 I used to be a geography high school teacher, but when I got this mug from a student, I thought, okay, my career is probably over, so world's okay as geography teacher, it says. Now there are various reasons why I stepped out the classroom, but I did teach geography for 13 years in Norwich, and I've since worked with climate scientists, and now I'm an education outreach officer and freelance So enough about me. Now before I go on, I just want to state. First of all, is that this isn't going to be your kind of classic. Here is the layer. Let's see what we, we can do, etc. And just basically almost be like a tutorial webinar. Okay, there's a few reasons why that's not going to be the case, which will become very, very apparent as I go along. But the fundamental thing is that as someone who is a climate science communicator, it's all well and good going straight into right. Let's, let's go, let's do it. But if you don't have the foundations of the basic knowledge and the, the what you're looking at and why you're looking at it and what makes up what you're looking at, then it can all unravel and we can actually use that more harm than good as, as educators, you know, even though there is so much robust climate science out there. That was my Bluetooth speaker turning off. So I'm not going anywhere. So we are going to spend kind of the first third, looking at the kind of importance of the data that's come on there. And I feel that's exceptionally important. Now if you're one of the first three, you're going to be looking at the kind of So we are going to spend kind of the first third looking at the kind of importance of the data that's come on there. And I feel that's exceptionally important. Now if you're watching this for a recording and you only want to get on to like the practical tips and ideas, perhaps because you're already happy with that, whatever. You know, I'm not going to be, I'm not going to know, but I'm not going to be offended if you now skip 20 minutes and you go straight to that bit. That's absolutely no problem at all. But those of you who are here live, I think you'll hopefully you'll find it very, very worthwhile that you'll get this context. And then we will go on to kind of like the ways that we can use this new layer, how we can combine it with existing Digimap scores layer. And I'm actually going to get you to kind of see how you could map this to your curriculum because I was starting to kind of put a structure in in place for you all. But then I realized that we probably got people from Scotland here with the standards have probably got people from Wales probably got people from Northern Ireland maybe even further away, not just England. And I have done in the past like actually map things directly for the curriculum for you but I am not been out the classroom for so long and be that's just a mounting task for me when I've got 39 helpers to do that for me and you are the experts in terms of where things might link with your curriculum but I will give you some stairs. Right. So to start with, please do do pop any things in the chat as you so wish at any time I love to engage on the fly. I'm not one of these questions that don't wait to questions at the end kind of thing I like having statements comments questions as we go along because I like to interact with you. And the links that I've put in the in the chat, they are to the Google Drive where you'll find a copy this presentation and the Jamboard that you're going to need later. You don't need that now. So please stick stuff in the chat as we go along. So the first things first is to be aware that when you're doing anything to have climate information or climate data we have got to be aware that there are certain sources of a forest of data now. Of course, today we've probably all been a little bit unnerved with with the with the news the news today, everything that's going on with regards to Ukraine. One of the things that they're caution about of course is that one of the things that are really worried about is the spread of disinformation and how that can actually cause harm to people in in Ukraine in particular. And I would go in far as way to say that in terms of climate change it's the same thing is that you can actually do do more harm than good if you're not using authoritative source. And as us as educators is actually with a lot of the hard works done for us. So you don't have to go direct to these folks you don't have to go direct to the office, although they do have fantastic educational resources. So I've got to keep my friends at the mouth is happy. You can go direct to NASA to university ready or the university saying they were I work Berkeley Earth, and even the source itself you know the IPCC, you could do. That's not if you love that kind of stuff if you're a geek like me. But as I demonstrate you don't need to, but you do need to be aware of who these people are. So the IPCC is the intergovernmental panel climate change if intergovernmental as you can imagine, they work cross borders and in between, in between bought cross borders and they also have the sign off of all the governments. There are a panel of different people of different backgrounds not just climate scientists but energy scientists by biologists, ecologists, you know, tons of stuff, engineers, all in the research stuff. So which one of these is false. Do you think have a quick look at that. So researchers don't get paid to contribute to these reports the big reports that come out. They conduct research themselves into climate change. The last report that came out around about cop 26 featured over 700 offers across 90 countries governments have signed off on the report. So which one of these do you think is false. So one of my co-hosts actually muted me there so a bit trigger happy. Right. So john is saying to fourth one. Gov. Yes, that's true that one Jonathan yet one okay right so they don't get paid. So one thing that helps of the authoritative nature of the source is that they're not in it for the money despite some of the claims. They don't conduct research into climate change. They collate and collaborate the research together. So they just take what's already been going on and put it in one great big massive report. And all the others are true. Okay, and this one's very important when it comes to using the digital map stuff that they're full of uncertainty, which is a good thing not a bad thing. I'm not going to go through this. This