0
34
Supporting this work
Donating funds
So far, creating this interactive framework has taken 82 hours of (renewably-driven and caffine-laden) solo effort. That includes research, evaluation, promotion and finance. As a freelancer I cannot sustain this kind of work without your help. Here's how you can.
Your generous donation via Ko-fi will support all my Geogramblings educational work, including this project.
Referencing and acknowledgement
Improving Climate Literacy in the Geography Classroom © 2023-2025 by Kit Marie Rackley is licensed under CC BY-SA 4.0. Click here for details about what this means
Harvard citation when referencing this work:
Rackley, K.M., 2025. Improving Climate Literacy in the Geography Classroom. Geogramblings.com. Available at: https://bit.ly/Geog-ClimateLit
35
Index
- Decarbonisation
- Department for Education (DfE)
- Dis / Misinformation
- Environment Agency
- Extreme weather
- Geographical Assoication
- Geog skills
- Good Estate Management
- Ground News
- Indigenous Peoples
- IPCC
- John Cook
- ADAPTATION
- Anthropogenic climate change
- Attribution science
- Berkeley Earth
- British Antarctic Survey (BAS)
- Carbon budget
- Carbon Brief
- Careers / Green careers
- Climate Action Plan (CAP)
- Climate anxiety / Eco‑anxiety
- Climate Change Committee (UK)
- Climate education
- Climate Justice
- Climate Stripes
16
23
29
15
19
31
32
18
20
10
15
22
23
26
15
29
31
32
17
A-J
15
23
31
32
K-Z
10
21
25
20
20
Teaching & Learning Resources
27
32
26
15
23
22
23
13
25
24
31
32
19
25
26
27
29
30
31
32
22
32
10
15
23
29
28
20
19
24
29
31
32
12
25
14
23
24
26
28
15
18
19
15
18
25
36
Index
- Key messages for learning
- Key terminology
- Let’s Go Zero
- Met Office
- Mitigation
- NASA
- National Education Nature Park
- Nature‑based solutions
- Net zero
- NOAA
- Oxfam
- Public Scientfic Orgs
- Renewables
- ROyal Geographical Society
- Royal Meteorological Society
- School roles
- Student Agency & Leadership
- Sustainable Development Goals
- Sustainability Lead
- Tipping points
- Tyndall Centre / UEA
22
18
27
30
A-J
30
23
31
24
29
K-Z
31
32
29
20
27
Teaching & Learning Resources
17
18
30
31
32
31
23
29
28
20
18
24
31
32
31
32
16
28
24
23
31
32
23
21
30
31
17
13
20
20
10
20
36
- GIS / Graphical Skills
- ICT (Spreadsheet work)
- IPCC visualisations
- Living Graph
- Media literacy tools
- My2050 pathways (Gamification, RGS)
- Statutory policy links
- Teaching approaches overview
- Terminology
- Youth Leadership
- Adaptation activities
- Assessment strategies
- Case Studies
- Citizen Science
- Climate Justice activities
- Critical Thinking
- Data Analysis
- Data Presentation
- Diamond‑9 ranking
- Enquiry
Index
29
27
25
26
27
28
29
A-J
27
K-Z
15
19
29
Teaching & Learning Resources
24
29
26
10
28
24
26
30
32
24
25
23
30
26
28
29
36
Page 5 NOAA Essential Principles
- NOAA Climate.gov. (2024) Essential Principles for Understanding and Addressing Climate Change.
Accessible (archived) via
Internet Archive
- Climate Literacy: Essential Principles for Understanding and Addressing Climate Change (3rd Editon, Sept 2024) U.S. Global Change Research Program.
Accessible (archived) via
Geogramblings.com
- IPCC Special Report: Global Warming of 1.5 ºC (2018) . Strengthening and implementing the global response.
Accessible via
https://www.ipcc.ch/sr15/chapter/chapter-4/
Page 6 ATTIRBUTION
- Moran, Schmidt and Marvel, 2015. How Global Warming Stacks Up. NASA Scientific Visualization Studio.
Accessible (archived) via
Internet Archive
- Figure SPM.2 in IPCC, 2021: Summary for Policymakers. In: Climate Change 2021: The Physical Science Basis. Contribution of Working Group I to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change
Accessible via
IPCC Website
- McSweeney, R. and Tandon, A, 2024. Mapped: How climate change affects extreme weather around the world. Carbon Brief.
Accessible via
Carbon Brief
Page 30 Mitigation Strategies
KIT MARIE
(they/she)
Work in progress
Explore Carbon Brief's Extreme Weather Attribution Map
Studies of almost 750 extreme weather events and trends show clear impacts from climate change.
Extreme weather attribution, also known as 'attribution science' is a field of study looking into how climate change affects extreme weather events.
This map, created by journalists at Carbon Brief, allows for exploration of almost 750 studies. Red bubbles represent studies that show climate change has made an extreme weather event more severe or likely.
TEACHING & LEARNING RESOURCE AVAILABLEStudents analyse spreadsheet data downloaded from Carbon Brief's map to discover how climate change is changing extreme weather events.
Page 14 IPCC: Truth oR Myth?
- IPCC (n.d.) About the IPCC. Available at: https://www.ipcc.ch/about/ (Accessed: August 2025).
- Bon Pote (2022) Climate: can we really trust the IPCC?. Available at: https://bonpote.com/en/climate-can-we-really-trust-the-ipcc/ (Accessed: August 2025).
Page 32 Links to Statutory Obligations
KIT MARIE
(they/she)
Work in progress
Page 8 Combating Misinformation (Further Reading)
- Cook, J. 2020. Cranky Uncle vs. Climate Change: How to Understand and Respond to Climate Science Deniers. Citadel. ISBN: 978-0806540276.
- Coffee & Geography. 2023. Episode 3x20 John Cook (Australia) Cognitive bias, cartoons, cli-fi and more. [Podcast]. Geogramblings.
Accessible via
Soundcloud
- Website: Skeptical Science
Accessible via
https://skepticalscience.com/
Show Your Stripes
Image Links:
Minimum time required: 25 minutes
Climate Stripes Tesla
Lighthouse painting
Resources needed
Stripes sweaterr
- Images showing Climate Stripes ‘Art’ (right)
- Show Your Stripes https://showyourstripes.info
- Internet-enabled devices for each student (optional)
Use this side to give more information about a topic.
