what is a good thesis statement for climate change

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Climate change is an urgent global issue, characterized by rising temperatures, melting glaciers, and extreme weather events. Writing a thesis on this topic requires a clear and concise statement that guides the reader through the significance, focus, and scope of your study. In this piece, we will explore various examples of good and bad thesis statements related to climate change to guide students in crafting compelling research proposals.

Good Examples

Focused Approach: “This thesis will analyze the impact of climate change on the intensity and frequency of hurricanes, using data from the last three decades.” Lack of Focus: “Climate change affects weather patterns.”

The good statement is specific, indicating a focus on hurricanes and providing a time frame. In contrast, the bad statement is too vague, covering a broad topic without any specific angle.

Clear Stance: “Implementing carbon taxes is an effective strategy for governments to incentivize companies to reduce greenhouse gas emissions.” Not So Clear: “Carbon taxes might be good for the environment.”

The good statement takes a clear position in favor of carbon taxes, while the bad statement is indecisive, not providing a clear standpoint.

Researchable and Measurable: “The thesis explores the correlation between the rise in global temperatures and the increase in the extinction rates of North American mammal species.” Dull: “Global warming is harmful to animals.”

The good statement is researchable and measurable, with clear variables and a focused geographic location, while the bad statement is generic and lacks specificity.

Bad Examples

Overly Broad: “Climate change is a global problem that needs to be addressed.”

This statement, while true, is overly broad and doesn’t propose a specific area of focus, making it inadequate for guiding a research study.

Lack of Clear Argument: “Climate change has some negative and positive effects.”

This statement doesn’t take a clear stance or highlight specific effects, making it weak and uninformative.

Unoriginal and Unengaging: “Climate change is real.”

While the statement is factual, it doesn’t present an original argument or engage the reader with a specific area of climate change research.

Crafting a compelling thesis statement on climate change is crucial for directing your research and presenting a clear, focused, and arguable position. A good thesis statement should be specific, take a clear stance, and be researchable and measurable. Avoid overly broad, unclear, unoriginal, or unengaging statements that do not provide clear direction or focus for your research. Utilizing the examples provided, students can navigate the intricate process of developing thesis statements that are not only academically rigorous but also intriguing and relevant to the pressing issue of climate change.

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Argumentative Essay Writing

Argumentative Essay About Climate Change

Make Your Case: A Guide to Writing an Argumentative Essay on Climate Change

Published on: Mar 2, 2023

Last updated on: Jan 31, 2024

What is an Argumentative Essay about Climate Change?

The main focus will be on trying to prove that global warming is caused by human activities. Your goal should be to convince your readers that human activity is causing climate change.

To achieve this, you will need to use a variety of research methods to collect data on the topic. You need to make an argument as to why climate change needs to be taken more seriously.

Argumentative Essay Outline about Climate Change

An argumentative essay about climate change requires a student to take an opinionated stance on the subject.

The outline of your paper should include the following sections:

Argumentative Essay About Climate Change Introduction

The first step is to introduce the topic and provide an overview of the main points you will cover in the essay.

This should include a brief description of what climate change is. Furthermore, it should include current research on how humans are contributing to global warming.

An example is:

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Thesis Statement For Climate Change Argumentative Essay

The thesis statement should be a clear and concise description of your opinion on the topic. It should be established early in the essay and reiterated throughout.

For example, an argumentative essay about climate change could have a thesis statement such as:

Climate Change Argumentative Essay Conclusion

The conclusion should restate your thesis statement and summarize the main points of the essay.

It should also provide a call to action, encouraging readers to take steps toward addressing climate change.

For example,

How To Write An Argumentative Essay On Climate Change

Writing an argumentative essay about climate change requires a student to take an opinionated stance on the subject.

Following are the steps to follow for writing an argumentative essay about climate change

Do Your Research

The first step is researching the topic and collecting evidence to back up your argument.

You should look at scientific research, articles, and data on climate change as well as current policy solutions.

Pick A Catchy Title

Once you have gathered your evidence, it is time to pick a title for your essay. It should be specific and concise.

Outline Your Essay

After selecting a title, create an outline of the main points you will include in the essay.

This should include an introduction, body paragraphs that provide evidence for your argument, and a conclusion.

Compose Your Essay

Finally, begin writing your essay. Start with an introduction that provides a brief overview of the main points you will cover and includes your thesis statement.

Then move on to the body paragraphs, providing evidence to back up your argument.

Finally, conclude the essay by restating your thesis statement and summarizing the main points.

Proofread and Revise

Once you have finished writing the essay, it is important to proofread and revise your work.

Check for any spelling or grammatical errors, and make sure the argument is clear and logical.

Finally, consider having someone else read over the essay for a fresh perspective.

By following these steps, you can create an effective argumentative essay on climate change. Good luck!

Examples Of Argumentative Essays About Climate Change

Climate Change is real and happening right now. It is one of the most urgent environmental issues that we face today.

Argumentative essays about this topic can help raise awareness that we need to protect our planet.

Below you will find some examples of argumentative essays on climate change written by CollegeEssay.orgâs expert essay writers.

Argumentative Essay About Climate Change And Global Warming

Persuasive Essay About Climate Change

Argumentative Essay About Climate Change In The Philippines

Argumentative Essay About Climate Change Caused By Humans

Geography Argumentative Essay About Climate Change

Check our extensive blog on argumentative essay examples to ace your next essay!

Good Argumentative Essay Topics About Climate Change

Choosing a great topic is essential to help your readers understand and engage with the issue.

Here are some suggestions:

Should governments fund projects that will reduce the effects of climate change?
Is it too late to stop global warming and climate change?
Are international treaties effective in reducing carbon dioxide emissions?
What are the economic implications of climate change?
Should renewable energy be mandated as a priority over traditional fossil fuels?
How can individuals help reduce their carbon footprint and fight climate change?
Are regulations on industry enough to reduce global warming and climate change?
Could geoengineering be used to mitigate climate change?
What are the social and political effects of global warming and climate change?
Should companies be held accountable for their contribution to climate change?

Check our comprehensive blog on argumentative essay topics to get more topic ideas!

We hope these topics and resources help you write a great argumentative essay about climate change.