is just to highlight that I have made a teacher's guide on the IPCC reports. I would say that it's not necessary for you to read that. But I think I personally believe you would feel a lot more comfortable teaching about climate change if you're not comfortable at the moment by giving that a read. So I've basically, you know, teach a fire there I've converted the basic conclusions from that report into something that's a little bit more user friendly. And that, you know, when you go to the Google Drive and you get onto the PowerPoint, there's the link for you there. But this is where I said that the work gets done for us. So like, for example, the BBC do a fantastic job. So the BBC use Met Office data, the Met Office climate predictions and they put little interact interactives together. So, and the best ones will, if you scroll right down to the bottom of this page, for example, it will say where the data has come from and it will say, you know, the UK Met Office. So by proxy, you can treat this as an authoritative data and it's great for the kids because it's interactive. So what will climate change look like near me and actually that's something that you can use alongside Digimap for schools when you you'll see a bit later. So another one from from BBC here you've got here how much warmer is your city. How do your food choices impact the environment that's their climate change food calculator. So just two examples of where they've done and this is amazing. This is a friend of mine, Dr. Hannah Bloomfield she's or she used to be she's moved on now, which used to be colleagues her office was right opposite Professor Ed Hawkins University of Reading. He was the guy who came up with the warming stripes. I don't have it with me but I actually have a warming stripes COVID mask. So, so that's an example of where someone has used authoritative data and they've come up with something visual that's really, really intuitive. So that work gets done for us is is is my message there right and don't. I know some of you might might not forgive me for this, but don't dismiss things like Wikipedia. It's not so much what the Wikipedia itself says is where they get their source of information. So by you know by you you can check with the little citations and see where that's come from all this sentence has been cited from this one which is from NASA so you can probably therefore. You know believe it you know think that that sentence is authoritative. If you've got older students you can get them to go through that process but okay how can we check that the Wikipedia stuff like that you got younger younger students you could start that one but you could potentially do that process for them and make sure you're providing with the information. Right, so halfway through the preamble and then we'll get cracking with a digital medical school stuff. So, this is really important. Most of you are probably fine and competent and know the difference between weather and climate. That is an assumption I've made. Some of you may be just need a little bit more clarity. This is what we're going to do now. So here is something I used to do with year eight to help with the difference to weather and climate. So which of these statements is weather and which of these statements is climate. I can tell you one right now today here in East Anglia. I don't know if any of you are in on because I'm on the Norfolk Suffolk border today we've had rain, quite a bit of wind, sunshine intimate sunshine and with this intimate sunshine now we've now had hailstones. That's not climate that's weather isn't it. That's four or five different types of atmospheric phenomenon happening within a space of 12 hours or so. So that is most certainly weather. So Sam is where is this answers John. Oh, same weather here in Kent today so that must that's telling me that there's been a front moving across our part of the eastern south. So yeah, what's happening today it is very interchangeable weather it's it's weather Suffolk. Oh yeah. So that's been happening here. So things like in September a terrible storm carried Richard's garden shed away but actually that probably happened a couple of days ago I imagine poor Richard probably had his shed blown away again. Heavy fog on the motorway reduced visibility it rained heavily or afternoon their statements of weather. And this is a really good way of communicating with your with your children whereas these are statements of climate well now what's the difference. Look at the difference between the amount of time, the length of time and the spatial scale as well the area that covers. So you've got someone's garden of stretch of motorway and a singular location, right, compared to Southeast Asia, Florida and Egypt. So what's the difference in scale spatial scale there, where and in temple terms, August winter season compared to last night. This is obviously a singular event at some time and there and a moment in time and a day. So that's the main difference between weather and climate. So the stuff that you're going to I'm going to show you a digital map for schools are climate layers they're not weather layers they're climate layers. If this one you should be okay with but anthropogenic climate change is just the proper way of saying human cause climate change. Right, which scientists are the even the UK government has said in official documentation that the debate is over now. This is really important one when it comes to the digital map for schools layer. And that is the term climate projections. And that is computer based similar simulations where they have they set different amounts of emissions or different scenarios which produce different amounts of warming. I like to think of it as a golfer hitting a rack of 100 balls and they're trying to hit that ball those balls exactly the same way every time. But because of the slight change in angle in the wrist because of the change in wind direction or maybe a slight difference in how the power that they hit it or whatever the wind speed is always going to be a different result no matter what that swing and that is the different kind of scenarios. And you end up with a spread of golf balls, they'll be clustered, they're higher probability and they'll have some outliers. Now that is scientific uncertainty. It's normal and it's actually very healthy and very good. But projections have uncertainty which is very important to understand. And the other thing to help important