Use this side to give more information about a topic.
Use this side to give more information about a topic.
Climate vase
Stripes as tree rings
This session makes use of the famous climate stipes, which students may already be familiar with. But to maintain an element of mystery for some, don’t reveal what they are until indicated.
Pose some questions for them to investigate, such as… a. When were the 5 coldest years, and when were the 5 warmest? b. How much cooler/warmer were each compared to the average? c. Find somewhere else on Earth which hasn’t warmed as much d. Find somewhere else which has warmed more.
Extension Tasks & Further Reading
If the students could create their own creative piece of work using the climate stripes, what might they do? Can they search for some examples?
Students visit the Show Your Stripes website. If they don’t have access to the internet themselves, you could print various locations for them to work on in pairs or groups. Give them a little time to explore both choosing different locations and displaying the data as a bar graph and as stripes. Then they can find the stripes that best represent their region.
2b
Ex
2a
Show the different images depicting creative ways of showing the climate stripes. Discuss what makes these appealing and whether they are conveying a message (e.g. what do we usually associate blues and reds with?) Reveal they are a way of representing climate change. Why do they think showing this in creative ways is a good idea?
• Making the Climate Stripes in Excel:
https://www.youtube.com/watch?v=tgecFl6wZ80
• A timeline of Earth’s Average Temperature
https://xkcd.com/1732/
Ex
2a
2b
• CoffeeGeogPod: Show Your Stripes Day 2025
Listen, watch, read
Page 7 AUTHORITATIVE SOURCES (FURTHER READING)
- Siani and Hipkiss, 2022. Our students learn science in school, but are we teaching them how to identify scientific misinformation? [Blog Post] University of Portsmouth.
Accessible via
University of Portsmouth
- Gerges, 2025. Science education in the age of misinformation. [Opinion]. Front. Educ. 10:1615769.
https://doi.org/10.3389/feduc.2025.1615769
- The School Me Podcast, 2025. Teaching Kids the Science of Perception, Misinformation, and Disinformation. [Podcast].
Accessible via
National Educational Association
- Teaching Controversial Issues: A guide for teachers. 2018. Oxfam.
Accessible via
Oxfam
It is almost ironic that this graphic is shaped like a margerita glass. Ultra High Net-Worth Individuals (UHNWIs) lavish lifestyles have a significantly disproportionate impact on global carbon emissions compared to the general population. See also:
Emissions Inequality Dashboard
Visualisation from Medium
Our World In Data
Page 29 Researching community Resilience (FURTHER READING)
- Bustin, R., Lambert, D. and Tani, S. (2020) ‘The development of GeoCapabilities: reflections, and the spread of an idea’, International Research in Geographical and Environmental Education, 29(3), pp. 201–205. doi: 10.1080/10382046.2020.1749773.
- Education Commission. (2022) Education for climate action: How education systems and institutions can accelerate climate action and enhance resilience. The Education Commission. Available at: https://educationcommission.org/wp-content/uploads/2022/04/Education-for-Climate-Action.pdf
- Greer, K. and Glackin, M. (2021) 'What counts' as climate change education? Perspectives from policy influencers. Available at: https://discovery.ucl.ac.uk/id/eprint/10165333/
Page 31 School Climate Action Plans
KIT MARIE
(they/she)
Work in progress
A launch-pad for info
✅ Use for:
- Initial topic exploration
- Finding cited sources (click references!)
- Understanding complex terminology
🚫 Avoid:
- Treating as primary source
- Pages with "citation needed" tags
- Unreviewed/controversial edit histories
Example: "Climate justice" Wikipedia → After claim/sentence, check for a numbered reference. Click on that number → Check the source is authoritative (e.g. IPCC, academic papers etc...)
SELF-LED CPD RESOURCE AVAILABLE (Source: PBS)"Be MediaWise lesson: How to make sure Wikipedia sources are legit"
There is no longer any doubt, scientifically, that humans are warming the atmosphere, ocean and land. Substantial research and modelling on well-known atmospheric processes clearly shows that it is anthropogenic (human) forcing that is driving modern-day climate change, at the rate that we are experiencing it. Simply, natural forcings such as solar activity and orbital patterns cannot explain the changes today. Check out this NASA video for more.
Page 23 Key Terminology
- Schreiber, M. (2021) 'Addressing climate change concerns in practice', Monitor on Psychology, 52(2). Available at: https://www.apa.org/monitor/2021/03/ce-climate-change (Accessed: 20 August 2025).
Further Reading
- BBC News (2014) Climate change glossary Available at: https://www.bbc.co.uk/news/science-environment-11833685 (Accessed: 20 August 2025.
- IPCC (2018) Global Warming of 1.5°C: Glossary. Available at: https://www.ipcc.ch/sr15/chapter/glossary/ (Accessed: 20 August 2025).
Climate Adam: The intergovernmental panel on climate change releases the definitive reports on global warming, with the next major report coming out in 2021 and 2022. But how do these reports actually work, and how far can you trust them? (9:30)
Who Is To BlaMe? Climate justice: vulnERability vs emissions
These resources helps to highlight climate justice issues using carbon emission and vulnerability data for a selection of countries on ‘Top Trump’ cards. Students compare countries’ historical carbon emissions and their vulnerability to climate change, revealing that nations with lower emissions often face greater climate impacts. This activity emphasises the need for equitable climate policies and international support for vulnerable countries, underscoring the importance of addressing climate justice by helping those who have contributed least to the problem but suffer the most.
Access all resources
QUICK TEACHING & LEARNING ACTIVITY
Social Media Verification Toolkit
Spot misinformation with S.T.A.M.P.:
Test
Action
Tools
Source
Check account history & affiliations
Learn how to verify accounts / check for bots
Time
Verify event dates match reporting
Web search, official statements
Arguments
Cranky Uncle
Identify emotional manipulation
Misleading?
Detect cropped/changed visuals
Reverse image search (
e.g. TinEye)
; Forensically
Primary
Google Scholar
; Connected Papers
Trace to orginal source
Other resources
News & Magazine Evaluation
Trust signals to check for:
- Named sources: "According to NOAA's 2023 report..."
- Expert credentials: "Dr. Valérie Masson-Delmotte (IPCC co-chair) stated..."