Now that you know how to write an argumentative essay about climate change, itâs time to put your skills to the test.

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Frequently Asked Questions

What is a good introduction to climate change.

An introduction to a climate change essay can include a short description of why the topic is important and/or relevant.

It can also provide an overview of what will be discussed in the body of the essay.

The introduction should conclude with a clear, focused thesis statement that outlines the main argument in your essay.

What is a good thesis statement for climate change?

A good thesis statement for a climate change essay should state the main point or argument you will make in your essay.

You could argue that “The science behind climate change is irrefutable and must be addressed by governments, businesses, and individuals.”

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6.4 Annotated Student Sample: “Slowing Climate Change” by Shawn Krukowski

Learning outcomes.

By the end of this section, you will be able to:

Identify the features common to proposals.
Analyze the organizational structure of a proposal and how writers develop ideas.
Articulate how writers use and cite evidence to build credibility.
Identify sources of evidence within a text and in source citations.

Introduction

The proposal that follows was written by student Shawn Krukowski for a first-year composition course. Shawn’s assignment was to research a contemporary problem and propose one or more solutions. Deeply concerned about climate change, Shawn chose to research ways to slow the process. In his proposal, he recommends two solutions he thinks are most promising.

Living by Their Own Words

A call to action.

student sample text The earth’s climate is changing. Although the climate has been changing slowly for the past 22,000 years, the rate of change has increased dramatically. Previously, natural climate changes occurred gradually, sometimes extending over thousands of years. Since the mid-20th century, however, climate change has accelerated exponentially, a result primarily of human activities, and is reaching a crisis level. end student sample text

student sample text Critical as it is, however, climate change can be controlled. Thanks to current knowledge of science and existing technologies, it is possible to respond effectively. Although many concerned citizens, companies, and organizations in the private sector are taking action in their own spheres, other individuals, corporations, and organizations are ignoring, or even denying, the problem. What is needed to slow climate change is unified action in two key areas—mitigation and adaptation—spurred by government leadership in the United States and a global commitment to addressing the problem immediately. end student sample text

annotated text Introduction. The proposal opens with an overview of the problem and pivots to the solution in the second paragraph. end annotated text

annotated text Thesis Statement. The thesis statement in last sentence of the introduction previews the organization of the proposal and the recommended solutions. end annotated text

Problem: Negative Effects of Climate Change

annotated text Heading. Centered, boldface headings mark major sections of the proposal. end annotated text

annotated text Body. The three paragraphs under this heading discuss the problem. end annotated text

annotated text Topic Sentence. The paragraph opens with a sentence stating the topics developed in the following paragraphs. end annotated text

student sample text For the 4,000 years leading up to the Industrial Revolution, global temperatures remained relatively constant, with a few dips of less than 1°C. Previous climate change occurred so gradually that life forms were able to adapt to it. Some species became extinct, but others survived and thrived. In just the past 100 years, however, temperatures have risen by approximately the same amount that they rose over the previous 4,000 years. end student sample text

annotated text Audience. Without knowing for sure the extent of readers’ knowledge of climate change, the writer provides background for them to understand the problem. end annotated text

student sample text The rapid increase in temperature has a negative global impact. First, as temperatures rise, glaciers and polar ice are melting at a faster rate; in fact, by the middle of this century, the Arctic Ocean is projected to be ice-free in summer. As a result, global sea levels are projected to rise from two to four feet by 2100 (U.S. Global Change Research Program [USGCRP], 2014a). If this rise actually does happen, many coastal ecosystems and human communities will disappear. end student sample text

annotated text Discussion of the Problem. The first main point of the problem is discussed in this paragraph. end annotated text

annotated text Statistics as Evidence. The writer provides specific numbers and cites the source in APA style. end annotated text

annotated text Transitions . The writer uses transitions here (first, as a result , and second in the next paragraph) and elsewhere to make connections between ideas and to enable readers to follow them more easily. At the same time, the transitions give the proposal coherence. end annotated text

student sample text Second, weather of all types is becoming more extreme: heat waves are hotter, cold snaps are colder, and precipitation patterns are changing, causing longer droughts and increased flooding. Oceans are becoming more acidic as they increase their absorption of carbon dioxide. This change affects coral reefs and other marine life. Since the 1980s, hurricanes have increased in frequency, intensity, and duration. As shown in Figure 6.5, the 2020 hurricane season was the most active on record, with 30 named storms, a recording-breaking 11 storms hitting the U.S. coastline (compared to 9 in 1916), and 10 named storms in September—the highest monthly number on record. Together, these storms caused more than $40 billion in damage. Not only was this the fifth consecutive above-normal hurricane season, it was preceded by four consecutive above-normal years in 1998 to 2001 (National Oceanic and Atmospheric Administration, 2020). end student sample text

annotated text Discussion of the Problem. The second main point of the problem is discussed in this paragraph. end annotated text

annotated text Visual as Evidence. The writer refers to “Figure 6.4” in the text and places the figure below the paragraph. end annotated text

annotated text Source Citation in APA Style: Visual. The writer gives the figure a number, a title, an explanatory note, and a source citation. The source is also cited in the list of references. end annotated text

Solutions: Mitigation and Adaptation

annotated text Heading. The centered, boldface heading marks the start of the solutions section of the proposal. end annotated text

annotated text Body. The eight paragraphs under this heading discuss the solutions given in the thesis statement. end annotated text

student sample text To control the effects of climate change, immediate action in two key ways is needed: mitigation and adaptation. Mitigating climate change by reducing and stabilizing the carbon emissions that produce greenhouse gases is the only long-term way to avoid a disastrous future. In addition, adaptation is imperative to allow ecosystems, food systems, and development to become more sustainable. end student sample text

student sample text Mitigation and adaptation will not happen on their own; action on such a vast scale will require governments around the globe to take initiatives. The United States needs to cooperate with other nations and assume a leadership role in fighting climate change. end student sample text

annotated text Objective Stance. The writer presents evidence (facts, statistics, and examples) in neutral, unemotional language, which builds credibility, or ethos, with readers. end annotated text

annotated text Heading. The flush-left, boldface heading marks the first subsection of the solutions. end annotated text