to understand is that we've all heard of staying above two degrees Celsius of warming 1.5 degrees of warming. What does that actually mean because 1.5 degree of warming compared to two degrees that's nothing isn't it. I mean, since I've just looking at my weather station is since I've been sitting here talking to you might the temperature in the house or outside is changed by 0.5 degrees. But again, that's weather and climate. So this is very important to understand that temperature anomaly is the difference between a certain baseline. So in this case pre industrial levels is the average between 1850 and 1900. So when we hear the term 1.5 degrees Celsius is the global average temperature will increase by 1.5 degrees Celsius compared to the average there. Currently we're at 1.1 1.2. So that's where we are at the moment. That's why it's important to do that. Think of it as this bell curve. So we're shifting the bell curve. So the whole average is moving upwards but you can see how individual extremes are changing. Okay. So the Met Office in their most recent climate report said that for example, so us. So some of you said you're in the southeast of England. Well at the moment, you know, two consecutive days or more 30 degrees Celsius. They've been happening once every four years. Right. But by 2070 because of this shift in average just by half a degree or something like that. These consecutive days of 30 degrees C or more could happen four times per year on average. That's an incredible shift. So you can see that's that's basically this dark red here coming into play. So that's another thing to bear in mind. Don't be confused by these small little changes because they can have on terms of a weather scale quite substantial impacts. Almost done with a preamble. You've probably heard these terms. They're important to understand mitigation adaptation. So mitigation is trying to reduce the impact of something like reducing our carbon emissions, building renewable energy adaptation. You could probably guess. So a little quick quiz for you then. Which of these could be both mitigation and adaptation do you think. So adapting to climate change and mitigating its climate change. Let's see how we're doing. Almost 20 minutes in good on time. Right. For those of you who have come a little bit late. Welcome. Let me in the chat again put the links to the Google Drive. Trees. Yes. Well I'm Ben. Green root. Yes, Rebecca. I was hoping someone would say green roofs. That's the Google Drive to the presentation and to the Jambo we're going to use in a minute. Yes. So and this is quite important. So like tree planting and care. Yeah, that's both mitigation because trees taking carbon dioxide. They help to depress the amount of carbon dioxide in the atmosphere. But they also can help, you know, prevent soil runoff, which can cause flash flooding. They also so they stabilize the soil. You know, green roofs. So exactly same. They help to help with the cooling of the of the house help capture some water. So in case of extreme weather events, but they also insulate the house and then it reduces energy use, etc. Good. You got it. Fantastic. So that's really important stuff to know. So all this in mind. Whereas the digital map for schools data come from again, you don't need to know this in terms of the detail. If you are that well inclined, there's the link to where it will come from if you love that kind of stuff. But they have actually taken the data from proper scientific projections and studies. And in this case, it came from the International Journal of Climatology, which is run by the Royal Met Society. I do have a few. I think I think some improvements need to be made. And I already spoke to the folks before I started and that's okay, but I'm still very positive about this. And I'm going to talk about those limitations in a minute because it's very important to bear in mind what those limitations are. But I tell you what, this is a brilliant, brilliant addition to digital maps. So let's introduce you to it. And I'm going to get someone to give me a good thumbs up that you can hear this. We have added several new overlays to digital map for schools. We think these will be really useful and have lots of potential for exploring human and physical geography as well as global climate. Let's have a look. To open the overlays menu, just select it from the sidebar. We have reorganized the menu. There's a section for overlays that only cover Great Britain, World Climate, World Human Geography, World Physical Geography, and the reference grids, where you will find latitude and longitude, major lines of latitude, and British National Grid. To view any layer, just check the box next to it. In our World Climate overlays, we've added temperature and precipitation averages. There are historical data and projected data, so these are really valuable for discussion on climate change. You could view the key to each overlay underneath it, as well as adjust the transparency of it with this slider bar. We've added population density to our World Human Geography overlays, so that you can visualize the number of people per square kilometer. Okay, so only a couple of minutes left. I'm going to play the rest of it, because some of this is going to be useful for a bit later. This overlay offers lots of opportunities for considering where and how people live. For example, what geographical features affect where people live, and whether the density of population is affected by housing types in different areas of the world. Pupils could measure country area or research total populations and compare it with the population density. E.g. consider the USA against Germany. It could be helpful when viewing population density to switch to the World Boundaries map to see the country names more clearly. You'll also find our time zones overlay here, as well as world place names. The place names are really useful in looking at our country level detail maps, where place names may be written in different languages. New physical geography overlays include volcanoes, tectonic plates and mountain ranges. Lots to explore and we're really excited about the potential of this office for embedding locational knowledge and meeting curricular expectations and learning outcomes. Get feature info can be used on two of the overlays, world biomes and volcanoes. Just select the Get feature info button and then select the location on the map you're interested in. An