All Concepts
Environment & Climate

Climate Change

What climate change is, why it is happening, who is most affected, and what individuals, communities, and governments can do about it.

Core Ideas
1 The Earth is our home and we must look after it
2 Weather and seasons are changing
3 We can help by using less and wasting less
4 Animals and plants need clean air, water, and land
5 Small actions by everyone make a big difference
Background for Teachers

Young children are naturally curious about the natural world and often deeply care about animals and nature. Climate change at Early Years level is not about fear or complexity — it is about building a sense of connection to and responsibility for the natural world. Children do not need to understand greenhouse gases or global temperature averages. What they can understand is that the Earth needs looking after, that human actions affect nature, and that everyone can help. Focus on positive, empowering messages: what we can do, not just what is going wrong. Children who grow up feeling connected to nature and responsible for it are more likely to care about environmental issues as they get older. In low-resource classrooms, these ideas arise naturally from the local environment — local weather, local plants and animals, local water sources. You do not need any technology or printed materials.

Classroom Activities
Activity 1 — Our local environment walk
PurposeChildren connect with and observe the natural world around their school.
How to run itTake children outside — even just to the school yard or a nearby path. Ask them to look carefully: What plants can you see? What animals or insects? What does the air smell like? What sounds can you hear? What does the ground feel like? Back in class, discuss: How do you feel when you are outside? What do you think animals need to live? What would happen if the air or water was dirty? Explain: we are part of nature. If we look after it, it looks after us.
💡 Low-resource tipNo materials needed. Any outdoor space works. Children can draw what they saw when they return.
Activity 2 — What do we throw away?
PurposeChildren begin to understand waste and the idea of using less.
How to run itBring in a small collection of everyday items — a plastic bottle, a piece of paper, a food wrapper, a leaf. Ask: Where does each of these come from? Where does it go when we throw it away? Discuss: when we throw things away, they do not disappear. They go somewhere — sometimes into rivers, fields, or the sea. Animals can be hurt by rubbish. Ask: What could we do instead of throwing things away? Collect ideas: reuse, share, use less. Establish a class rule about rubbish.
💡 Low-resource tipUse any items already in the classroom. The leaf represents natural materials that break down. The plastic represents things that do not.
Activity 3 — Things that help and things that hurt
PurposeChildren identify actions that help or harm the natural world.
How to run itRead out or show simple actions. For each, children give a thumbs up (helps nature) or thumbs down (hurts nature): planting a tree; dropping litter; turning off the tap; leaving the light on; sharing a car journey; throwing plastic into the sea; growing vegetables; burning lots of rubbish. After each, ask: Why? What happens when we do this? Explain: small actions add up. When everyone helps a little, it makes a big difference.
💡 Low-resource tipThis is a whole class activity requiring no materials. Teacher reads the actions aloud.
Discussion Questions
  • Q1What is your favourite thing about nature? Why do you like it?
  • Q2Have you ever seen litter or pollution near your home or school? How did it make you feel?
  • Q3What do animals need to live? What happens if they do not have it?
  • Q4What is one thing you could do today to help the Earth?
  • Q5Why do you think it is important to look after our planet?
Writing Tasks
Drawing task
Draw the Earth looking happy and healthy. Draw one thing you are doing to help it.
Skills: Connection to the natural world, understanding of positive action
Sentence completion
I can help the Earth by ___________. This matters because ___________.
Skills: Understanding of environmental responsibility and giving reasons
Common Misconceptions
Common misconception

Climate change is too big for children to do anything about.

What to teach instead

Every action matters. Children can reduce waste, save water and energy, plant things, and talk to their families. Building good habits early is one of the most powerful ways to address climate change over time. Children are also citizens who can influence adults around them.

Common misconception

The weather being hot means climate change is happening here.

What to teach instead

Climate change affects weather patterns over long periods, not single hot days. At Early Years level, it is enough to say the Earth is getting warmer over time and this affects many living things. Avoid causing fear about individual weather events.