annotated text Topic Sentence. The paragraph opens with a sentence stating the solution developed in the following paragraphs. end annotated text

student sample text The first challenge is to reduce the flow of greenhouse gases into the atmosphere. The Union of Concerned Scientists (2020) warns that “net zero” carbon emissions—meaning that no more carbon enters the atmosphere than is removed—needs to be reached by 2050 or sooner. As shown in Figure 6.6, reducing carbon emissions will require a massive effort, given the skyrocketing rate of increase of greenhouse gases since 1900 (USGCRP, 2014b). end student sample text

annotated text Synthesis. In this paragraph, the writer synthesizes factual evidence from two sources and cites them in APA style. end annotated text

annotated text Visual as Evidence. The writer refers to “Figure 6.5” in the text and places the figure below the paragraph. end annotated text

student sample text Significant national policy changes must be made and must include multiple approaches; here are two areas of concern: end student sample text

annotated text Presentation of Solutions. For clarity, the writer numbers the two items to be discussed. end annotated text

student sample text 1. Transportation systems. In the United States in 2018, more than one-quarter—28.2 percent—of emissions resulted from the consumption of fossil fuels for transportation. More than half of these emissions came from passenger cars, light-duty trucks, sport utility vehicles, and minivans (U.S. Environmental Protection Agency [EPA], 2020). Priorities for mitigation should include using fuels that emit less carbon; improving fuel efficiency; and reducing the need for travel through urban planning, telecommuting and videoconferencing, and biking and pedestrian initiatives. end student sample text

annotated text Source Citation in APA Style: Group Author. The parenthetical citation gives the group’s name, an abbreviation to be used in subsequent citations, and the year of publication. end annotated text

student sample text Curtailing travel has a demonstrable effect. Scientists have recorded a dramatic drop in emissions during government-imposed travel and business restrictions in 2020. Intended to slow the spread of COVID-19, these restrictions also decreased air pollution significantly. For example, during the first six weeks of restrictions in the San Francisco Bay area, traffic was reduced by about 45 percent, and emissions were roughly a quarter lower than the previous six weeks. Similar findings were observed around the globe, with reductions of up to 80 percent (Bourzac, 2020). end student sample text

annotated text Source Citation in APA Style: One Author. The parenthetical citation gives the author’s name and the year of publication. end annotated text

student sample text 2. Energy production. The second-largest source of emissions is the use of fossil fuels to produce energy, primarily electricity, which accounted for 26.9 percent of U.S. emissions (EPA, 2020). Fossil fuels can be replaced by solar, wind, hydro, and geothermal sources. Solar voltaic systems have the potential to become the least expensive energy in the world (Green America, 2020). Solar sources should be complemented by wind power, which tends to increase at night when the sun is absent. According to the Copenhagen Consensus, the most effective way to combat climate change is to increase investment in green research and development (Lomborg, 2020). Notable are successes in the countries of Morocco and The Gambia, both of which have committed to investing in national programs to limit emissions primarily by generating electricity from renewable sources (Mulvaney, 2019). end student sample text

annotated text Synthesis. The writer develops the paragraph by synthesizing evidence from four sources and cites them in APA style. end annotated text

student sample text A second way to move toward net zero is to actively remove carbon dioxide from the atmosphere. Forests and oceans are so-called “sinks” that collect and store carbon (EPA, 2020). Tropical forests that once made up 12 percent of global land masses now cover only 5 percent, and the loss of these tropical forest sinks has caused 16 to 19 percent of greenhouse gas emissions (Green America, 2020). Worldwide reforestation is vital and demands both commitment and funding on a global scale. New technologies also allow “direct air capture,” which filers carbon from the air, and “carbon capture,” which prevents it from leaving smokestacks. end student sample text

student sample text All of these technologies should be governmentally supported and even mandated, where appropriate. end student sample text

annotated text Synthesis. The writer develops the paragraph by synthesizing evidence from two sources and cites them in APA style. end annotated text

annotated text Heading. The flush-left, boldface heading marks the second subsection of the solutions. end annotated text

student sample text Historically, civilizations have adapted to climate changes, sometimes successfully, sometimes not. Our modern civilization is largely the result of climate stability over the past 12,000 years. However, as the climate changes, humans must learn to adapt on a national, community, and individual level in many areas. While each country sets its own laws and regulations, certain principles apply worldwide. end student sample text

student sample text 1. Infrastructure. Buildings—residential, commercial, and industrial—produce about 33 percent of greenhouse gas emissions worldwide (Biello, 2007). Stricter standards for new construction, plus incentives for investing in insulation and other improvements to existing structures, are needed. Development in high-risk areas needs to be discouraged. Improved roads and transportation systems would help reduce fuel use. Incentives for decreasing energy consumption are needed to reduce rising demands for power. end student sample text

student sample text 2. Food waste. More than 30 percent of the food produced in the United States is never consumed, and food waste causes 44 gigatons of carbon emissions a year (Green America, 2020). In a landfill, the nutrients in wasted food never return to the soil; instead, methane, a greenhouse gas, is produced. High-income countries such as the United States need to address wasteful processing and distribution systems. Low-income countries, on the other hand, need an infrastructure that supports proper food storage and handling. Educating consumers also must be a priority. end student sample text

annotated text Source Citation in APA Style: Group Author. The parenthetical citation gives the group’s name and the year of publication. end annotated text

student sample text 3. Consumerism. People living in consumer nations have become accustomed to abundance. Many purchases are nonessential yet consume fossil fuels to manufacture, package, market, and ship products. During World War II, the U.S. government promoted the slogan “Use It Up, Wear It Out, Make It Do, or Do Without.” This attitude was widely accepted because people recognized a common purpose in the war effort. A similar shift in mindset is needed today. end student sample text

student sample text Adaptation is not only possible but also economically advantageous. One case study is Walmart, which is the world’s largest company by revenue. According to Dearn (2020), the company announced a plan to reduce its global emissions to zero by 2040. Among the goals is powering its facilities with 100 percent renewable energy and using electric vehicles with zero emissions. As of 2020, about 29 percent of its energy is from renewable sources. Although the 2040 goal applies to Walmart facilities only, plans are underway to reduce indirect emissions, such as those from its supply chain. According to CEO Doug McMillon, the company’s commitment is to “becoming a regenerative company—one that works to restore, renew and replenish in addition to preserving our planet, and encourages others to do the same” (Dearn, 2020). In addition to encouraging other corporations, these goals present a challenge to the government to take action on climate change. end student sample text

annotated text Extended Example as Evidence. The writer indicates where borrowed information from the source begins and ends, and cites the source in APA style. end annotated text

annotated text Source Citation in APA Style: One Author. The parenthetical citation gives only the year of publication because the author’s name is cited in the sentence. end annotated text