information box pops up. You can view more than one overlay at a time. You could, for example, view population density along with biomes to illustrate lower population density in areas of tundra or desert. Or you could try population density with mountain ranges to show how physical geography can influence settlement and migration. Was that your voice, Viv, on that video? It was really nice. Oh, it was my colleague game. I did that one. Ah, okay. Nice. So thanks for putting the long form of the Google Drive link, because you just might have been having problems using the Bitlink link. So I wanted to show that off because I wanted to show you some of the other overlays that have come online in digital schools and this whole transparency kind of merging of them because they're going to be quite useful a bit later. Right, if you have access to digital map for schools now, like you've got an account and you're on your computer and you remember your passwords and stuff like that, if you want to open up a new web browser and open that up, don't worry if you don't. If you're watching this and recording, that's quite handy because you can pause me. I'll just make sure I don't have a gauntlet look on my face. The long link, I'll put the long, yeah. So when it comes time for the Jamboard, I'll do the long link for the Jamboard as well. So, oh, thank you, Viv. Right. Okay, so on digital map for schools then. Oh, I lost my share. I'm still showing my screen. Good. So it's very easy to find this. Just the overlay tab here. And then you can use a drop-down of all climates. So just have a little rummage, a little play with that. For those of you who can't access at the moment because maybe you're on a mobile device or something like that, let's have a look, shall we? So, okay, let's give you this now, shall we? Oh, yeah, some of you are there already. Oh, Viv's done it. Thank you, Viv. Okay, so I spent quite a fair bit. I'm going to play around with this today, which was quite nice. Okay, so what we do then is that we head over to overlays. So I kind of like the redesign because I remember using this extensively when I was teaching when it was version one. It was pretty good then, but it's just so much more user-friendly now. And the fact that all the overlays are in one place is absolutely brilliant. So as that video said, you've got quite a number of different overlays, and this reference one is just so useful with the latitude and longitude. I had so much problem teaching latitude and longitude. I tried everything, like skipping rope on the floor, like peeling oranges, and so what I wouldn't have given so I've had this still when I was teaching. So yeah, and the major lines of latitude, which I imagine is like the tropic cancer, copricorn or that kind of stuff yet. But we're obviously interested in well climate. So you can have a little go turning those on and off. Now, there are some things that I feel that there's going to be some improvement. It's like, you know, that you had on the biomes when it's on the video. There's an exceptionally useful thing where you can use this tooltip information thing and click on a map and it will give you. I would want to have that access the same with the climate ones because they are the shading. And this is a general issue with regards to climate data in particular is that if you're hard of seeing, some of these shades are very, very, you know, not very distinct to each other. And especially because of course, the way that climate is the distribution of climate is you don't usually jump from, say an area with an average of 20 degrees Celsius straight to an area of five degrees. So you're very, very unlikely to have like a pale blue next to a dark red. Very often you have, you know, graduated progression. So that's something that's a limitation to bear in mind, but I'm not going to talk too much about strengths and limitations because that's going to be partly your job. There's a question from Aisha in the chat there. So these logistical questions I'll let the wonderful folks at Digimap for Schools to answer those because I know that they're on the case with accessibility, but I don't know exactly what they're planning on that one. Right, okay. So as you've got that up, let's have a look at what these are. That's the most important thing. So let's go back to my presentation here. So the obvious thing is you've got average temperature and average precipitation. So this is why I had to go through that preamble to understand what this means. So if we take the top one here, 1970 to 2000. So this is, so for that series of times, so 70s, 80s, 90s. So for that 30 year period, you've basically taken all the temperature information, added it up and divided by the countless number of days that they are, right? So you've got that average temperature for that point in time. So if at this point here, just in South Texas, for example, that would be whatever that shade of red is or that shade is right there between those years. And then average precipitation, what we mean is hail, snow, anything that falls from the sky and settles on the ground. So that's precipitation. It is accurate enough to say rainfall, average rainfall. Just bear in mind that when you're looking at, say, upland areas, like mountains and stuff, that it probably is more to do with snow than it is to do with rain. But if you want to call it batch to make it a bit more accessible, average rainfall, that's acceptable. Just bear in mind the other bits that come with it. Like today, the precipitation would have been counted as hail. Right. So then you've got the 2010, 18 months, that's the average of those, well, nine years, because it's the whole of 2010, 2011. So it's nine year average. So I'm calling this the recent average temperature, the recent average precipitation. And then the previous, so perhaps I'm just holding on to my youth here by calling it the near past, rather than the past, because climate data does go as far back as like the 1800s and whatnot. So I'm a hungry, I'm clapping at stores, calling it the near past. So you got the near past average temperature and the near past average precipitation, 1900, now the projections is where we've got to have a bit of caution, right? These are near futures, but the, the temperature has been split up into minimum average temperatures. So that's the bottom, you know, the lowest temperature you get in a 24 hour period. So usually it's in the middle of the night, isn't