- Data transparency: Links to original datasets/studies
- Use Ground News to check bias coverage
⚠️ Red flags:
- Vague attribution ("experts say")
- Dramatic imagery or emotive headline without context
- Lack of publication date
- 'False balance' - when a news report presents opposing viewpoints as equally valid despite overwhelming scientific consensus favoring one side (e.g., climate change debates).
This role should not be siloed into Geography and have the full support of SLT. Here is some advice:
Sustainability Lead
There are four pillars that should be covered by a CAP
Climate Action Plan (CAP)
Adptation & Resilience
Assess climate risks (e.g., flooding, heat, anxiety) and adapt infrastructure/ policies to protect the school community from impacts.
Biodiversity
Enhance and protect on-site nature (habitats, green space) to support ecosystem health and carbon capture.
If you are the Lead / Interested in the role
If you're not the Lead / Interested in the role
- Provide knowledge, support, signposting etc
- Demonstrate how curricula can synergise with the CAP
- Lead the school re: National Education Nature Park
- Mentor ECTs, trainee teachers etc
- Delegate tasks, e.g. signing up for National Education Nature Park
- Establish a team of decision makers
- Contact ‘Lets Go Zero’ and regional Climate Ambassador Hub
- Request time to lead CPD / training for colleagues
Decarbonisation
Measure and reduce energy, transport, procurement and waste emissions across school operations to achieve Net Zero.
Climate Education & Green Careers
Embed sustainability and climate knowledge across learning and equip students with green skills for future careers supporting Net Zero.
Page 15-19 Findings from IPCC AR6
- IPCC (2023) Climate Change 2023: Synthesis Report. Contribution of Working Groups I, II and III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team, H. Lee and J. Romero (eds.)]. Geneva: IPCC. Available at: https://www.ipcc.ch/report/ar6/syr/ (Accessed: 20 August 2025).
Page 10 Using Popular Media (Further Reading)
- PBS NewsHour Classroom (2023) Lesson plan: The good, the bad and the ugly facts about Wikipedia. Available at: https://www.pbs.org/newshour/classroom/lesson-plans/2023/02/lesson-plan-the-good-the-bad-and-the-ugly-facts-about-wikipedia (Accessed: 17 August 2025).
- SWGfL (2024) Misinformation on social media: guidance, impact and support. Available at: https://swgfl.org.uk/topics/social-media/misinformation-on-social-media-guidance-impact-and-support/ (Accessed: 17 August 2025).
Page 28 Indigenous and First-hand Accounts (FUrTHER READING)
- Climate Atlas of Canada (n.d.) Indigenous Knowledges and Climate Change. Available at: https://climateatlas.ca/indigenous-knowledges-and-climate-change (Accessed: 17 October 2025).
- Hamouchene (2025) Ecocide, Imperialism and Palestine Liberation. Available at: https://www.tni.org/en/article/ecocide-imperialism-and-palestine-liberation (Accessed: 25 September 2025).
- Kelman, I. (2020) Disaster by Choice: How our actions turn natural hazards into catastrophes. Oxford: Oxford University Press. ISBN: 9780198841340.
- Rackley, KM. (2022) 'Fostering empathy in the teaching of natural hazards', Teaching Geography, 47(2), pp. 67-70. Available at: https://portal.geography.org.uk/downloads/journals/TG_SUM_2022_RACKLEY.pdf (Accessed: 17 October 2025).
Key opportunities for Geography specialists
Your Expertise is Central: You are key to delivering the strategy’s core goals: enhanced climate science, sustainability understanding & geographical skills within the curriculum.
Lead Practical Action: Drive school-wide initiatives like:
- National Education Nature Park (biodiversity mapping/action – ideal Geography fieldwork & data project).
- Climate Leaders Award (pupil projects – apply local place-based knowledge).
Become the Sustainability Champion: Your skills position you to lead or heavily support the mandatory whole-school Sustainability Lead role and Net Zero/biodiversity targets.
Shape Green Futures: Equip students with the geographical knowledge and skills vital for future green careers and community resilience.
Those who have contributed least to climate change, are the most vulnerable...
EXAMPLES
IN THE NEWS
Map: Global impacts of climate change - projections (Met Office)
Page 9 Climate Justice & Systemic Issues
- IPCC, 2023: Climate Change 2023: Synthesis Report. Contribution of Working Groups I, II and III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team, H. Lee and J. Romero (eds.)]. IPCC, Geneva, Switzerland, 184 pp.
- Khalfan et al. 2023. Climate Equality: A Planet for the 99. Oxfam. DOI: 10.21201/2023.000001.
Accessible via
Oxfam
- Horton, Harvey and Goodier, 2025. Low-income and minority ethnic people in England most at risk from dangerously hot homes. [News Article] The Guardian.
Accessible via
The Guardian
- Thériault, 2024. Billionaires emit more carbon pollution in 90 minutes than the average person does in a lifetime. [News Article] Oxfam.
Accessible via
Oxfam
- Qadri, 2025. This Indian rapper is spitting bars about climate justice, caste, and Indigenous rights. [News Article] Grist.
Accessible via
Grist
Improving Climate Literacy in the Geography Classroom
Kit Marie Rackley
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Transcript
Tackling climate change and safeguarding our young peoples' futures are values we share. To keep this resource free and sustainable, please consider donating towards its upkeep and the educational efforts of Geogrambings, and ensure you reference and cite this work appropriately. Let's do this together! Thank you.
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Improving Climate Literacy in the Geography Classroom
An interactive guide to a systematic approach
start
Kit Marie RackleyLast update: October 2025
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Improving Climate Literacy in the Geography Classroom © 2023-2025 by Kit Marie Rackley is licensed under CC BY-SA 4.0
Menu
Improving Climate Literacy in the Geography Classroom
Sources of information
Introduction
Overview
NOAA's principles in the classroom
Key terminology
Key messages for learning
Possible teaching & learning approaches
References
Index
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Introduction
What is 'climate literacy' and why is it important?
To be 'climate literate' is to understand how climate observations, records and modelling allows scientists to know what is happening to Earth's climate. It also means that we are aware of the relationship between climate and human life and how one impacts the other. Climate literacy helps people to make informed decisions, empowers action, reduce eco-anxiety and promote climate resilience.
Why should the Geography classroom promote it?