Objections to Taking Action

annotated text Heading. The centered, boldface heading marks the start of the writer’s discussion of potential objections to the proposed solutions. end annotated text

annotated text Body. The writer devotes two paragraphs to objections. end annotated text

student sample text Despite scientific evidence, some people and groups deny that climate change is real or, if they admit it exists, insist it is not a valid concern. Those who think climate change is not a problem point to Earth’s millennia-long history of changing climate as evidence that life has always persisted. However, their claims do not consider the difference between “then” and “now.” Most of the change predates human civilization, which has benefited from thousands of years of stable climate. The rapid change since the Industrial Revolution is unprecedented in human history. end student sample text

student sample text Those who deny climate change or its dangers seek primarily to relax or remove pollution standards and regulations in order to protect, or maximize profit from, their industries. To date, their lobbying has been successful. For example, the world’s fossil-fuel industry received $5.3 trillion in 2015 alone, while the U.S. wind-energy industry received $12.3 billion in subsidies between 2000 and 2020 (Green America, 2020). end student sample text

Conclusion and Recommendation

annotated text Heading. The centered, boldface heading marks the start of the conclusion and recommendation. end annotated text

annotated text Conclusion and Recommendation. The proposal concludes with a restatement of the proposed solutions and a call to action. end annotated text

student sample text Greenhouse gases can be reduced to acceptable levels; the technology already exists. But that technology cannot function without strong governmental policies prioritizing the environment, coupled with serious investment in research and development of climate-friendly technologies. end student sample text

student sample text The United States government must place its full support behind efforts to reduce greenhouse gasses and mitigate climate change. Rejoining the Paris Agreement is a good first step, but it is not enough. Citizens must demand that their elected officials at the local, state, and national levels accept responsibility to take action on both mitigation and adaptation. Without full governmental support, good intentions fall short of reaching net-zero emissions and cannot achieve the adaptation in attitude and lifestyle necessary for public compliance. There is no alternative to accepting this reality. Addressing climate change is too important to remain optional. end student sample text

Biello, D. (2007, May 25). Combatting climate change: Farming out global warming solutions. Scientific American. https://www.scientificamerican.com/article/combating-climate-change-farming-forestry/

Bourzac, K. (2020, September 25). COVID-19 lockdowns had strange effects on air pollution across the globe. Chemical & Engineering News. https://cen.acs.org/environment/atmospheric-chemistry/COVID-19-lockdowns-had-strange-effects-on-air-pollution-across-the-globe/98/i37

Dearn, G. (2020, September 21). Walmart said it will eliminate its carbon footprint by 2040 — but not for its supply chain, which makes up the bulk of its emissions. Business Insider. https://www.businessinsider.com/walmart-targets-zero-carbon-emissions-2040-not-suppliers-2020-9

Green America (2020). Top 10 solutions to reverse climate change. https://www.greenamerica.org/climate-change-100-reasons-hope/top-10-solutions-reverse-climate-change.

Lomborg, B. (2020, July 17). The alarm about climate change is blinding us to sensible solutions. The Globe and Mail. https://www.theglobeandmail.com/opinion/article-the-alarm-about-climate-change-is-blinding-us-to-sensible-solutions/

Mulvaney, K. (2019, September 19). Climate change report card: These countries are reaching targets. National Geographic . https://www.nationalgeographic.com/environment/2019/09/climate-change-report-card-co2-emissions/

National Oceanic and Atmospheric Administration (2020, November 24). Record-breaking Atlantic hurricane season draws to an end. https://www.noaa.gov/media-release/record-breaking-atlantic-hurricane-season-draws-to-end

Union of Concerned Scientists (2020). Climate solutions. https://www.ucsusa.org/climate/solutions

U.S. Environmental Protection Agency (2020). Sources of greenhouse gas emissions. Greenhouse Gas Emissions. https://www.epa.gov/ghgemissions/sources-greenhouse-gas-emissions

U.S. Global Change Research Program (2014a). Melting ice. National Climate Assessment. https://nca2014.globalchange.gov/report/our-changing-climate/melting-ice

U.S. Global Change Research Program (2014b). Our changing climate. National Climate Assessment. https://nca2014.globalchange.gov/highlights/report-findings/our-changing-climate#tab1-images

annotated text References Page in APA Style. All sources cited in the text of the report—and only those sources—are listed in alphabetical order with full publication information. See the Handbook for more on APA documentation style. end annotated text

The following link takes you to another model of an annotated sample paper on solutions to animal testing posted by the University of Arizona’s Global Campus Writing Center.

Discussion Questions

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The Center for Global Studies

Climate change argumentation.

Carmen Vanderhoof, Curriculum and Instruction, College of Education, Penn State

Carmen Vanderhoof is a doctoral candidate in Science Education at Penn State. Her research employs multimodal discourse analysis of elementary students engaged in a collaborative engineering design challenge in order to examine students’ decision-making practices. Prior to resuming graduate studies, she was a secondary science teacher and conducted molecular biology research.

Subject(s): Earth Science
Topic: Climate Change and Sustainability
Grade/Level: 9-12 (can be adapted to grades 6-8)
Objectives: Students will be able to write a scientific argument using evidence and reasoning to support claims. Students will also be able to reflect on the weaknesses in their own arguments in order to improve their argument and then respond to other arguments.
Suggested Time Allotment: 4-5 hours (extra time for extension)

This lesson is derived from Dr. Peter Buckland’s sustainability presentation for the Center for Global Studies . Dr. Peter Buckland, a Penn State alumnus, is a postdoctoral fellow for the Sustainability Institute. He has drawn together many resources for teaching about climate change, sustainability, and other environmental issues.