it? So they've done an average of all those minimum temperatures and then they've done an average of all the maximum temperatures. So the hottest part of a 24 hour period. Now that you could probably think of a limitation with that is that that does not really make it directly comparable to the others, to the temperatures above. So that's something you've got to bear in mind. It is more comparable with the precipitation though. You can trust, you can trust it is a little bit more in line with that regards. But this is now we're talking about, you know, the climate uncertainty. And the other caution I would say as well is that's, is that there are, I don't, I'm not going to bore you with this, but there are countless different kinds of climate projections. It's just what good climate science does. The projections that have been used for both of these are, I would say a little bit dated. So actually some of these temperatures actually appear lower than what they are currently today when actually we know that that's not going to be the case because this, this is outside. This is unlike the anomaly side of uncertainty. So that's just to be very, very cautious there. And the precipitation one is a little bit of a pessimistic scenario, which we're probably not going to follow. You know, we go into a warming of about 5.4 degrees. So just to be cautious about using those projections, my personal opinion, and this is no reflection, digital map schools, I know that they're continuously developing this and they're doing a great job with this is, is perhaps avoid these two for now while they get refined, but you're absolutely fine to continue using the precipitation one. But using the difference between these two, the near past and the recent is good enough in itself. And can you can do a lot of things with those anyway? Okay. This just put in the chat a statement about accessibility. So which is going to be very useful. Right then. So what do you think? So here comes the, the Jamboard link that they've put in the chat. So I'll just copy that again and stick it in there. So let's sort of think of what we think. So let's appraise this. Do what all good teachers do, take a resource, think about how we can use it, how we can't use it. And I'll repeat for those who weren't here at the very start, let me repeat what I said earlier. When it comes to teaching about scientific basis, scientific fact data and things like that, we've got to be aware of the data limitations. We've got to be aware of how the data was presented. That's just, that's just good teaching, good ethics and good science. So let us assess what we can definitely do with this data set because there are a lot of things we can do with the strengths and let's assess maybe things we've got to be cautious with. And let's do that as a group so we can support each other. And Viv and Laura, this is free feedback and evaluation for you, I guess. I'm not directed to do this. I'm a free spirit on all this. Right. Okay. And Laura and Viv, and everybody at Digimap for Schools have trusted me that I am doing this in a professional manner. Right. So let's go over to our Jamboard. Okay. So I know not, again, not all of you can access the Jamboard. Fine. You are more than welcome to go and get a cup of tea, go for a wee while we do this for just a few minutes. You're more than welcome to sit and watch us and see what we put on there. That's not a problem at all. Right. And I always like to see, is that an axolotl? We've got an axolotl. I've waited for ages to get an anonymous axolotl. That's incredible. Chipmunk, Armadillo, Buffalo. I'll never pronounce that one. Anyway, so what we're going to do here is, let's see, use the Post-it Note function. And then they're kind of like the pink and orange is things that we think is the limitation and then the brighter one. So the two on the left, things that we think are a strength. Let's have a quick bash. If we just do this for two, three minutes between the 22 of us, 23 of us, I bet we can come up with some ideas. So I've got here the fact that the data set is quite coarse. So you can't actually zoom in on an individual city because it doesn't cover that amount of fine detail. It's a coarse scale. So there's some limitations with that, but there's some very good things to do with that. You'll notice that the projection for precipitation only goes up to 2029, which is seven years away. So there's a strength to that, but there's a possible limitations to that. The fact, well, I've already given the answer to this one, really, is there strengths and weaknesses in regards to the fact we've got minimum and maximum projections rather than something to compare it and any other thoughts. So let's have a little bit of go with this using the sticky thing. So I'm going to let's put the ones that I've already said. So limitation. So you see that for a limitation. That's what I've put there. I've put not directly compatible with the past recent data set, but there is an advantage to it. You can do the stickies yet, because surely I'm not the only person out of 23 doing. So just the sticky note just here on the left-hand side. So you just click on the sticky. And then, yeah, of course, you just click on this sticky note here. And then what you then do is then you just, let's say that the two on the left here, we'll call them the strengths of each of these things. And then the two on the right here, the pink and orange, we'll call them the weaknesses, the limitations to be very minor. And it's just a virtual notice board with virtual sticky notes. It helps to understand that you have... Because teaching the year eight's weather and climate, I was quite, I wouldn't say shocked, but I was surprised how... that they were surprised that you would measure the minimum and maximum temperature in a 24-hour period. And I said, well, why would you want to measure the coldest a day would get down to and the warmest a day would get up to? And then we had a discussion about why that was the case. So of course, one thing that comes to mind on a climate point of view is that minimum temperatures are really, really important because if you get to a point where climate change pushes the minimum temperatures up so high that permafrost now no longer stays frozen or ice starts to melt even in the middle of the night, then you've got a problem. So that's why it's really, really quite helpful to have a difference between minimum and maximum. Yeah, people's