Living in a globalised society in which social media and disinformaiton is prevelent, a climate literate Geography classroom promotes critical thinking and takes a more nuanced but scientifically-led approach to teaching controversial issues like the climate crisis. This systematic approach can help you to develop a climate literate programme of study.
Essential Principles of Climate Literacy
Overview
Principles for the Geography classroom
Focus shift from natural forcing to attribution
Resources based on authoritative sources
Climate justice & systemic issues
A systematic approach to improving climate literacy in the Geography classroom
Key terminology
This overview helps to visualise how teaching and learning approaches (bottom) are informed by key and essential principles towards the top. You can explore each part of this system by clicking on them.
Media outlets
Educational organisations
Social media
Higher Ed Outreach
Wikipedia
informed by
Sources of information
Climate research & academic institutions e.g.
Public scientific organisations e.g.
Latest reports & visualisations
Key messages for learning
DfE Climate Action Plans (England)
Key terminology
Possible teaching & learning approaches
Links to Statutory Documents & Safeguarding
Wider school policy
Analysing unfamiliar data presentation
Indigenous & first-hand accounts
GIS
Assess mitigation strategies
Geographical skills
Research into school/ community climate resilience
Highlight climate justice and systemic issues
Decolonising climate education
A decolonial approach to dealing with climate change and achieving an equitable climate resilient society is not only a moral or historical argument but a scientific one too. The IPCC reports with high confidence that rapid mitigation is only possible where transitions are equitable, inclusive, and just, and that ‘disruptive changes in economic structure’ are needed. Therefore, for educators to be climate literate, a decolonial approach to teaching climate change is necessary.
LEARN MORE
CLICK THE NUMBER AGAIN TO CLOSE
Essential Principles of Climate Literacy in the Geography classroom
Humans can take action
THE GUIDING PRINCIPLE
While it is increasingly unlikely that global warming can be kept at or below 1.5°C above pre-industrial levels, we can still achieve a stable climate by the end of this century which will allow for human and natural systems to adapt to a new climate norm - increasing the chances we can address inequalities and vulnerabilities. We also need to prepare for impacts, plan for resilient communities, and protect the ecosystems that sustain us.
CLICK AGAIN TO CLOSE
Scientifically, the case is now closed
While the sun is the primary source of energy for the Earth's climate system, this system is now out of balance. Natural forcings like solar activity, volcanic eruptions and Milankovic cycles play an insignificant role compared to human greenhouse gas emissions. In addition, since the turn of the 21st century, the science of extreme event attribution studies has developed substantially. An increasing number of studies are showing extreme weather events such as heatwaves and droughts are attributable to climate change.
LEARN MORE
CLICK THE NUMBER AGAIN TO CLOSE
Shift focus from natural forcing towards human attribution
Resources stem from authoritative scientific sources
LEARN MORE
Check your sources
Propaganda, misinformation and fake news is pursuasive and influencial, particularly through social media. Good geography teaching can equip young people with critical thinking, fact-checking skills, and safeguards them from the online dangers of misinformation. In recent years, academic and scientific organisations have made great strides in making their research accessible to the public. Reputable media outlets directly reference or work with these organisations to produce digestible and teachable resources. Utilising these also safeguards you as the educator as climate change is still seen as a controversial issue.
CLICK THE NUMBER AGAIN TO CLOSE
When looking at the Essential Principles through the lens of teaching Geography, what do they look like? Click on a number for ideas.
Click again to close
IMPORTANT NOTE
NOAA updated their "Essential Principles" in 2024 which was subsequently been removed by order of the Trump Administration. You can find an archived version and commentary here:
Shift focus from natural forcing towards human attribution
https://geogramblings.com/2025/02/23/defending-climate-literacy-a-response-to-noaas-guide-removal/
Resources stem from authoritative scientific sources
Important notice
Highlight climate justice and systemic issues
Climate literacy principles in the Geography classroom
Focus less on natural forcings and more on attribution
Graphic constructed using data from Carbon Brief's "Mapped: How Climate Change Affects Extreme Weather Around the World" (Nov 2024)
Graphic based on IPCC AR6 WG1 Figure SPM.2
Climate Literacy principles in the Geography classroom
Use resources based on authoritative sources
Using resources based on authoritative sources is crucial when teaching about climate change for several reasons:
Authoritative sources, such as scientific journals, transparent government agencies, and reputable organisations, provide well-researched and peer-reviewed information. This ensures that the data and findings you present are accurate and reliable.
By exposing students to high-quality, authoritative sources, you encourage them to develop critical thinking skills. They learn to discern credible information from unreliable sources, an essential skill in today's information-rich world.
Accurate information from authoritative sources empowers students to make informed decisions about climate change and its impacts. This knowledge is vital for fostering responsible and proactive global citizens, but also build resilience.
Given that climate change can be a controversial issue, using reputable sources provides a strong foundation for your teaching. It helps you navigate sensitive discussions with confidence and authority.
In an era of extreme political ideology, and where misinformation is rampant, especially on social media, using authoritative sources helps counteract false narratives and provides students with a clear understanding of the facts.
Leveraging information from trusted sources enhances your credibility as an educator. It shows that you are committed to providing students with factual and evidence-based knowledge.
Support for Controversial Topics
Informed Decision-Making
Accuracy and Reliability
Critical Thinking
Combating Misinformation
Credibility
Read More
Latest reports & visualisations
Public scientific organisations e.g.
Climate research & academic institutions e.g.
Examples:
Sources of information
Combating misinformation
“There is no expert consensus because 31,487 Americans with a science degree signed a petition saying humans aren’t disrupting climate!”
While climate change science is objective, climate change remains a controversial issue due to differing political, economic, and social perspectives, misinformation, and vested interests that influence public opinion and policy decisions. John Cook's 'Cranky Uncle' is an example of a tool that uses humor and critical thinking to counteract misinformation and build resilience against science denial.
Visit Him
Cranky Uncle by john cook
Climate literacy principles in the Geography classroom
Climate justice & systemic issues
One of the key findings [of the IPCC 6th Assessment Report] in relation to equity and inclusion in climate action is that activities that “prioritize equity, climate justice, social justice and inclusion,” lead to “more sustainable outcomes, reduce trade-offs, support transformative change and advance climate resilient development.”
Uneven scales and weighted dice
Bottoms up?