Core Ideas
1 The greenhouse effect and global warming
2 Causes of climate change — natural and human
3 Effects on weather, ecosystems, and people
4 Who is most affected — climate justice
5 What individuals and communities can do
6 The role of governments and international agreements
Background for Teachers

Climate change refers to long-term shifts in global temperatures and weather patterns. While some climate variation is natural, since the mid-20th century human activities have been the primary driver — particularly the burning of fossil fuels (coal, oil, and gas) and deforestation. When fossil fuels are burned, they release carbon dioxide and other greenhouse gases into the atmosphere. These gases trap heat from the sun — a process known as the greenhouse effect. Without any greenhouse effect, the Earth would be too cold for life. But too much greenhouse gas causes the Earth to warm beyond the range that current ecosystems and human societies are adapted to.

Key effects of climate change include

Rising sea levels (threatening coastal communities and low-lying countries); more frequent and intense extreme weather events such as droughts, floods, and storms; loss of biodiversity as habitats change faster than species can adapt; threats to food and water security, especially in tropical regions; and forced migration as some areas become uninhabitable. Climate justice is an important concept to introduce at primary level. The people and countries that have contributed least to climate change are often the most severely affected — particularly poorer nations in the Global South, small island states, and indigenous communities. Wealthy industrialised nations have emitted the most greenhouse gases historically but often have more resources to adapt. This raises important questions of fairness.

International response

The Paris Agreement (2015) committed countries to limiting global warming to 1.5°C above pre-industrial levels.

Progress has been uneven

The IPCC (Intergovernmental Panel on Climate Change) is the UN body that assesses the science.

Teaching note

Climate change is scientifically well established. There is an overwhelming scientific consensus — over 97% of actively publishing climate scientists agree that current warming is primarily human-caused. However, the topic can be politically sensitive in some communities. Focus on the science and on constructive action rather than blame.