While there are many resources for teaching about climate change and sustainability, it may be tough to figure out where to start. There are massive amounts of data available to the general public and students need help searching for good sources of evidence. Prior to launching into a search, it would be worthwhile figuring out what the students already know about climate change, where they learned it, and how they feel about efforts to reduce our carbon footprint. There are many options for eliciting prior knowledge, including taking online quizzes, whole-class discussion, or drawing concept maps. For this initial step, it is important that students feel comfortable to share, without engaging in disagreements. The main idea is to increase students’ understanding about global warming, rather than focus on the potential controversial nature of this topic.

A major goal of this unit is to engage students in co-constructing evidence-based explanations through individual writing, sharing, re-writing, group discussion, and whole group reflection. The argumentation format presented here contains claims supported by evidence and reasoning (Claims Evidence Reasoning – CER). Argumentation in this sense is different from how the word “argument” is used in everyday language. Argumentation is a collaborative process towards an end goal, rather than a competition to win (Duschl & Osborne, 2002). Scientific argumentation is the process of negotiating and communicating findings through a series of claims supported by evidence from various sources along with a rationale or reasoning linking the claim with the evidence. For students, making the link between claim and evidence can be the most difficult part of the process.

Where does the evidence come from?

Evidence and data are often used synonymously, but there is a difference. Evidence is “the representation of data in a form that undergirds an argument that works to answer the original question” (Hand et al., 2009, p. 129). This explains why even though scientists may use the same data to draw explanations from, the final product may take different forms depending on which parts of the data were used and how. For example, in a court case experts from opposing sides may use the same data to persuade the jury to reach different conclusions. Another way to explain this distinction to students is “the story built from the data that leads to a claim is the evidence” (Hand et al., 2009, p. 129). Evidence can come from many sources – results from controlled experiments, measurements, books, articles, websites, personal observations, etc. It is important to discuss with students the issue of the source’s reliability and accuracy. When using data freely available online, ask yourself: Who conducted the study? Who funded the research? Where was it published or presented?

What is a claim and how do I find it?

A scientific claim is a statement that answers a question or an inference based on information, rather than just personal opinion.

How can I connect the claim(s) with the evidence?

That’s where the justification or reasoning comes in. This portion of the argument explains why the evidence is relevant to the claim or how the evidence supports the claim.

Implementation

Learning context and connecting to state standards.

This interdisciplinary unit can be used in an earth science class or adapted to environmental science, chemistry, or physics. The key to adapting the lesson is guiding students to sources of data that fit the discipline they are studying.

For earth science , students can explain the difference between climate and weather, describe the factors associated with global climate change, and explore a variety of data sources to draw their evidence from. Pennsylvania Academic Standards for earth and space science (secondary): 3.3.12.A1, 3.3.12.A6, 3.3.10.A7.

For environmental science , students can analyze the costs and benefits of pollution control measures. Pennsylvania Academic Standards for Environment and Ecology (secondary): 4.5.12.C.

For chemistry and physics , students can explain the function of greenhouse gases, construct a model of the greenhouse effect, and model energy flow through the atmosphere. Pennsylvania Academic Standards for Physical Sciences (secondary): 3.2.10.B6.

New Generation Science Standards (NGSS) Connections

Human impacts and global climate change are directly addressed in the NGSS. Disciplinary Core Ideas (DCI): HS-ESS3-3, HS-ESS3-4, HS-ESS3-5, HS-ESS3-6.

Lesson 1: Introduction to climate change

What are greenhouse gases and the greenhouse effect? (sample answer: greenhouse gases like carbon dioxide and methane contribute to overall heating of the atmosphere; these gases trap heat just like the glass in a greenhouse or in a car)
What is the difference between weather and climate? (sample answer: weather is the daily temperature and precipitation measurements, while climate is a much longer pattern over multiple years)

Drawing of the greenhouse effect – as individuals or in pairs, have students look up the greenhouse effect and draw a diagram to represent it; share out with the class

Optional: figure out students’ beliefs about global warming using the Yale Six Americas Survey (students answer a series of questions and at the end they are given one of the following categories: alarmed, concerned, cautious, disengaged, doubtful, dismissive).

Lesson 2: Searching for and evaluating evidence

Compare different data sources and assess their credibility
Temperature
Precipitation
Storm surge
Ask the students to think about what types of claims they can make about climate change using the data they found (Sample claims: human activity is causing global warming or sea-level rise in the next fifty years will affect coastal cities like Amsterdam, Hong Kong, or New Orleans).

Lesson 3: Writing an argument using evidence

Claim – an inference or a statement that answers a question
Evidence – an outside source of information that supports the claim, often drawn from selected data
Reasoning – the justification/support for the claim; what connects the evidence with the claim
Extending arguments – have students exchange papers and notice the strengths of the other arguments they are reading (can do multiple cycles of reading); ask students to go back to their original argument and expand it with more evidence and/or more justification for why the evidence supports the claim
Anticipate Rebuttals – ask students to think and write about any weaknesses in their own argument

Lesson 4: Argumentation discussion

rebuttal – challenges a component of someone’s argument – for example, a challenge to the evidence used in the original argument
counterargument – a whole new argument that challenges the original argument
respect group members and their ideas
wait for group members to finish their turns before speaking
be mindful of your own contributions to the discussion (try not to take over the whole discussion so others can contribute too; conversely, if you didn’t already talk, find a way to bring in a new argument, expand on an existing argument, or challenge another argument)
Debate/discussion – In table groups have students share their arguments and practice rebuttals and counterarguments
Whole-group reflection – ask students to share key points from their discussion

Lesson 5: Argumentation in action case study

Mumbai, india case study.

Rishi is a thirteen year old boy who attends the Gayak Rafi Nagar Urdu Municipal school in Mumbai. There is a massive landfill called Deonar right across from his school. Every day 4,000 tons of waste are piled on top of the existing garbage spanning 132 hectares (roughly half a square mile). Rishi ventures out to the landfill after school to look for materials that he can later trade for a little bit of extra money to help his family. He feels lucky that he gets to go to school during the day; others are not so lucky. One of his friends, Aamir, had to stop going to school and work full time after his dad got injured. They often meet to chat while they dig through the garbage with sticks. Occasionally, they find books in okay shape, which aren’t worth anything in trade, but to them they are valuable.