How and why are carbon emissions by income shaped like a margarita glass?
The impacts of climate change are not the same any where, on any scale.
Unequal causes
Unequal consequencces
Sources of information
Using popular, non-academic and social media
A launch-pad for information
Great for summaries, be aware of bias
High impact but much caution needed
Crowdsourced encyclopedia with linked references to primary sources.
Current event summaries that attempt to bridge research and public understanding.
Real-time platforms amplifying both credible and misleading content.
10
Sources of information
Latest IPCC reports and visualisations
Mini self-guided presentation
Let's get started!
11
Play
Optional video:
"Intergovernmental" refers to activities, agreements, or relations between different levels or branches of government. In this case, here governments collaborate to assess climate science, producing reports that inform global policy.
Collaboration is through a panel of climate scientists (e.g., climatologists, economists) and policymakers (e.g., national delegates, environmental ministers) to assess and summarise climate research for global agreements.
12
Each consisting of three working groups....
13
14
Findings from the IPCC 6th Assessment Synthesis Report (2023): Simplified
A. Current Status and Trends
A1
Humans caused 1.1°C global warming via greenhouse gases. Emissions rise unevenly due to unsustainable energy, land use, and consumption.
A2
A3
Climate change harms nature and people everywhere via extreme weather. Poor communities suffer most despite contributing least.
Adaptation helps but isn’t enough everywhere. Funding gaps limit efforts, especially for poorer nations facing permanent damage.
A4
Climate policies exist but emissions still soar. Current pledges put 1.5°C out of reach without more action.
IPCC AR6 SPM Figures 2.3 & SPM.1
IPCC AR6 SPM Figures 2.1 & 2.2
IPCC AR6 WG1 SPM Figure 2.5
Previously inaccessible to outside academia, IPCC report visualisations have improved significantly in terms of intuitiveness. Teachers are actively encouraged to use them with their students.
"We would like that the whole report helps enhance climate literacy worldwide; is used in teaching worldwide for teenagers, for students, so that they can learn the latest, best, available knowledge." - Dr Valérie Masson-Delmotte, at the press conference of the release of the IPCC AR6 WG1 report
15
Findings from the IPCC 6th Assessment Synthesis Report (2023): Simplified
B. Future Climate Change, Risks, and Long-Term Responses (1)
B1
Every bit of warming worsens risks. Fast emission cuts could slow warming within 20 years.
B2
Risks rise faster with each temperature bump. Climate and other dangers will combine unpredictably.
B3
Some damage is unavoidable now. Worse outcomes become likely if we keep warming the planet.
B4
Adaptation works less as warming grows. Planning can prevent maladaptation and benefit multiple areas.
IPCC AR6 SPM Figure 3.1
IPCC AR6 SPM Figures 3.3 & 4.3
Previously inaccessible to outside academia, IPCC report visualisations have improved significantly in terms of intuitiveness. Teachers are actively encouraged to use them with their students.
"We would like that the whole report helps enhance climate literacy worldwide; is used in teaching worldwide for teenagers, for students, so that they can learn the latest, best, available knowledge." - Dr Valérie Masson-Delmotte, at the press conference of the release of the IPCC AR6 WG1 report
16
Findings from the IPCC 6th Assessment Synthesis Report (2023): Simplified
B. Future Climate Change, Risks, and Long-Term Responses (2)
B5
Stop CO₂ emissions to halt warming. Existing fossil projects alone would blow past 1.5°C limit.
B6
To hit 1.5°C, cut emissions fast in all sectors now. Reach net-zero CO₂ by 2050.
B7
Overshooting 1.5°C requires CO₂ removal, causing extra harm. Longer overshoot means worse damage.
IPCC AR6 SPM Figure SPM.5
IPCC AR6 SPM Figure 3.6
Previously inaccessible to outside academia, IPCC report visualisations have improved significantly in terms of intuitiveness. Teachers are actively encouraged to use them with their students.
"We would like that the whole report helps enhance climate literacy worldwide; is used in teaching worldwide for teenagers, for students, so that they can learn the latest, best, available knowledge." - Dr Valérie Masson-Delmotte, at the press conference of the release of the IPCC AR6 WG1 report
17
Findings from the IPCC 6th Assessment Synthesis Report (2023): Simplified
C. Responses in the Near Term (1)
C1
Our future is at stake now. Global cooperation on climate action secures livable conditions for all.
C2
Acting fast cuts future damage and cleans air. Delay makes everything harder and costlier.
C3
All sectors must change rapidly. Many affordable climate solutions exist today locally.
C4
IPCC AR6 SPM Figure 4.5
Climate action aids global goals like equity. Context decides if trade-offs occur.
IPCC AR6 SPM Figures SPM.1 & SPM.6
IPCC AR6 SPM Figure SPM.7
Previously inaccessible to outside academia, IPCC report visualisations have improved significantly in terms of intuitiveness. Teachers are actively encouraged to use them with their students.
"We would like that the whole report helps enhance climate literacy worldwide; is used in teaching worldwide for teenagers, for students, so that they can learn the latest, best, available knowledge." - Dr Valérie Masson-Delmotte, at the press conference of the release of the IPCC AR6 WG1 report
18
Findings from the IPCC 6th Assessment Synthesis Report (2023): Simplified
C. Responses in the Near Term (2)
In Summary...
C5
Fairness boosts climate efforts. Support vulnerable groups first. Lifestyle changes help society too.
IPCC findings are essential knowledge for students inheriting a climate-changed world. Their reports provide the most authoritative, current science on the defining issue of students' futures. AR6 content directly supports science, geography, and civics standards on climate, systems, and evidence. They support teaching and learning by:
Good laws, policies, and funding enable climate action. Diverse knowledge improves planning.
C6
Climate action needs way more money and tech sharing. Global funds exist but aren’t flowing right.
C7
TEACHING & LEARNING RESOURCE LINKS
Geogramblings Teachers' Guide
IPCC Outreach Materials
IPCC WG1 Interactive Atlas
19
IPCC AR6 WG1 SPM Figure 2.5
A public scientific body/organisation is a government-funded or publicly mandated institution that conducts, coordinates, or disseminates scientific research to inform policy, public knowledge, and decision-making—free from commercial or political interference.