might find... Yeah, and there's like one thing you can't do. So whoever said that one, I think that's really, really good. Is that you've got... It'll be so... One of the best things about Digimap for Schools is the fact that you can scroll into your house with most things, which is amazing. And that's worth the cost of Digimap for Schools in itself. In fact, my eldest, Theo, who some of you might have seen previous webinars that I've done with Theo, Theo will just jump on Digimap for Schools and just zoom into our local area and just play and loves it. Like, oh, that's how I walk to school and all that kind of stuff. So you're right. That local is really, really useful. But before I put something there, that's a positive of this or a strength of this. Can anyone else think of one? Right. All right, I'll do one then. Okay, so it helps you to able to see global patterns. Yeah. Which can link to the way that we've all moved around. You know, global circulation. Yay, someone said that one as well. All right, I'll cut off while, because someone's already said that. So up to 2020, and so I'm thinking a positive there is, this is like seven years. So it doesn't matter what age of your students are, your pupils are. It's like, this is the change that's happening like now. Yeah. That's going to happen within, some of them will still be in school within seven years, right? Of course, the limitation is with that, is that a lot of people talk about 2100, 2050 and all that kind of stuff. And this yet does not go that far, but it may do in the future. All right, brilliant. Fantastic. Well done everybody. So if you, those of you who want it, if you want to keep sharing your thoughts, that's great. Right. Practical ideas. So folks who've been watching the recording, if you've skipped at this part, welcome back. Don't blame you. I still recommend you look at it a bit though. But here we are going to go with some of the practical ideas. So we've already mentioned one of this, isn't it? It's like the spatial and the distribution patterns and climate changes at a location. There is a way round, sort of of this lack of scale, right? So let's have a look at these couple of things. So let's go back to my digital map for schools here. Browse back up. All right. Okay. So yeah, so of course the first thing, first thing you could do is look at these, these global patterns. So if you put on the lines of latitude, for example, you know, you can have a look and see the climate distribution and how it links to latitude. So that can be a very, very good discussion with regards to the fact that the further away you get from the poles, you know, the cooler it is, the bluer it is, the closer you quite, and you've got this kind of strange thing, haven't you? Where along the equator it's not necessarily the hottest, it's in between the, so it has those really, really good visual clues in this. So you can get the kids like right there is a really good one. What else can we look at? So the other one is, this is when you can zoom in too. So what you do, if you turn off the layers and you zoom into your local area, so let's just go to Norwich, my nearest city. It's a bit sticky today, my laptop. So this is where I'm based. So Laura, what I was saying about just before we started, about the ear shaped, that's why I jokingly call it East Ang ear because it's shaped with your ear. So then what you can do is that you can go to drawing tools and you can stick on a pin. So let's put a pin on Norwich. Great. So you put a pin on Norwich and then because of the nature of the layers you now need to zoom back out again, but at least now we know where Norwich is located. And we go back to our overlays and we turn on the recent one, right? So this is, as far as I can make out, this is the five to 10 degrees Celsius. So between 1970 and 2000, the average temperature for Norwich was five to 10 degrees Celsius, right? So, and for most places, if you now go on to the next one, 2010, 2018, you'll see that actually in just that shift, that very short shift of time, space of time, we've actually gone up from five to 10 degrees Celsius on average to 10 to 15, sorry, was it naught to five to 10? Yeah. So it's jumped up by one bracket by five degrees. This is what we're talking about, about the accessibility, right? So you can see that actually in just that short space of time that that region's done it. Now you can see that some places wouldn't have, doesn't like it's changed at all. That's the limitation. So if you take like areas of London and the South Coast and they remain the same color, but at least what you can do is you can say, so say if you're on the South Coast, your color might not have changed and your kids might be like, oh, like, no, it's not. Well, actually you can have that conversation. Well, a bit further north to us has changed, which probably means that we might have gone from, say, I don't know, six degrees on average up to nine degrees or something like that. And Viv's just put in the chat there, there are plans afoot to be able to compare two maps side by side. Oh, would that be a movable slider where they can slide it like that? Or would it be just a static? It would just be two static maps. That's fine. So you have a window with two maps. You choose what you want on one side. You choose what you want on the other. Now I've got that Ace Ventura movie where he does that with a dot. Oh, no, mind. I'm so random. Yeah, so that's one thing you can do with regards to location. So I know there was a limitation because of such a coarse scale, but you can still kind of make use of these patterns. It's really good. And because it's not very complex, it's not very granular, you actually can see those changes a little bit clearer. So the fact that that darker red has creeped up in our country is an indication of changing itself. And just to illustrate what I was talking about, about the limitation of the projections, is that you'll see it appears that things are getting cooler in terms of if I turn on the max there. So there's a misalignment between the data and the projections that they've used, which is why I've recommended Digimap looks into that because it's an outlier. It's an old data, old projection data set. Right. Okay. So there's a couple of practical bits there. What else have we got? Right. You can have a go at this one if you like. So here's your challenge. I want you to find anywhere on the map on the 1970 to 2000 average. So the