Key Vocabulary
Climate change
Long-term shifts in global temperatures and weather patterns, mainly caused by human activities since the mid-20th century.
Greenhouse effect
The process by which greenhouse gases in the atmosphere trap heat from the sun, warming the Earth.
Greenhouse gases
Gases such as carbon dioxide and methane that trap heat in the atmosphere. They are released when fossil fuels are burned.
Fossil fuels
Coal, oil, and gas — energy sources formed from ancient living things over millions of years. Burning them releases carbon dioxide.
Renewable energy
Energy from sources that do not run out and do not produce greenhouse gases — such as solar, wind, and water power.
Deforestation
Cutting down forests. Trees absorb carbon dioxide, so removing them releases it and reduces the Earth's ability to absorb more.
Climate justice
The idea that climate change is unfair because the poorest countries and communities suffer the most, even though they have done the least to cause it.
Carbon footprint
The total amount of greenhouse gases produced by a person, organisation, or country's activities.
Paris Agreement
An international agreement signed in 2015 in which countries committed to limit global warming to 1.5°C above pre-industrial levels.
Classroom Activities
Activity 1 — The greenhouse effect in a classroom
PurposeStudents understand the greenhouse effect through a simple, memorable analogy.
How to run itExplain the greenhouse effect using an analogy: imagine the Earth is wrapped in a blanket. The blanket keeps heat in — which is good, up to a point. But if we add more and more blankets (more greenhouse gases), the Earth gets too hot. Ask: What happens to a person who wears too many blankets on a hot day? What might happen to animals and plants if the Earth gets too warm? Then ask: Where do the extra 'blankets' come from? Guide students to: burning coal, oil, and gas in cars, power stations, and factories; cutting down forests; farming animals at large scale. Discuss: Who is adding the most blankets? Who feels the heat the most?
💡 Low-resource tipNo materials needed. The teacher can mime wrapping blankets around a student volunteer to illustrate the point.
Activity 2 — Who is most affected? (climate justice map)
PurposeStudents understand the unfairness at the heart of climate change — those who caused it least suffer the most.
How to run itPresent three brief case studies verbally or on the board: (1) A farming family in sub-Saharan Africa whose rains have become unpredictable, making it hard to grow food. (2) A family on a Pacific island whose home is at risk of flooding as sea levels rise. (3) A family in a wealthy industrialised country that has high carbon emissions but strong flood defences and food security. Ask: Which family contributed most to climate change? Which is most at risk? Is this fair? What does it tell us about who has responsibility to act? Introduce the term 'climate justice' and discuss: What would a fair response look like?
💡 Low-resource tipTeacher presents the case studies verbally. Students discuss in groups. No printed materials needed.
Activity 3 — What can we actually do? (levels of action)
PurposeStudents understand that action on climate change happens at multiple levels — individual, community, national, and global.
How to run itDraw four circles on the board: Individual → Community → Country → World. For each level, ask students to suggest things that could be done to reduce climate change or help people cope with its effects. Examples: Individual — reduce meat, use less electricity, walk instead of drive. Community — plant trees, local renewable energy, campaign. Country — clean energy laws, protect forests, fund public transport. World — international agreements, support for poorer countries, global carbon tax. Discuss: Which level of action is most important? Can individual action make a real difference if governments do not act? Can governments act without public support?
💡 Low-resource tipDraw the circles on the board. Students suggest ideas verbally. No materials needed.
Discussion Questions
  • Q1What is the greenhouse effect? Can you explain it in your own words?
  • Q2Why do you think poorer countries often suffer more from climate change, even though they produce less carbon?
  • Q3Do you think individual people are responsible for climate change, or is it mainly the fault of big companies and governments?
  • Q4What is one thing your school or community could do to help reduce climate change?
  • Q5Why do you think some countries find it hard to agree on what to do about climate change?
  • Q6Is it fair that future generations will face the effects of choices made today? What could be done about this?
Writing Tasks
Task 1 — Explain and give an example
Explain what climate change is and describe ONE way it affects people's lives. Write 3 to 5 sentences.
Skills: Explanation writing, using evidence, understanding of real-world impact
Task 2 — Persuasive writing
Write a short letter (3 to 4 sentences) to your local or national government asking them to do more about climate change. Give two reasons why action is urgent.
Skills: Persuasive writing, formal tone, giving reasons with evidence
Common Misconceptions
Common misconception

Climate change just means hotter summers — it sounds quite nice.

What to teach instead

Global warming causes much more than warmer summers. It intensifies extreme weather in both directions — more severe droughts in some places, more intense flooding and storms in others. It threatens food supplies, water sources, coastal communities, and entire ecosystems. For hundreds of millions of people, especially in tropical regions, it is already a serious threat to survival.

Common misconception

The climate has always changed naturally, so this is nothing new.

What to teach instead

Natural climate variation has happened throughout Earth's history. But the current rate of warming is far faster than any natural change in the geological record. The overwhelming scientific consensus is that current warming is primarily caused by human greenhouse gas emissions — not natural cycles. The speed matters as much as the change itself: ecosystems and societies that could adapt to slow change cannot adapt quickly enough to what is happening now.

Common misconception

Recycling and using reusable bags will solve climate change.

What to teach instead

Individual actions like recycling are worthwhile but are not sufficient on their own. The scale of change needed requires systemic action: switching the entire energy system away from fossil fuels, changing farming practices, protecting forests, and reforming transport and industry. Individual choices matter and can influence wider culture and politics — but they cannot substitute for large-scale policy change.

Common misconception

Climate change is a problem for the future, not now.

What to teach instead

Climate change is already happening and already affecting millions of people. Coral reefs are bleaching, sea levels are rising, glaciers are retreating, and extreme weather events are intensifying. The effects will get worse the longer emissions continue — which is why urgent action now matters. Many of the people most affected today had little or nothing to do with causing the problem.