Sources of information
Public scientific organisations
20
Climate research and academic institutions are university-based centers conducting peer-reviewed scientific inquiry, generating evidence-based knowledge on climate systems, and sharing findings globally without commercial or political agendas. Here are just a few examples.
Sources of information
Climate research and academic institutions
21
Key messages for learning
Teachers equipped with climate-literate foundations can transform their authoritative knowledge into essential takeaways for learners. Distilling the essential principles, attribution science, and justice frameworks into core truths via programmes of studies, schemes of work and learning objectives will empower young geographers to understand and act on our changing world.
Modern climate change is caused by human activities, not natural forces. Scientists compare today’s rapid changes to Earth’s natural patterns over thousands of years.
When we work together—in classrooms, schools, and communities—we can create real climate solutions. Your school can be part of the solution: student-led energy audits, tree-planting projects, or council climate petitions prove local action sparks global change. Scaling these through Climate Action Plans creates measurable impact—and hope.
Those who did least to cause climate change often suffer most. For example, subsistence farmers in dry regions lose crops despite tiny carbon footprints.
Fixing climate change needs big societal shifts and political will, not just small personal steps. Laws and clean energy systems cut more emissions than recycling alone.
We already have the tools to tackle climate change. Renewable energy, protecting forests, and climate-smart farming work today. Solar and wind is cheaper than coal in most places.
Although '1.5C' & '2C' are given as targets, every fraction of warming prevented saves and safeguards lives and livelihoods, and prevents environmental distruction. Tipping points and collapses can be avoided.
HUMANS ARE THE PRIMARY DRIVERS
EVERY FRACTION OF A DEGREE MATTERS
CLIMATE IMPACTS ARE UNEQUAL
SOLUTIONS REQUIRE SYSTEMIC CHANGE
THE SOLUTIONS WE NEED ALREADY EXIST
These messages transform abstract principles into learner agency—equipping youth to discern fact from fiction and advocate for evidence-based change.
HOPE LIES IN COLLECTIVE ACTION
22
Key terminology for climate literacy
The following geographical terms are those which climate literate teachers must know. These are terms which are currently in constant use in the latest research and thinking.
Nature-Based Solutions
Adaptation
Eco (climate) anxiety
Extreme event attribution
Carbon Budget
Anthropogenic
Climate Justice
Climate Resilience
Greenwashing
Loss & Damage
"Calling fossil gas 'green' is greenwashing; just because burning it realises less greenhouses gases than coal doesn't mean it's contributes nothing to climate change."
Mitigation
Tipping Point
"The council are investing money to make the city more climate resilient to heat by planting tens of thousands of trees and subsidising vertical forests on tall buildings."
"Extreme event attribution studies have concluded that the heatwave in July 2022 was made 10 times more likely by anthropogenic climate change."
"Amazon warming and deforestation could hit a tipping point, turning rainforest to savanna."
"Restoring mangroves is a nature-based solution that protects coasts (adaptation) and stores carbon (mitigation)"
"In 2022, COP27 in Eygpt established a Loss & Damage fund for climate-vulnerable nations."
"One way to deal with eco-anxiety is to reconnect with nature and spend more time in green spaces."
"The rapid climatic changes we are experiencing today is anthropogenic, driven mostly by fossil fuel combustion."
"Coastal cities use flood barriers for adaptation, with new zoning laws for locating new buildings"
"At current rates, the 1.5°C carbon budget will be exhausted by 2030."
The process of establishing the most likely causes for a change or an event (e.g. heatwave) with some defined level of confidence. Uses climate models to compare likelihood with/without human influence.
"Phasing out coal, a significant source of carbon dioxide, is critical for mitigation."
Fairness in addressing the causes of climate change, climate impacts & solutions, centering marginalised and Indigenous communities
"Climate justice demands wealthy nations fund adaptation in low-emission countries"
The American Psychology Association (APA) describes eco-anxiety as “chronic fear of environmental doom”, and feelings of hopelessness in dealing with climate change
Adjusting systems to reduce climate vulnerability. Actions that allow communities, infrastructure etc to continue in a changing climate.
Anthropo- is a prefix meaning human, humanoid, or human-like. So in this case, climate change caused by human activity.
The capacity of social, economic and ecosystems to cope with a hazardous event or trend or disturbance stemming from climate change.
The remaining CO₂ humans can emit before exceeding a temperature target (e.g., 1.5°C)
Reducing greenhouse gas emissions to limit the severity and impact of climate change
Misleading claims about environmental sustainability
Unavoidable economic/non-economic harms from climate impacts beyond adaptation limits
Threshold where small changes trigger irreversible cascading impacts
Using ecosystems (e.g. forests/wetlands) for climate mitigation/adaptation
QUICK TEACHING & LEARNING ACTIVITY
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Possible teaching and learning approaches
There are a wealth of T&L approaches and resources to teach a climate-literate curriculum. What is showcased here can never be exhaustive and may indeed become out-of-date as climate and social science continues to evolve. Bookmarking the links below and checking them each time you need a curriculum or lesson refresh will ensure you stay on top of the latest research.
Data Literacy & Technical Skills
Human Dimensions & Narrative Approaches
Analysing unfamiliar data presentation
Geographical skills
GIS
Indigenous & first-hand accounts
Assess mitigation strategies
Action-Oriented / Local Engagement
Research into school/ community climate resilience
24
Use visualisations direct from the IPCC
Possible teaching and learning approaches
Analysing unfamiliar data presentation
Visit website
Visualisations from the latest Assessment Report
One of the best independent sources of climate news and analysis out there. Their catalogue of infographics come with deep explainers that allow you to teach the visualisations with confidence, and allow older or more proficient students to explore deeper.
AR6 WG1
AR6 WG2
Teacher's Guides
Re-visit the 'IPCC findings' section of this CPD
Climate Stripes Activities
25
Possible teaching and learning approaches
Causes of Climate Change: Living GraphStudents analyse climate forcings through graphs, proving human greenhouse gases drive modern warming, not natural factors like volcanoes or solar cycles.
Geographical skills
Download resources
More info & resources
Top Trump cards
Student Worksheet
Socioeconomic impacts of Climate Change: Layers of Inference
Scattergraph task
Students dissect climate impacts through visual analysis—observing details, interpreting causes, and probing socioeconomic consequences—to build critical thinking and empathy.
