Carbon Literacy for Communities www.keepscotlandbeautiful.org/ccf - - PowerPoint PPT Presentation

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Carbon Literacy for Communities www.keepscotlandbeautiful.org/ccf - - PowerPoint PPT Presentation

Apr 30, 2023 192 likes •1.02k views

Carbon Literacy for Communities www.keepscotlandbeautiful.org/ccf Keep Scotland Beautiful; what we do Sustainable development education Provide education initiatives for children, young people and educators Local environmental quality Provide

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www.keepscotlandbeautiful.org/ccf

Carbon Literacy for Communities

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www.keepscotlandbeautiful.org/ccf

Keep Scotland Beautiful; what we do

Sustainable development education Provide education

initiatives for children, young people and educators

Local environmental quality

Provide advice support and training to help create and maintain cleaner and safer local areas

Sustainability and climate change

Work to help people to reduce carbon emissions and adapt to impacts of climate change

Environmental services

Help organisations meet environmental commitments and responsibilities

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www.climatechallengefund.org

The Climate Challenge Fund

The Climate Challenge Fund is a Scottish Government grant programme that provides funding and support for community-led organisations to run projects that reduce local carbon emissions, helping to tackle climate change. Since it was launched in 2008 the CCF has funded over 1,100 projects including:

  • energy efficiency improvements to community owned buildings and home energy efficiency advice
  • lower carbon travel options
  • community growing initiatives
  • schemes to tackle waste
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www.climatechallengefund.org

Training and support

Keep Scotland Beautiful manages and administers the Climate Challenge Fund on behalf of the Scottish Government. Keep Scotland Beautiful has staff that support CCF applicants and those awarded grants. Keep Scotland Beautiful also offer free training, events and support to help communities across Scotland build their capacity to tackle climate change. www.keepscotlandbeautiful.org/ccf

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Carbon Literacy

  • Day One – Understanding

and Communicating Climate Change

  • Day Two – Low Carbon

Behaviours

“Carbon literacy means having an instinctive understanding of the carbon impacts of our activities, and being able to make informed choices about the most energy and resource efficient and lower carbon options available to us.” Carbon Literacy Project

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Carbon Literacy

Certification – Fill in short assessment You will also be asked: 1. What we need to do to become carbon neutral 2. Personal and Group carbon reducing action and why significant.

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Icebreaker Talk to the person next to you. Tell each other one thing you know for certain about climate change, and one thing you’re not so sure about?

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Aims of today

  • Examine the scientific basis for climate change
  • Explore the potential impacts of rising greenhouse gasses and a

changing climate

  • Learn about communicating climate change and practice some

techniques for doing so

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Structure of the day

  • Morning –looking at the science behind climate change; and

how our climate is changing already. What is being done about it?

  • Lunch
  • Afternoon – Myth busting and thinking about how we

communicate the climate case

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Why is climate change happening?

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The Greenhouse Effect

  • Greenhouse gases

(GHGs)naturally occur in Earth’s atmosphere

  • Without GHGs the

average global temperature would be around 30ºC lower than it is today.

  • Human activity

increasing concentration of GHGs

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Natural Carbon cycle – low human impact

SOURCES SINKS

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Altered Carbon balance

SINKS SOURCES

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Causes of Climate Change

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Causes of climate change

  • Increase in greenhouse gas emissions – this causes the

natural blanket around the atmosphere to ‘thicken’ trapping in more heat.

  • Greenhouse gases = Carbon Dioxide (CO2), Methane

(CH4), Nitrous Oxide (N2O).

Fact: Since start of industrial era levels of main greenhouse gases increased (CO2 – 40%; CH4 – 150% and N2O – 20%)

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The Science Bit

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Svante August Arrhenius (1859 – 1927)

  • The first person to predict that emissions of carbon

dioxide from the burning of fossil fuels and other combustion processes were large enough to cause global warming in 1896 “…any doubling of the percentage of carbon dioxide in the air would raise the temperature of the earth's surface by 4°…we may hope to enjoy ages with more equable and better climates, especially as regards the colder regions of the earth, ages when the earth will bring forth much more abundant crops than at present, for the benefit of rapidly propagating mankind.”

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In 1927 wrote:

"[The unchecked burning of fossil fuels] would have a sort of greenhouse effect“ "The net result is the greenhouse becomes a sort of hot-house."