recent past, yeah, as I was born in 82. And if you're able to find something, I mean, I picked Greenland here, which is an easy one, but find where there's the change between the pale red, which is the naught to five degrees on average, to the pale blue, which is the, is it the minus? Let me just go back. Is it the minus five to naught? Yeah. Minus five to naught. So basically you change, you change hues. Hues. Right. So if you want to cheat, you can do Greenland with me. It's fine. But see if you can find somewhere else on the planet where you've got that differential. I mean, there's Zeissland. You can have a look. Do Zeissland. Right. So you've got the 1970 to 2000 selected. Here's a lovely one. Right on the coast of Greenland. Look at this. So this is where I've done my example. So what all you do now, and it doesn't have to be perfect, you know, and there's always going to be that one kid though is going to go. Every nook and cranny, isn't there? Oh, that would have been me when I was in school. So then what you then, what you can do now, you can go to drawing tools. And you can click on line or you could do area, but line is probably the best one. And then just basically trace a little bit just on the border of that pale blue. Doesn't matter. See, I'm doing it. Look, Kit, don't be so pedantic. Right. Just roughly trace that limitation of this one kit. You're going to have some kids who are going to spend 10 minutes just doing the line. Right. There you go. It doesn't matter. It doesn't have to be the whole stretch of Greenland. Just be, you're just marking a boundary, right? Okay. Now, why do you think folks, Kit has decided to do the same indication between not to five degrees Celsius on average for this period and minus five to not degree Celsius on average? What is the fundamental crucial thing about those temperatures? This is the question I would ask the students. What's so fundamental about those temperatures? So if your average air temperature was just above something. Whoa, Ben. Off-term, Ben, because you seem quite sharp today. Or is it? Or is it? And John as well. Yeah. So Ben and Jonathan's got it. Yeah. So you've got it. It's that trigger point. Is it where you can have, because of course, don't forget, it's an average of over 30 years. So there's going to be days. There's going to be years when it's slightly warmer than above freezing or slightly below freezing, of course. But if these general 30-year trends, 20-year, 10-year averages shift above zero, you know, you're going to have a few, remember that bell curve, you can have fewer and fewer days that are going to get below freezing, right? Being a bit, it's, it's, uh, Norfolk are back at school now. Suffolk, I'm on the Norfolk Suffolk border. Suffolk are on half term this week and Norfolk are back. So it's a bit chaos here around here in South Norfolk. Right. So what you do now, probably some of you will probably guess what you do next is that have that transparency up full and the same with this one. So this is the 2010-2018. And then, so I've done it in reverse. Look, but then if you flick between the two, you can see how that's shifting. So if I go there now and then you get the kids to draw a new line on a different color. Let's go for something very distinct. So it's kind of purplish. Isn't it? Let's go for this brighter one. So this is why it's not important to get every nook and cranny because it's now you can do all sorts of things here now. So in this part of Greenland, you can say, okay, approximately how much is this, you know, this, you can call it a thermal. That's the, you know, that's the proper name for isotherm. If you want to use the proper term with kids, it's the isobar isotherm with lines that join areas of equal temperature. You could say, how far is this isotherm? I've got the wrong measure there. So it was, this is what I haven't used the measure tool because that's when you measure a single line where you can do it like this and measure that line. You can measure the difference. And so this isotherm in the space of this bracket has shifted, right? Okay, 5.4 kilometers. So there's all sorts of things. And then of course, if you turn these layers off, you can then start to look at the landscape and see how much that landscape might change. So if I turn these two off, not surprising, these are coastal areas and these must be fjords and glaciers for the older students to know these kind of parts. So yeah, you can see how we can now going down the rabbit hole in a good educational sense. Right. Crikey, it's already 10 to five. It's so much fun. It's great when geographers get to geek out of each other, isn't it? And map lovers. Right, so let's go back to this thing. So there's another one. And we've already mentioned about the different overlays. This is why I played the whole video a bit earlier, isn't it about the different overlays? So you could have the climate layer and the biome layer. And then as you kind of like shift the transparency backwards and forwards, you can actually see how those biomes relate to the climate areas. And when it comes to terms of climate change, if you start seeing a march, a north, what we call poleward, a poleward migration, a poleward shift of our temperatures and also what you might also see, if you look at the mountains, you'll see an upward vertical shift in temperatures as well. And then you put this biome. Well, it's like, well, what biomes, what ecosystems are under threat because of climate change? So if the temperature for a temperate forest or the tundra where the permafrost is, and there's a nice little neat overlap with, well, if that temperature starts moving poleward, what's going to happen to the southern fringes of that tundra? So there's all this wonderful stuff that you can like inquiry-based kind of investigation stuff that you can do with your students here using this. Another one you can do where in the world a large number of people's at risk. So you can use the population density map this time. And we know Bangladesh is very densely populated. And if you turn on multiple layers here, so I've got the population density, I've got the mountain ranges. And then if you cycle between even just those two temperature averages, the 1970 to 2001 and the 2010 one to 2021, whatever, the second one, the 2018 one, you'll notice that that gets more red. So there's a higher number of people that are going to be experiencing perhaps heat stress in that dense. The other