Teachers Notes
Climate Justice: Vulnerability vs EmissionsStudents analyse global CO₂ emissions vs. climate vulnerability using Top Trumps cards, revealing inequities through scatter graphs and discussions.
Scattergraph data
26
Possible teaching and learning approaches
Geographical Information Systems (GIS)
These GIS-powered resources combine authoritative data and interactive maps. They transform complex UK climate observations and future projections into engaging, curriculum-aligned investigations for all key stages, from local observations to global justice issues.
More info & resources
Explore to find age-differentiated StoryMaps and ready-to-use activities that build crucial geographical skills.
The Global Wind and Solar Atlases are authoritative, free-to-use data platforms that provide detailed renewable energy potential maps for any location on Earth. The interactive maps and data functions can bring authentic geographic inquiry into the classroom.
Global Solar Atlas
Global Wind Atlas
GCSE DME using the GSA
27
Possible teaching and learning approaches
Using Indigenous & first-hand accounts
Why Not Now? A poetry project which highlights student-led environmental actions. It helps teachers guide learners from awareness to tangible action, where young people can see themselves as part of the solution.
Student action
Indigenous Knowledge
Young People at a Crossroads
This research project shares intergenerational stories from first and second-generation immigrants, connecting lived experiences in the Global South with climate impacts. Its resources empower students to explore climate justice through personal narratives and family histories.
If Not Us Then Who? An Indigenous-led platform offering powerful short films, stories, and toolkits that showcase how Indigenous and local communities are leading the fight against climate change.
Visit Project Website
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Watch this conversation from 21:20 onwards about a student-focused citizen-science project led by Geography teacher Alistair Hamill. When done, click to reveal
how the project promotes different kinds of climate action.
Possible teaching and learning approaches
Researching into the climate resilience of the school and community
TEACHING & LEARNING RESOURCE LINK
An 'off the shelf' hyper-local fieldwork-based activity:
29
Possible teaching and learning approaches
Assessing mitigation strategies
Access the Interactive
My2050: School Carbon Levers (and other resources)
A hands-on simulation where students become policymakers, using lever cards to design their school's path to net-zero and instantly see the impact of their choices.
Carbon Lever Cards for School Actions
Resources by the RGS
Download resources
Wind & Solar: Diamond-9 Ranking
Students critically evaluate the benefits and drawbacks of key renewables through a structured ranking activity, fostering evidence-based decision-making on mitigation strategies.
30
Department for Education Climate Change & Sustainability Education Strategy
School Climate Action Plans
A holistic approach
Geography specialists can be a key cog in the wheel, but bringing the education sector to Net Zero requires effort and partnership
31
Holistic school approach and collaboration
Linking climate change to statutory documents
Linking your Climate Action Plan (CAP) to statutory policies ensures compliance with Department for Education requirements while embedding sustainability holistically across school operations. This approach transforms climate initiatives from standalone projects into mandated, accountable practices – strengthening impact through existing governance frameworks. Crucially, it connects environmental responsibility to core educational duties: safeguarding students, advancing equity, and delivering a future-ready curriculum. Have a go at this short activity that demonstrates how this is possible.
SELF-LED CPD RESOURCE AVAILABLEDownload the full CPD pack which can be used to discover possible links between your school's Climate Action Plan and exisiting statutory documents.
Click when finished
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References & Further Reading
Page 5 NOAA Essential Principles
Pages 15-19 FINDINGS FROM IPCC AR6
Page 23 KEY TERMINOLOGY
Page 6 ATTIRBUTION
Page 28 Indigenous and first-hand accounts
Page 7 AUTHORITATIVE SOURCES
Page 29 Researching community climate resilence
Page 8 COMBATING MISINFORMATION
Page 30 Mitigation strategies
Page 9 CLIMATE JUSTICE & SYSTEMIC ISSUES
Page 31 School Climate action Plans
Page 10 USING POPULAR MEDIA
Page 32 Links to Statutory obiligations
Page 14 IPCC: TRUTH OR MYTH?
33
Contact
Kit Marie Rackley
Geogramblings.comContact form
Improving Climate Literacy in the Geography Classroom © 2023-2025 by Kit Marie Rackley is licensed under CC BY-SA 4.0
34
Supporting this work
Donating funds
So far, creating this interactive framework has taken 82 hours of (renewably-driven and caffine-laden) solo effort. That includes research, evaluation, promotion and finance. As a freelancer I cannot sustain this kind of work without your help. Here's how you can.
Your generous donation via Ko-fi will support all my Geogramblings educational work, including this project.
Referencing and acknowledgement
Improving Climate Literacy in the Geography Classroom © 2023-2025 by Kit Marie Rackley is licensed under CC BY-SA 4.0. Click here for details about what this means
Harvard citation when referencing this work:
Rackley, K.M., 2025. Improving Climate Literacy in the Geography Classroom. Geogramblings.com. Available at: https://bit.ly/Geog-ClimateLit
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Index
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A-J
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K-Z
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Teaching & Learning Resources
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Index
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A-J
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K-Z
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Teaching & Learning Resources
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Index
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A-J
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K-Z
15
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Teaching & Learning Resources
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10
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Page 5 NOAA Essential Principles
Accessible (archived) via
Internet Archive
Accessible (archived) via
Geogramblings.com
Accessible via
https://www.ipcc.ch/sr15/chapter/chapter-4/
Page 6 ATTIRBUTION
Accessible (archived) via
Internet Archive
Accessible via
IPCC Website
Accessible via
Carbon Brief
Page 30 Mitigation Strategies
KIT MARIE
(they/she)
Work in progress
Explore Carbon Brief's Extreme Weather Attribution Map
Studies of almost 750 extreme weather events and trends show clear impacts from climate change.
Extreme weather attribution, also known as 'attribution science' is a field of study looking into how climate change affects extreme weather events.
This map, created by journalists at Carbon Brief, allows for exploration of almost 750 studies. Red bubbles represent studies that show climate change has made an extreme weather event more severe or likely.
TEACHING & LEARNING RESOURCE AVAILABLEStudents analyse spreadsheet data downloaded from Carbon Brief's map to discover how climate change is changing extreme weather events.
Page 14 IPCC: Truth oR Myth?