Core Ideas
1 The science of climate change — evidence and consensus
2 Tipping points and feedback loops
3 Climate justice — historical responsibility and vulnerability
4 Mitigation vs adaptation
5 International climate governance — Paris Agreement, COP, IPCC
6 The economics of climate change
7 Climate activism and youth movements
8 Disinformation and climate denial
Background for Teachers

The science of climate change is established beyond reasonable doubt. Since the Industrial Revolution, atmospheric CO2 has risen from approximately 280 parts per million to over 420 ppm — the highest level in at least 800,000 years, as measured from Antarctic ice cores. Global average temperatures have risen by approximately 1.1-1.2°C above pre-industrial levels. The IPCC's Sixth Assessment Report (2021-2022) is unequivocal: human influence has warmed the climate and it is 'unequivocal' that this is causing widespread and rapid changes. Tipping points are thresholds beyond which change becomes self-reinforcing.

Examples include

The collapse of the Amazon rainforest (releasing stored carbon); the melting of the Greenland and Antarctic ice sheets (raising sea levels dramatically); the thawing of permafrost in Siberia (releasing trapped methane, a potent greenhouse gas). Scientists fear that multiple tipping points could interact and accelerate each other, making some outcomes difficult to reverse even if emissions are cut. Climate justice has several dimensions.

Historical responsibility

Wealthy industrialised nations — particularly the US, EU, UK, and other early industrialisers — are responsible for the majority of cumulative greenhouse gas emissions since industrialisation. Many of the most vulnerable countries (Bangladesh, small island states, Sahel nations) have contributed negligibly to the problem.

Loss and damage

Beyond adaptation, some communities face losses — cultural, territorial, and ecological — that cannot simply be adapted to. The UN recognised 'loss and damage' as a formal element of climate negotiations at COP27 (2022). Mitigation means reducing greenhouse gas emissions to slow or stop climate change. Adaptation means adjusting to the changes that are already occurring or are unavoidable.

Both are necessary

The economics of climate change: the Stern Review (2006) argued that the cost of inaction far exceeds the cost of action. However, distributing those costs fairly is politically contentious. Carbon pricing mechanisms (carbon taxes, cap-and-trade systems) are tools to make emissions economically costly, but their effectiveness and fairness are debated.

Climate disinformation

A well-documented campaign by fossil fuel companies (notably ExxonMobil) used tactics similar to the tobacco industry to sow doubt about the scientific consensus on climate change. This has been widely reported and is the subject of ongoing legal action. Teaching students to distinguish scientific consensus from manufactured controversy is a key civic literacy skill in this area.

