Students revisit the concept of scenarios they have encountered in previous lessons. They imagine stories of possible futures. It is a good opportunity to project themselves into a positive world under climate stress.

Using a multimedia animation, students understand what urban heat islands are. They differentiate mitigation and adaptation scenarios, as well as their trade-offs and gains regarding the SDG’s.

Students make choices and adjust parameters to build different scenarios. They look at projections to assess the impact of their choices. The scenarios they will build depend on choices made by farmers and the responses are based on biology. Similarly, IPCC scenarios are based on societal choices, and the climate responses are based on science.

Students discover how the reliability of numerical models can be assessed through the reproduction of present and past events, prediction of future events, etc.

Students learn that climate models evolve over time thanks to technical improvement and the integration of new climatic elements, resulting in increasingly accurate models.

Students understand that models are simplified representations of reality. Using a physical model (a mock-up or analogy), students understand the differences between the real/physical world and the digital world.