World Climate: Climate Change Negotiations Game

World Climate: Climate Change Negotiations Game
https://www.climateinteractive.org/world-climate-simulation/

Tom Fiddaman, John Sterman, (Copyrighted by Climate Interactive, creators of the Climate Scoreboard, C-ROADS, Climate Bathtub and other interactive tools to enable thinking in systems)

This simulation provides scenarios for exploring the principles of climate dynamics from a multi-disciplinary perspective. Interconnections among climate issues, public stakeholders, and the governance spheres are investigated through creative simulations designed to help students understand international climate change negotiations.

Learn more about Teaching Climate Literacy and Energy Awareness»

See how this Activity supports the Next Generation Science Standards»

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High School

Performance Expectations: 1

HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

Disciplinary Core Ideas: 2

HS-ESS3.C1: The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.

HS-ESS3.D1: Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.

Cross Cutting Concepts: 5

Patterns, Scale, Proportion and Quantity, Systems and System Models, Energy and Matter, Stability and Change

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Patterns, Scale, Proportion and Quantity, Systems and System Models, Energy and Matter, Stability and Change

HS-C1.3: Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system.

HS-C3.1: The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.

HS-C4.3: Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.

HS-C5.2: Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.

HS-C7.2: Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.

Science and Engineering Practices: 9

Asking Questions and Defining Problems, Developing and Using Models, Planning and Carrying Out Investigations, Analyzing and Interpreting Data, Using Mathematics and Computational Thinking, Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence, Obtaining, Evaluating, and Communicating Information

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HS-P1.1: Ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.

HS-P1.7: Ask and/or evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design.

HS-P2.1: Evaluate merits and limitations of two different models of the same proposed tool, process, mechanism or system in order to select or revise a model that best fits the evidence or design criteria.

HS-P3.6: Manipulate variables and collect data about a complex model of a proposed process or system to identify failure points or improve performance relative to criteria for success or other variables.

HS-P4.6: Analyze data to identify design features or characteristics of the components of a proposed process or system to optimize it relative to criteria for success.

HS-P5.1: Create and/or revise a computational model or simulation of a phenomenon, designed device, process, or system.

HS-P6.5: Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.

HS-P7.6: Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and/or logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations).

HS-P8.2: Compare, integrate and evaluate sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a scientific question or solve a problem.

Grade Level

Climate Literacy.

Click a topic below for supporting information, teaching ideas, and sample activities.

Energy Literacy

This Activity builds on the following concepts of Energy Literacy.

Click a topic below for supporting information, teaching ideas, and sample activities.

Excellence in Environmental Education Guidelines

2. Knowledge of Environmental Processes and Systems:2.2 The Living Environment:D) Flow of matter and energy
Other materials addressing:
D) Flow of matter and energy.

2. Knowledge of Environmental Processes and Systems:2.3 Humans and Their Societies:A) Individuals and groups
Other materials addressing:
A) Individuals and groups.

2. Knowledge of Environmental Processes and Systems:2.3 Humans and Their Societies:B) Culture
Other materials addressing:
B) Culture.

2. Knowledge of Environmental Processes and Systems:2.3 Humans and Their Societies:C) Political and economic systems
Other materials addressing:
C) Political and economic systems.

2. Knowledge of Environmental Processes and Systems:2.3 Humans and Their Societies:D) Global Connections
Other materials addressing:
D) Global Connections.

2. Knowledge of Environmental Processes and Systems:2.4 Environment and Society:A) Human/environment interactions
Other materials addressing:
A) Human/environment interactions.

2. Knowledge of Environmental Processes and Systems:2.4 Environment and Society:D) Technology
Other materials addressing:
D) Technology.

2. Knowledge of Environmental Processes and Systems:2.4 Environment and Society:E) Environmental Issues
Other materials addressing:
E) Environmental Issues.

3. Skills for Understanding and Addressing Environmental Issues:3.1 Skills for Analyzing and Investigating Environmental Issues:B) Sorting out the consequences of issues
Other materials addressing:
B) Sorting out the consequences of issues.

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

The original simulators may be best used for higher grade levels like college. http://climateinteractive.org/simulations
Scroll down to the section "Ways to Get Started Planning" for the button labeled "Facilitator Guide and Materials" to get to activity and model.

About the Content

Climate simulations provide an overview of climate-science for policy and political decision-making.
Formerly called the Copenhagen Climate Exercise.
Comments from expert scientist: Overall, this looks great and effectively combines experiential learning with fundamentals of climate politics and policy. The focus is on politics and policy negotiations, so only glancing attention paid to science as information input.

About the Pedagogy

"The simulation debrief tends to cover multiple areas including international geo-political dynamics, the biogeochemistry of climate, oceans, plants, the carbon cycle, tipping points, cultural barriers to global agreements, managing hope and fear amidst an uncertain future, a systems perspective on complex issues, and the technological legal and behavioral changes that will help stabilize the climate."
"Overall we've seen World Climate help people quickly learn the policy-relevant science of climate change, viscerally experience the international dynamics, and succeed at crafting a solution to the challenges while taking a realistic look at the scale of changes ahead as we shift to a low-carbon global economy."

Technical Details/Ease of Use

For some learners or learning environments, simplified simulators such as the Climate Bathtub Animation (http://www.climateinteractive.org/tools/climate-bathtub-simulation/) or the Greenhouse Gas Emissions Simulator (http://www.climateinteractive.org/tools/mits-greenhouse-gas-simulator/) may be more accessible or appropriate.
Active role-playing scenarios can be customized or updated by educators to reflect the changing "climate" of decision-making.

Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEAN

Direct link to PDF: https://www.climateinteractive.org/wp-content/uploads/2015/04/World-Climate-Facilitator-Guide-Jul2015.pdf

Entered the Collection: January 2013 | Last Reviewed: January 2025

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