Key Vocabulary
Tipping point
A threshold beyond which a change in the climate system becomes self-reinforcing and difficult or impossible to reverse — such as the large-scale melting of ice sheets.
Feedback loop
A process where an initial change triggers effects that amplify the original change. For example, melting Arctic ice exposes darker ocean water, which absorbs more heat, which melts more ice.
Mitigation
Actions taken to reduce greenhouse gas emissions and slow or prevent further climate change — such as switching to renewable energy.
Adaptation
Adjusting systems, infrastructure, and behaviour to cope with the climate changes that are already happening or unavoidable — such as building sea defences or developing drought-resistant crops.
Climate justice
The principle that the burdens of climate change should be distributed fairly — recognising that those who have contributed least to the problem often suffer the most.
Loss and damage
Harm caused by climate change that goes beyond what people can adapt to — including permanent loss of territory, culture, and ecosystems.
Carbon budget
The total amount of CO2 that can still be emitted while keeping warming within a target limit (e.g. 1.5°C). Once the budget is spent, the target cannot be met.
Net zero
A state in which the amount of greenhouse gases emitted is balanced by the amount removed from the atmosphere — so the net contribution to warming is zero.
IPCC
The Intergovernmental Panel on Climate Change — the UN body that assesses the scientific evidence on climate change and its impacts, publishing major reports that inform international policy.
Disinformation
False or misleading information spread deliberately. In the context of climate change, it refers to campaigns — often funded by fossil fuel interests — to cast doubt on the scientific consensus.
Classroom Activities
Activity 1 — Tipping points: when change becomes unstoppable
PurposeStudents understand the concept of tipping points and why scientists treat them as a critical concern.
How to run itIntroduce the concept with an analogy: a glass of water being tilted. Up to a certain point, you can tilt it and it will return to normal. But past a tipping point, the water spills and cannot be unspilled. Ask: What might tipping points look like in the climate system? Present three examples: (1) Greenland ice sheet — if it melts significantly, darker ocean absorbs more heat, accelerating melting further. (2) Amazon rainforest — if enough is destroyed, the forest can no longer generate its own rainfall and begins to collapse, releasing vast stored carbon. (3) Permafrost — frozen ground in Siberia and Canada contains massive amounts of methane; if it thaws, the methane release would dramatically accelerate warming. Discuss: Why do tipping points make climate change particularly urgent? What does it mean that some changes may be irreversible? How should this affect how we weigh the costs of action vs inaction?
💡 Low-resource tipTeacher presents the examples verbally. The tilting glass analogy can be demonstrated with any container. No printed materials needed.
Activity 2 — Who should pay? (climate justice debate)
PurposeStudents engage with the most contested ethical and political dimension of climate change — who bears responsibility and who should pay the costs.
How to run itPresent the following data points verbally: The US, EU, and UK are responsible for approximately 50% of cumulative CO2 emissions since industrialisation, despite containing about 15% of world population. Bangladesh emits less than 0.5% of global emissions but is one of the most climate-vulnerable countries on Earth — facing severe flooding, saltwater intrusion, and displacement. A wealthy nation has spent billions building sea defences; a small island nation cannot afford to. Divide students into groups representing: wealthy industrialised nations; developing nations with high emissions (e.g. China, India); low-emission highly-vulnerable nations; future generations; indigenous communities. Each group argues their position on: Who should bear the most cost of mitigation? Who should fund adaptation in vulnerable countries? What does 'loss and damage' owe to those who lose their homes? After the debate, discuss: Is there a position that is both fair and politically achievable? What obstacles stand in the way?
💡 Low-resource tipTeacher presents data verbally. Assign roles randomly. Students debate and discuss. No materials needed.
Activity 3 — Climate disinformation: how to spot it
PurposeStudents develop the critical literacy skills to distinguish genuine scientific debate from manufactured doubt.
How to run itExplain that there is an overwhelming scientific consensus on human-caused climate change — over 97% of actively publishing climate scientists agree. But public understanding has been deliberately confused by a disinformation campaign with documented links to fossil fuel companies, using tactics similar to those used by the tobacco industry to delay action on smoking. Present four types of climate disinformation claim: (1) Denial — 'The climate is not warming.' (2) Attribution doubt — 'It is warming but humans are not causing it.' (3) Impact minimisation — 'It might warm a little but it will not be that bad.' (4) Solution doubt — 'We cannot do anything about it / solutions will destroy the economy.' For each, ask: What evidence would test this claim? Where might this claim come from? Who benefits from people believing it? Then discuss: Why is it important to distinguish genuine scientific uncertainty from manufactured doubt? What responsibility do media organisations have? What about individuals sharing content online?
💡 Low-resource tipTeacher presents the four claim types verbally. Students discuss in groups. No printed materials needed. This is a high-value critical thinking activity.
Discussion Questions
  • Q1The IPCC says limiting warming to 1.5°C requires 'rapid, far-reaching and unprecedented changes in all aspects of society.' What does this mean in practice, and is it realistic?
  • Q2Wealthy countries industrialised using fossil fuels to build their prosperity. Is it fair to now tell developing countries they cannot do the same? How should this tension be resolved?
  • Q3Should climate action be driven primarily by government policy, market mechanisms (carbon pricing), or individual behaviour change? What are the arguments for each?
  • Q4Some climate scientists argue that even meeting the Paris Agreement targets will not prevent serious harm for billions of people. Does this mean the Paris Agreement is not enough, or is it the best that is politically possible?
  • Q5Youth climate activists like Greta Thunberg argue that adults have failed and young people must take action. Do you think youth activism can make a real difference? What are its limits?
  • Q6Climate disinformation has delayed action by decades. Should there be legal consequences for organisations that fund disinformation campaigns? What are the arguments on both sides?
  • Q7Is individual carbon footprint an appropriate concept, or does it distract from systemic change? (Note: the 'carbon footprint' concept was popularised by a BP advertising campaign.)
Writing Tasks
Task 1 — Extended essay
'Climate change is primarily a justice issue, not just an environmental one.' To what extent do you agree? Write 400 to 600 words.
Skills: Thesis-driven argument, climate justice framework, use of evidence, engaging with counter-argument
Task 2 — Analytical response
Explain what a climate tipping point is, give one example, and explain why tipping points make the case for urgent climate action stronger. Write 200 to 300 words.
Skills: Explaining a scientific concept accurately, applying it with an example, drawing a reasoned policy implication
Common Misconceptions
Common misconception