Page 32 Links to Statutory Obligations
KIT MARIE
(they/she)
Work in progress
Page 8 Combating Misinformation (Further Reading)
Accessible via
Soundcloud
Accessible via
https://skepticalscience.com/
Show Your Stripes
Image Links:
Minimum time required: 25 minutes
Climate Stripes Tesla
Lighthouse painting
Resources needed
Stripes sweaterr
Use this side to give more information about a topic.
Use this side to give more information about a topic.
Use this side to give more information about a topic.
Climate vase
Stripes as tree rings
This session makes use of the famous climate stipes, which students may already be familiar with. But to maintain an element of mystery for some, don’t reveal what they are until indicated.
Pose some questions for them to investigate, such as… a. When were the 5 coldest years, and when were the 5 warmest? b. How much cooler/warmer were each compared to the average? c. Find somewhere else on Earth which hasn’t warmed as much d. Find somewhere else which has warmed more.
Extension Tasks & Further Reading
If the students could create their own creative piece of work using the climate stripes, what might they do? Can they search for some examples?
Students visit the Show Your Stripes website. If they don’t have access to the internet themselves, you could print various locations for them to work on in pairs or groups. Give them a little time to explore both choosing different locations and displaying the data as a bar graph and as stripes. Then they can find the stripes that best represent their region.
2b
Ex
2a
Show the different images depicting creative ways of showing the climate stripes. Discuss what makes these appealing and whether they are conveying a message (e.g. what do we usually associate blues and reds with?) Reveal they are a way of representing climate change. Why do they think showing this in creative ways is a good idea?
• Making the Climate Stripes in Excel:
https://www.youtube.com/watch?v=tgecFl6wZ80
• A timeline of Earth’s Average Temperature
https://xkcd.com/1732/
Ex
2a
2b
• CoffeeGeogPod: Show Your Stripes Day 2025
Listen, watch, read
Page 7 AUTHORITATIVE SOURCES (FURTHER READING)
Accessible via
University of Portsmouth
https://doi.org/10.3389/feduc.2025.1615769
Accessible via
National Educational Association
Accessible via
Oxfam
It is almost ironic that this graphic is shaped like a margerita glass. Ultra High Net-Worth Individuals (UHNWIs) lavish lifestyles have a significantly disproportionate impact on global carbon emissions compared to the general population. See also:
Emissions Inequality Dashboard
Visualisation from Medium
Our World In Data
Page 29 Researching community Resilience (FURTHER READING)
Page 31 School Climate Action Plans
KIT MARIE
(they/she)
Work in progress
A launch-pad for info
✅ Use for:
- Initial topic exploration
- Finding cited sources (click references!)
- Understanding complex terminology
🚫 Avoid:Example: "Climate justice" Wikipedia → After claim/sentence, check for a numbered reference. Click on that number → Check the source is authoritative (e.g. IPCC, academic papers etc...)
SELF-LED CPD RESOURCE AVAILABLE (Source: PBS)"Be MediaWise lesson: How to make sure Wikipedia sources are legit"
There is no longer any doubt, scientifically, that humans are warming the atmosphere, ocean and land. Substantial research and modelling on well-known atmospheric processes clearly shows that it is anthropogenic (human) forcing that is driving modern-day climate change, at the rate that we are experiencing it. Simply, natural forcings such as solar activity and orbital patterns cannot explain the changes today. Check out this NASA video for more.
Page 23 Key Terminology
Further Reading
Climate Adam: The intergovernmental panel on climate change releases the definitive reports on global warming, with the next major report coming out in 2021 and 2022. But how do these reports actually work, and how far can you trust them? (9:30)
Who Is To BlaMe? Climate justice: vulnERability vs emissions
These resources helps to highlight climate justice issues using carbon emission and vulnerability data for a selection of countries on ‘Top Trump’ cards. Students compare countries’ historical carbon emissions and their vulnerability to climate change, revealing that nations with lower emissions often face greater climate impacts. This activity emphasises the need for equitable climate policies and international support for vulnerable countries, underscoring the importance of addressing climate justice by helping those who have contributed least to the problem but suffer the most.
Access all resources
QUICK TEACHING & LEARNING ACTIVITY
Social Media Verification Toolkit
Spot misinformation with S.T.A.M.P.:
Test
Action
Tools
Source
Check account history & affiliations
Learn how to verify accounts / check for bots
Time
Verify event dates match reporting
Web search, official statements
Arguments
Cranky Uncle
Identify emotional manipulation
Misleading?
Detect cropped/changed visuals
Reverse image search (
e.g. TinEye)
; Forensically
Primary
Google Scholar
; Connected Papers
Trace to orginal source
Other resources
News & Magazine Evaluation
Trust signals to check for:
⚠️ Red flags:
This role should not be siloed into Geography and have the full support of SLT. Here is some advice:
Sustainability Lead
There are four pillars that should be covered by a CAP
Climate Action Plan (CAP)
Adptation & Resilience
Assess climate risks (e.g., flooding, heat, anxiety) and adapt infrastructure/ policies to protect the school community from impacts.
Biodiversity
Enhance and protect on-site nature (habitats, green space) to support ecosystem health and carbon capture.
If you are the Lead / Interested in the role
If you're not the Lead / Interested in the role
Decarbonisation
Measure and reduce energy, transport, procurement and waste emissions across school operations to achieve Net Zero.
Climate Education & Green Careers
Embed sustainability and climate knowledge across learning and equip students with green skills for future careers supporting Net Zero.
Page 15-19 Findings from IPCC AR6
Page 10 Using Popular Media (Further Reading)
Page 28 Indigenous and First-hand Accounts (FUrTHER READING)
Key opportunities for Geography specialists
Your Expertise is Central: You are key to delivering the strategy’s core goals: enhanced climate science, sustainability understanding & geographical skills within the curriculum.
Lead Practical Action: Drive school-wide initiatives like:
Become the Sustainability Champion: Your skills position you to lead or heavily support the mandatory whole-school Sustainability Lead role and Net Zero/biodiversity targets.
Shape Green Futures: Equip students with the geographical knowledge and skills vital for future green careers and community resilience.
Those who have contributed least to climate change, are the most vulnerable...
EXAMPLES
IN THE NEWS
Map: Global impacts of climate change - projections (Met Office)
Page 9 Climate Justice & Systemic Issues
Accessible via
Oxfam
Accessible via
The Guardian
Accessible via
Oxfam
Accessible via
Grist