One day Rishi was out to the market with his mom and saw the sky darken with a heavy smoke that blocked out the sun. They both hurried home and found out there was a state of emergency and the schools closed for two days. It took many days to put out the fire at Deonar. He heard his dad say that the fire was so bad that it could be seen from space. He wonders what it would be like to see Mumbai from up there. Some days he wishes the government would close down Deonar and clean it up. Other days he wonders what would happen to all the people that depend on it to live if the city shuts down Deonar.

Mumbai is one of the coastal cities that are considered vulnerable with increasing global temperature and sea level rise. The urban poor are most affected by climate change. Their shelter could be wiped out by a tropical storm and rebuilding would be very difficult.

Write a letter to a public official who may be able to influence policy in Mumbai.

What would you recommend they do? Should they close Deonar? What can they do to reduce air pollution in the city and prepare for possible storms? Remember to use evidence in your argument.

If students want to read the articles that inspired the case study direct them to: http://unhabitat.org/urban-themes/climate-change/

http://www.bloomberg.com/slideshow/2012-07-06/top-20-cities-with-billions-at-risk-from-climate-change.html#slide16

http://www.bloomberg.com/news/articles/2015-07-26/smelly-dumps-drive-away-affordable-homes-in-land-starved-mumbai

http://www.cnn.com/2016/02/05/asia/mumbai-giant-garbage-dump-fire/

Resources:

Lines of Evidence video from the National Academies of Sciences, Engineering, and Medicine http://nas-sites.org/americasclimatechoices/videos-multimedia/climate-change-lines-of-evidence-videos/
Climate Literacy and Energy Awareness Network (CLEAN)
Climate maps from the National Oceanic and Atmospheric Administration
Sources of data from NASA
Explore the original source of the Proceedings of the National Academies of Sciences (PNAS) study

Differentiated Instruction

For visual learners – use diagrams, encourage students to map out their arguments prior to writing them
For auditory learners – use the lines of evidence video
For ESL students – provide them with a variety of greenhouse gases diagrams, allow for a more flexible argument format and focus on general meaning-making – ex. using arrows to connect their sources of evidence to claims
For advanced learners – ask them to search through larger data sets and make comparisons between data from different sources; they can also research environmental policies and why they stalled out in congress
For learners that need more support – print out excerpts from articles; pinpoint the main ideas to help with the research; help students connect their evidence with their claims; consider allowing students to work in pairs to accomplish the writing task

Argument write-up – check that students’ arguments contain claims supported by evidence and reasoning and that they thought about possible weaknesses in their own arguments.

Case study letter – check that students included evidence in their letter.

References:

Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education.

Hand, B. et al. (2009) Negotiating Science: The Critical Role of Argumentation in Student Inquiry. Portsmouth, NH: Heinemann.

McNeill, K. L., & Krajcik, J. (2012). Claim, evidence and reasoning: Supporting grade 5 – 8 students in constructing scientiﬁc explanations. New York, NY: Pearson Allyn & Bacon.

Sawyer, R. K. (Ed.). (2014). The Cambridge handbook of the learning sciences. New York, NY: Cambridge University Press.

https://www3.epa.gov/climatechange/kids/basics/today/greenhouse-gases.html

http://unhabitat.org/urban-themes/climate-change/

Environment

How to write the perfect essay on climate change.

Writing an essay on green living or other environmental issues can be difficult. You need to make sure that you get your points right. One of the issues is that environmental research is changing at a breathtaking pace, so it is easy to use outdated data to make your point.

Creating the Perfect Essay on Climate Change or Any Environmental Topic

Essay writing is a task which poses an immense challenge to many students. This is because it not only has many requirements, but also requires one to have professional writing skills to produce a top-notch paper. This is especially complicated for climate change papers.

Additionally, many students find it hard to distinguish the type of paper they are writing. Hence, they end up producing the wrong article. Environmental science professors and instructors often give college and university students writing assignments.

You can always hire a professional paper writer to help you. However, you will learn more if you go through the process on your own. But how can you write a paper easily with limited time as a student?

You need to be familiar with the concepts behind climate change if you are planning on writing a paper on it. You should start by looking at previous papers and research on the topic. Global Change has a large list of all major climate change papers .

However, you are going to need to write your own paper and it needs to meet the school’s quality standards. It is up to you to ensure that you understand the distinction between various types of essay writing tasks. Cody Rhodes has been gracious enough to speak with us to clarify what a descriptive essay is and the goal or objective of writing one. Rhodes has said that there are a lot of great insights for people learning to create better papers on climate change.

What is a descriptive essay on Climate Change?

Before we go deeper into descriptive essay writing tips, you need to know what a descriptive essay is. A descriptive essay is a type of academic writing which involves describing a specific place, event, or person to the readers. You must do this in a way that creates a portrait in their minds by engaging their senses: touch, sound, smell, sight, and taste. Your ability to do this guarantees your success. Before you write your descriptive essay, you need to lay the foundation of the entire work.

Choose a topic related to climate change or green living

What topic is best for climate change? You can’t just focus on climate change in general , Rhodes tells us. He says that you need to get into the nuances of specific elements of the subject. You might want to talk about the fact that the minimum arctic ice levels have fallen over 12% a decade since the 1980s . Covering a very specific climate change topic makes things easier.

So, you need to select a topic which you can write a lot about. Your professor may give you one or they may leave it up to you to choose. So, ensure you pick a topic which allows you to convey your opinion about it through your description of it and how you want things laid out for the audience.

Also, you must ensure you structure your essay in a way that helps your topic to have meaning or make sense. A description of an event has paragraphs arranged chronologically, whereas a description of a person or a place has paragraphs arranged generally so that it allows you to go deeper into the specifics. The introduction paragraph of your essay should set out the key points you will discuss in your article as it sets the tone for the rest of the paper.