There is genuine scientific debate about whether humans are causing climate change.

What to teach instead

There is no significant scientific debate on this question. Over 97% of actively publishing climate scientists agree that current warming is primarily human-caused. The IPCC Sixth Assessment Report (2021) describes this as 'unequivocal'. The appearance of debate has largely been manufactured by well-funded disinformation campaigns with documented links to fossil fuel companies. There is legitimate scientific discussion about the precise magnitude and timing of specific effects — but not about the fundamental cause.

Common misconception

Technological solutions — carbon capture, geoengineering — will solve climate change without requiring changes to the economy or lifestyle.

What to teach instead

Some technologies can play a role in addressing climate change, but none currently exist at the scale needed to offset continued emissions. Carbon capture is expensive and energy-intensive. Geoengineering proposals (such as reflecting sunlight) carry significant unknown risks and do not address ocean acidification. Most climate scientists argue that technological solutions must complement, not replace, rapid emissions reductions. Over-reliance on future technology is sometimes called 'techno-optimism' and is criticised as a way of avoiding difficult economic and political choices now.

Common misconception

Individual consumer choices are the primary lever for addressing climate change.

What to teach instead

Individual action matters but is insufficient on its own. Systemic change — in energy systems, agriculture, transport, and industry — requires policy decisions that individuals cannot make alone. Notably, the concept of the 'personal carbon footprint' was popularised by a BP advertising campaign in the early 2000s as a way of shifting responsibility from fossil fuel companies to individuals. Research suggests that 100 fossil fuel companies are responsible for 71% of global emissions. This does not mean individuals bear no responsibility — but it does mean that consumer choices alone cannot substitute for structural change.

Common misconception

Climate action will destroy economic growth and make everyone poorer.

What to teach instead

The economics of climate change are contested, but most mainstream economic analysis — including the influential Stern Review (2006) — argues that the cost of inaction significantly exceeds the cost of action. Renewable energy is now the cheapest source of new electricity in most of the world. The transition to a low-carbon economy creates as well as destroys jobs. The real question is not whether action is affordable, but how the costs and benefits are distributed — which returns to the question of climate justice.

Further Information

Key resources for teachers: the IPCC Sixth Assessment Report summary for policymakers is freely available at ipcc.ch and provides the most authoritative overview of the current science. For climate justice, see the work of Mary Robinson Foundation — Climate Justice. For the history of climate disinformation, Naomi Oreskes and Erik Conway's 'Merchants of Doubt' (2010) is essential reading. For the economics, the Stern Review is freely available online. For youth activism and its political implications, see Greta Thunberg's edited collection 'The Climate Book' (2022), which brings together scientists, activists, and economists. NASA's Climate Kids website provides accessible science for use in the classroom.