Lesson Plan

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Lesson Plan
Grade: Date: 17/01/2026
Subject: Geography
Lesson Topic: Future climate: projections, impacts on environments, tipping points
Learning Objective/s:
  • Describe the main Representative Concentration Pathways (RCPs) and their projected temperature and sea‑level changes by 2100.
  • Explain how future climate changes affect physical environments (temperature extremes, hydrology, sea‑level rise, ocean acidification) and human systems (agriculture, health, infrastructure, migration).
  • Analyse the concept of climate tipping points and identify key elements such as Arctic sea‑ice loss and Amazon rainforest dieback.
  • Evaluate the effectiveness of climate governance at international, national and local levels using criteria of legitimacy, effectiveness, equity and flexibility.
Materials Needed:
  • Projector and screen for slides/diagrams
  • Whiteboard and markers
  • Printed handouts of the RCP table and tipping‑point table
  • Laptop with internet access for interactive climate model visualisation
  • Worksheets for group analysis of governance case studies
  • Sticky notes or index cards for quick brainstorming
 Introduction:
Begin with a striking image of a recent extreme heatwave to capture interest. Ask students what they already know about climate‑change scenarios and how these might influence daily life. Explain that by the end of the lesson they will be able to describe RCP pathways, link projected changes to environmental and societal impacts, and assess how governance can respond.
Lesson Structure:
  1. Do‑now (5’) – Students write down one recent climate‑related event they have heard about and discuss its possible link to global warming (checks prior knowledge).
  2. Mini‑lecture (15’) – Present RCP scenarios, projected temperature and sea‑level rise using slides and the table (concept introduction).
  3. Interactive activity (10’) – In pairs, students interpret a simplified RCP chart and record key differences on a worksheet (formative check).
  4. Impact stations (15’) – Four stations covering physical impacts, human systems, tipping points, and governance; groups rotate, analysing brief case cards and noting main points (collaborative learning).
  5. Whole‑class synthesis (10’) – Groups share findings; teacher draws a flowchart linking scenarios → impacts → governance responses on the board (summarising).
  6. Exit ticket (5’) – Students answer: “Which RCP would you consider most risky and why? Suggest one governance action to address its impacts.” (retrieval).
Conclusion:
Summarise that the choice of emission pathway determines the magnitude of future climate change, the associated environmental and societal risks, and the urgency of governance actions. Remind students of the exit‑ticket responses as a quick check of understanding. For homework, assign a short research task to find a real‑world example of a climate tipping point and propose a policy measure to mitigate its effects.