thing though, if you do the precipitation map, it gets a shade, it gets bluer. So this could, so we know that sea level rises are very, very big problem when it comes to areas like Bangladesh and the melting glases off the Himalayas is another, but they've also got increased level of precipitation as well. So they've got this three-fold impact. And of course, if you see an area that's drying, so it's getting paler blues and precipitation, then there's the opposite potential problem is that these people could be in areas that be experiencing drought. So this is really good, at a good time between population density. Okay, then folks to finish off with the curriculum mapping, if we return to the Jamboard and that is, and this is, I'll come to your question a minute, Kim. So this is where the mapping comes into play and I'm going to leave you with this. So I'll get you started on this because of the time and I would strongly recommend that you kind of like give yourself an extra five to 10 minutes off after a break or something. We'll come back to it later on. And you're right, I see. And then you have a look at this, but I just want to tell you how I've done this. And this is from the Leeds DC, which is the Development Education Centre. They are brilliant and they have produced these climate curriculums. And they've actually done some stuff on maths and modern foreign language, science, it's great for all key stages. And this document, the climate curriculum is just fantastic and I don't have time to take it through it. So, but you can have a look at it yourself. So what I would do is go back to the Jamboard here. And if you go to pages, so page three just gives you the link and everything, is that I've done my best to highlight bits of their climate curriculum, which I think this DigiMap for schools layer can help with. Now, as I said, for those of you who came late, I did say at the start, I was going to go pick out things from the Key Stage 1 to Key Stage 4 syllabuses, national curriculums and pick out the key things you need to do. Then I realised that there's some of you from Scotland, there's some of you from Wales, some of you from Northern Ireland. And I was just suddenly overwhelmed with, ugh, I won't be able to cover all this. So this is the best way, because what they've done at Leeds DC is that they've worked with teachers and they've worked with academics to kind of look at all of that stuff for us and then come up with the way that climate curriculum should be and how it could relate. So what we're going to do here, same with the post-it notes. So DigiMap for schools can definitely help us to understand if it's from weather and climate because they put the data in decade-old averages, right? So what I'm going to do here, I'm going to put, you know, helps with learning averages in maths, right? So you just stick a post-it over or next to the thing there, right? So you can do this however you so wish. You can mention something you teach, right? A specific topic. You can mention a year group. So oh, yeah, you can just so year three, whatever. Or you could put an idea down on this, right? So there you go. Look, this person says, I actually used DigiMap to explain this to my year one class recently. Brilliant. Okay. So there's a few pages here. So this one is about the scientific background. So if you disagree with me, say, no kid, this one that you've faded out, I actually think that this DigiMap for schools layers can help with this. By all means stick a post-it over it. No problem. Yeah. I'm definitely not the only expert here. You are more experts than I am. So this is the urgent need for action. So the impacts of our changing climate are happening now. Well, the fact that we know that the changes are happening within our students' lifetime. And as I say, that first data set is only ending in the next seven years. So have a look through this. And if there's something you think, oh, that particular thing that I can definitely use when I teach this part of the curriculum. And as you can see, they've got a fantastic way of showing it through progression. So they've got, by the end of year two, this, by the end of year four, this, by the end of year six, by the end of year nine, and by the end of year 11. And what I really, really, really love about this is it definitely shows how you folks teach in key stage one, how they should progress and link with the folks here who are teaching key stage four, et cetera. Right, I'm going to check these questions. Our Vivian's already answered one about work. She's brilliant. Thank you for your words, Kim. On Digimaps, can you see the whole of the Pacific Ocean? So it depends what, I believe it depends what layer that you've got turned on. So I think I can cheat. Yeah. Oh, so that, this, yep, there you go. Look. Oh, no, you can't. Oh, so we need to find out a bit about the wraparound then. Yeah, this is a very Western colonial centric position, isn't it? You can change map projections. Yeah. So you, but you can change the map projection. Can't you? I think they've, I've sort of seen that. I've seen that option somewhere. Because Greenland is not that. No, you can't select a projection. Oh, okay. So on a side note then, this is a fantastic way of showing how how map projections work. So is Greenland really bigger than the whole continent of Africa? No, we're near an order of magnitude less. Right. Okay, folks. Now, before you pop off, I spoke to Laura and I, and I'm hoping that this would be part one if you like. And then after a little bit of feedback, after a little evaluation, after you've had a bit of a go at it, and you've seen how you've been able to apply this, then we can get some really, you know, really some collaborative ways of hatch. We can go ahead and physically use this thing because it is such an amazing tool. I'm so, when the folks at Digimap for Schools said, oh, yeah, Kit, you do your climate stuff. It's like, we've, you know, can you have a look at this for us? I was like, this is amazing because I already liked Digimap for Schools for what it could do. So as we've already established, there's plenty of uses that we can use at the moment. So if you want to get in touch with me, my email is kit at jogramblins.com. You are always welcome to get in contact with me. Most of you follow me on Twitter or on my Facebook or wherever. And yeah, it's just getting in contact. And if you have any questions or comments, just ping them my way.