But what do you do once you’ve chosen your topic? If you need to learn how to write a descriptive essay about a place, event or person consider the following tips.

Do statement

Now that you have chosen a topic, develop a thesis statement for your climate change topic. An example could be “The hospitality sector’s global initiative has contributed to the climate crisis.”

A thesis statement is a statement which holds or supports the argument in the topic of your paper. Additionally, it lays out the purpose of the essay. It is prominent throughout the entire paper. Hence, when creating it, you need to make it precise, avoid clichés, and include it in the introductory paragraph.

Engage your readers’ senses

The audience will be able to comprehend what your paper is about if you create an image in their minds by engaging their senses. So, how do you get the senses right?

Take a sheet of paper and partition it into five columns. Note down all the senses. This will help you sort your thoughts and ideas as you elucidate your topic. Write any feelings or sensations which relate to the topic you are writing about. Back up your thesis statement by providing full sensory details. Utilize literary tools to perfect your paper such as personification, similes, and metaphors.

Write an outline

Once you get the senses right, you can proceed to the next step, which is creating a descriptive essay outline. A descriptive essay outline is essential in writing a descriptive essay as it not only acts as a road map to your essay but also simplifies the writing process. Additionally, it helps to show how the structure of your paper ought to appear. A descriptive essay outline constitutes three main components: the introduction body, and conclusion.

Develop a strong hook which will capture the attention of your audience. They need to be attracted to your paper by reading the introduction. Also, remember to include the thesis statement.
Writing a descriptive paragraph(s)is not easy if you do not have a thesis statement. This is because it is where you provide support or backup the thesis statement (shows the purpose of your essay). So, ensure you begin each paragraph with a topic sentence. Use transitional phrases to show the readers that your essay is continuous.
Conclude your paper with a summary of your main points. Restate your thesis statement.

Create a conclusion

The conclusion of your descriptive essay is fundamental as it shows the reader(s) that your article has come to an end. It needs to be strong, especially if you are trying to make a case in a subject as controversial as climate change.

So, when creating it, ensure you provide a summary of your key points. Restate your thesis statement. Also, remember not to include any new information which you have not mentioned in your paper.

If you do not know how to structure a descriptive essay, follow the format above or have a look at some of the descriptive essay examples written by other students or professionals.

Polish and finish

You can begin writing your essay now that you have a guiding map (outline) you can use. After writing your paper, ensure you take a break then resume to revise it. Go through it and eliminate all the mistakes you may have made during the writing process. Polish it in a way that ensures you have met all the writing instructions and requirements.

Writing a Great Essay on Climate Change Doesn’t Have to Be Overwhelming

Climate change is a complicated topic . Fortunately, writing an essay on climate change doesn’t have to be overwhelming. Writing a descriptive essay on any environmental topic is not hard as long as you know the purpose it seeks to serve. The tips listed above along with someone from WriteMyPaperHub will help you learn how to write a descriptive essay on global warming.

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Climate Explained: Introductory Essays About Climate Change Topics

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Climate Explained, a part of Yale Climate Connections, is an essay collection that addresses an array of climate change questions and topics, including why it’s cold outside if global warming is real, how we know that humans are responsible for global warming, and the relationship between climate change and national security.

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Across UBC, faculty and students contribute to research on climate change. See below for recent theses on a few select topics, and search cIRcle , UBC's open access repository, for publications, theses/dissertation, and presentations to find more.

RSS feed searching the UBC Theses and Dissertations Collection for: "Global warming" OR "Climate change" OR "Greenhouse gas" OR "Renewable energy":

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Climate change is a human rights issue

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In April, the European Court of Human Rights ruled in favour of a group of seniors who alleged that the Swiss government’s failure to meet climate change mitigation targets is having an adverse impact on their health, well-being and quality of life.

This landmark decision by the highest human rights court in Europe confirms not only that climate change is intimately linked to human rights, but effectively holds all European governments accountable to adopt more rigorous measures to combat climate change.

Clear obligations

It is well documented that runaway carbon dioxide emissions, deforestation, resource depletion and the acidification of the oceans have contributed to increased heatwaves and megadroughts , more frequent and violent storms and unseasonable precipitation .

Unpredictable weather patterns and swings in temperature disrupt ecosystems, wildlife and threaten agriculture and food production .

Simply put, climate change poses clear threats to human life by exacerbating “existing medical conditions such as cardiovascular, respiratory and kidney conditions or mental illnesses and stress.”

A small settlement on a hill rises out of a dry lake bed.

The 1994 United Nations Framework Convention on Climate Change is a global commitment to stabilize greenhouse gas emissions so as to stem dangerous anthropogenic effects on the world’s climate.

The 2015 Paris Agreement commits governments to limit global warming to 2 C above pre-industrial levels through progressively ambitious climate action plans . However, by 2030 the world may be faced with a temperature rise of close to 3 C as countries are still not doing enough to cut carbon emissions.

According to the independent Climate Action Tracker , the vast majority of countries are insufficiently living up to their global commitments.

Global inaction has scientists around the world feeling “hopeless and broken” and “scared” as governments fail to act despite clear scientific evidence that climate change will have catastrophic consequences.

Read more: COP28: Why we need to break our addiction to combustion

The Climate Action Tracker has rated Canada’s efforts as “highly insufficient” and inconsistent with Paris commitments citing its state-sanctioned expansion of pipelines , lackluster climate target and ineffective policies and climate finance.

Taking legal action

The United Nations High Commissioner for Human Rights has long underlined that climate change threatens a variety of human rights , including the right to life, food, health, housing, culture and development. In particular, marginalized populations — including children, girls and women, migrants, people with disabilities and Indigenous peoples — are disproportionately impacted by climate change .

In the face of government inaction on climate change, there has been a rise in climate litigation .

In the landmark Urgenda case , the Supreme Court of the Netherlands affirmed there is an obligation to take more effective action to prevent dangerous climate change to protect the life and well-being of all citizens , including those not yet born.

A man sits at a table in front of flags.

Children across the globe have also been taking legal action against governments .

A case in Canada filed by children and youths alleged that climate inaction will expose them and future generations to physical and psychological harm in violation of several sections of the Canadian Charter of Rights and Freedoms. While the case eventually failed, it also set an important example .