Alexander Graham Bell

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1922 1912 1988

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Evidence – The Keeling Curve

Current level: 410 PPM Keeling Curve on Twitter

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Ice Cores

source:http://en.wikipedia.org/wiki/Ice_core source: http://planetearth.nerc.ac.uk/news/story.aspx?id=609

  • Ice cores contain

information about temperature and gases

  • Antarctica – ice cores

can stretch back 800,000 years

Darker layers winter Arrowed layers summer

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Ice Cores - Evidence

2019 level 410ppm

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This graph, based on the comparison of atmospheric samples contained in ice cores and more recent direct measurements, provides evidence that atmospheric CO2 has increased since the Industrial Revolution. (Credit: Vostok ice core data/J.R. Petit et al.; NOAA Mauna Loa CO2 record.). Taken from http://climate.nasa.gov/evidence/

Start of industrial revolution

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Earthbook

http://imgs.xkcd.com/comics/earth_temperature_timeline.png

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Tea and coffee break

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Climate Justice

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Carbon emissions - current

http://www.carbonmap.org/#Emissions

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Carbon emissions - historical

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People at Risk

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Development vs. Climate Change

  • “The right to development is an

inalienable human right by virtue of which every human person and all peoples are entitled to participate in, contribute to, and enjoy economic, social, cultural and political development, in which all human rights and fundamental freedoms can be fully realized.” (Article 1.1, Declaration on the Right to Development)

  • Sustainable Development Goals

(SDGs)

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The Carbon Budget

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Current Impacts and Evidence

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Intergovernmental Panel on Climate Change

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IPCC

  • Warming of the climate system is unequivocal, and

since the 1950s, many of the observed changes are unprecedented over decades to millennia.

  • In the Northern Hemisphere, 1983–2012 was likely

the warmest 30-year period of the last 1400 years.

  • Global surface temperature change for the end of the

21st century is likely to exceed 1.5 C relative to 1850 to 1900.

  • It is likely to exceed 2°C for high emissions scenarios
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  • Global average temperature is 1C warmer; this is greater over

land and 2-3 times greater at the poles.

  • We’re not locked in to 1.5C warming (yet!)
  • The difference between 1.5C warming and 2C is significant
  • Limiting warming to 1.5C is technically feasible – but a huge

challenge

  • We can limit warming AND meet the Sustainable Development

Goals (if we focus on reducing energy demand) 2018 - Special Report on Climate Change at 1.5C

The Intergovernmental Panel on Climate Change (IPCC)

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Climate Stripes – Global average temperature 1850-2017

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Climate Stripes – Scotland 1884-2018

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Melting Ice - Sea

Source: http://www.skepticalscience.com/Global-Warming-in-a-Nutshell.html

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Melting Ice - Sea

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Melting Ice - Glacial Retreat

http://climate.nasa.gov/state_of_flux#Qori-Kalis-930px-80-v2.jpg

Qori Kalis glacier, Peru

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Sea Level Rise

  • Melting of glaciers

and Antarctic and Greenland ice sheets

  • Thermal expansion
  • Sea levels rising at a

rate of 1.7 mm per year

  • Thousands of coastal

cities and whole islands at risk.

Fact: Average global sea level rose 0.19m over a period between 1901-2010

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Nature

Polar Bears in Hudson Bay, Canada 1,200 polar bears Hunt on the ice during Spring Put on 50-75% of their body fat in these months But: Ice in Hudson Bay melts 3 weeks earlier now Less chance for the bears to feed Come on to shore 10kg lighter

Not just Polar Bears at risk, the IUCN have identified many species that are affected by climate change The report can be found at http://cmsdata.iucn.org/downloads/ species_and_climate_change.pdf

Source: www.hngn.com

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Nature

Puffins in the UK

Warmer temperatures in the seas around the UK mean that sand eels, the main food of puffins, are moving north. Storms and coastal erosion also have an impact on puffin populations and they are now on the IUCN ‘red list’.

https://en.wikipedia.org/wiki/File:Fratercula_arctica_- Skomer_Island,_Wales_-flying_with_fish_in_beak-8.jpg

https://en.wikipedia.org/wiki/Sand_eel#/media/File:Flickr_- _Rainbirder_-_Back_from_a_fishing_trip.jpg

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The Impacts of climate change – how is our weather going to change and how is it changing already? TITLE (Arial 24pt Bold)

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Recent Trends

  • Average temp. increase of 0.5°C (since

1914

  • Temp. increase in all seasons in all parts of

Scotland (since 1961)

  • Heavy rainfall events increased – in

particular Northern and Western parts

  • 25% reduction in number of frost days

(since 1961)

  • Growing season starts 3 weeks earlier

(compared to 1961)

http://www.sniffer.org.uk/files/9313/4183/7426/Climate_Trends_Handbook_for _web.pdf

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Future predictions – Scotland (example)

If we experience 1.6 degree Celsius warming If we experience 4.3 degree Celsius warming

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Extreme Weather Stories

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Extreme Weather - Flooding

  • “90% certain that mid-

latitudes and wet tropical regions” will experience more frequent and/or intense rainfall events

  • On average, 8 more heavy

rainfall days per winter in Scotland since 1961.

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Extreme Weather - Heatwaves

  • Summer 2003 record breaking heatwave in

Europe.

  • Many European countries experienced their

highest temperature on record.

  • According to Met Office this period of extreme

heat is thought to be warmest for up to 500 years

Source: www.paulotavares.net

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Consequences

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What Can We Do?

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What Can We Do?

  • Mitigation – efforts to cut or prevent the emission of greenhouse gases
  • Adaptation – lower the risks associated with impacts of climate change
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The Paris Agreement

COP21 = 21st Conference of the Parties UNFCCC = United Nations Framework Convention on Climate Change

Photo Credit: "Paris vue d'ensemble tour Eiffel" by Taxiarchos228, cropped and modified by Poke2001 - Paris-pano-wladyslaw.jpg. Licensed under CC BY 3.0 via Wikimedia Commons - https://commons.wikimedia.org/wiki/File:Paris_vue_d%27ensemble_tour_Eiffel.jpg#/media/File:Paris_vue_d%27ensemble_tour_Eiffel.jpg
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Mitigation - Aim

To keep average global temperature rise well below 2°c, and to pursue efforts to limit temperature increase to 1.5°c

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Mitigation in Scotland

  • 74% of the electricity generated in Scotland comes from renewables (figure

from 2018) – target is 100% by 2020

  • 3% of Scotland’s warmth, in 2012, came from biomass, solar thermal

panels, energy from waste and heat pumps – target is 11% by 2020

  • Across all sectors in Scotland waste sent to landfill has dropped from over

7 million tonnes in 2003 to just over 4 million tonnes in 2013.

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Adaptation - Aim

To increase ability to adapt to climate change impacts and foster climate resilience and low emissions development

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Adaptation in Scotland

  • Scottish Climate Change Adaptation programme sets out what

government, businesses, and society are doing to become more climate ready.

  • The Climate Change (Scotland) Act 2009 - makes legal arrangements

about climate change mitigation and adaption.

  • Adaptation Scotland - provides advice and support to help ensure that

Scotland is prepared for, and resilient to, the impacts of climate change.

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Adaptation in Scotland

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Lunch!

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Myth Busters – dealing with myths, denials and excuses

www.bloomberg.com/graphics/2015-whats-warming-the-world/

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Communicating the Climate Case – how concerned are you?

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Food prices to double due to loss of pollinators by 2030.

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90% of Coral reefs to disappear by 2050.

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Historic sites at risk from sea level rise and flooding.

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Communicating the Climate Case

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What is the biggest challenge you face when talking to people about climate change?

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Knowledge-Action Gap

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George Marshall

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What’s Important?

  • Who’s the Messenger? – Who is telling me this is a problem? Are they

like me? Are they convinced?

  • What’s the story? – Does is fit into my world-view? Does it talk to my

values? Does it challenge my identity?

  • Is it relevant? – What’s this got to do with my life, where I live and the

things I think are important?

  • How can I help? – What can I do? How will that be a positive thing?
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Values

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The Power of I….

  • I am like you …
  • I believe that the climate is changing because …
  • I was not always like this. What changed me was …
  • When I think of climate change I feel …
  • I am doing …
  • It’s not always easy …
  • But doing something feels…
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Tea and Coffee

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Climate Conversations

Step-by-step approach to help people to engage with the issue of climate change and enjoy being part of a conversation. A 70-minute conversation with a group of approximately five to ten people. Guide includes: 1. A Script to guide you in facilitating the conversation 2. Materials to aid the conversation 3. A Checklist to help you remember everything you’ll need.

http://www.greenerscotland.org/why-live- greener/climateconversation

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Round-Up and Tomorrow

  • What is climate change
  • Why is climate change happening
  • Evidence for link between carbon and climate

change

  • Observed impacts
  • Impact on weather/UK climate
  • What can we do
  • Myth busters
  • Communicating climate change
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And Finally……