At the international level, Colombia and Chile have requested the Inter-American Court of Human Rights to clarify obligations under the frame of international human rights law with regard to the climate crisis. Meanwhile, several island states ( including Vanuatu ) have requested both the International Tribunal for the Law of the Sea and the International Court of Justice to elaborate on the obligations of States to ensure the protection of the climate system for present and future generations.

While these actions may seem small in the face of the crisis, they all present enormous opportunities to correct inaction and set new global precedent.

Continuing challenges

Climate change is one of the defining challenges of our time.

If unaddressed, climate change will cause untold ecological disaster and human suffering — and even threaten international peace and security . The consequences of warmer oceans and uncontrolled gaseous emissions transcend borders, ethnicities and political divides to affect all.

The recent European decision is one of a number of climate change cases that are currently ongoing . Though climate litigation can be costly and time-consuming , such cases underline the powerful role that individuals, young and old alike, can play to hold decision-makers to account and prompt greater action on climate change.

Read more: Australia can have a future for the gas industry, or meet its climate commitments – but not both

Governments must be reminded that they shoulder the twin responsibilities to both fulfil environmental commitments and to protect human health and human rights . In light of the pressing climate crisis and countdown to 2030, concrete action and change cannot come soon enough.

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AN ACCUMULATION OF CATASTROPHE: A POLITICAL ECONOMY OF WILDFIRE IN THE WESTERN UNITED STATES Dockstader, Sue ( University of Oregon , 2024-03-25 ) This dissertation is an environmental sociological study of wildland fire in what is now the western United States. It examines wildfire management from roughly the 1900s to the present time employing a Marxist historical ...
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PALEOTEMPERATURE, VEGETATION CHANGE, FIRE HISTORY, AND LAKE PRODUCTIVITY FOR THE LAST 14,500 YEARS AT GOLD LAKE, PACIFIC NORTHWEST, USA Baig, Jamila ( University of Oregon , 2024-01-09 ) The postglacial history of vegetation, wildfire, and climate in the Cascade Range (Oregon) is only partly understood. This study uses high-resolution analysis from a 13-meter, 14,500-year sediment core from Gold Lake to ...
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Soil Nutrient Additions Shift Orthopteran Herbivory and Invertebrate Community Composition Altmire, Gabriella ( University of Oregon , 2022-10-26 ) Anthropogenic alterations to global pools of nitrogen and phosphorus are driving declines in plant diversity across grasslands. As such, concern over biodiversity loss has precipitated a host of studies investigating how ...
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Ikpíkyav (To Fix Again): Drawing From Karuk World Renewal To Contest Settler Discourses Of Vulnerability Vinyeta, Kirsten ( University of Oregon , 2022-10-04 ) The Klamath River Basin of Northern California has historically been replete with fire-adapted ecosystems and Indigenous communities. For the Karuk Tribe, fire has been an indispensable tool for both spiritual practice and ...
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Restoring What? And for Whom? Listening to Karuk Ecocultural Revitalization Practitioners and Uncovering Settler Logics in Ecological Restoration. Worl, Sara ( University of Oregon , 2022-05-10 ) What does it mean to restore a landscape degraded by settler colonialism? How might a well intentionedprocess like ecological restoration end up causing harm from underlying settler colonial logics? This thesis explores ...
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Settler Colonial Listening and the Silence of Wilderness in the Boundary Waters Canoe Area Hilgren, Bailey ( University of Oregon , 2021-11-23 ) The Boundary Waters Canoe Area soundscape in northern Minnesota has a long and contested history but is most often characterized today as a pristine and distinctly silent wilderness. This thesis traces the construction and ...
Species Dynamics and Restoration in Rare Serpentine Grasslands under Global Change Hernandez, Eliza ( University of Oregon , 2021-11-23 ) Conserving rare serpentine grasslands is a challenge with ongoing nitrogen deposition. Nutrient-poor patches are fertilized by nitrogen-rich smog and exotic grasses can rapidly spread. Water resources are also being altered ...
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Published: 08 May 2024

The importance of distinguishing climate science from climate activism

Ulf Büntgen ORCID: orcid.org/0000-0002-3821-0818 1 , 2 , 3

npj Climate Action volume 3 , Article number: 36 ( 2024 ) Cite this article

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I am concerned by climate scientists becoming climate activists, because scholars should not have a priori interests in the outcome of their studies. Likewise, I am worried about activists who pretend to be scientists, as this can be a misleading form of instrumentalization.

Background and motivation

It comes as no surprise that the slow production of scientific knowledge by an ever-growing international and interdisciplinary community of climate change researchers is not feasible to track the accelerating pace of cultural, political and economic perceptions of, and actions to the many threats anthropogenic global warming is likely to pose on natural and societal systems at different spatiotemporal scales. Recognition of a decoupling between “normal” and “post-normal” science is not new 1 , with the latter often being described as a legitimation of the plurality of knowledge in policy debates that became a liberating insight for many 2 . Characteristic for the yet unfolding phenomenon is an intermingling of science and policy 3 , in which political decisions are believed to be without any alternative (because they are scientifically predefined) and large parts of the scientific community accept a subordinate role to society (because there is an apparent moral obligation) 4 .

Motivated by the continuous inability of an international agreement to reduce greenhouse gas emissions to tackle global warming, despite an alarming recent rise in surface temperatures and associated hydroclimatic extremes 5 , I argue that quasi-religious belief in, rather than the understanding of the complex causes and consequences of climate and environmental changes undermines academic principles. I recommend that climate science and climate activism should be separated conceptually and practically, and the latter should not be confused with science communication and public engagement.

Climate science and climate activism

While this Comment is not a critique of climate activism per se, I am foremost concerned by an increasing number of climate scientists becoming climate activists, because scholars should not have a priori interests in the outcome of their studies. Like in any academic case, the quest for objectivity must also account for all aspects of global climate change research. While I have no problem with scholars taking public positions on climate issues, I see potential conflicts when scholars use information selectively or over-attribute problems to anthropogenic warming, and thus politicise climate and environmental change. Without self-critique and a diversity of viewpoints, scientists will ultimately harm the credibility of their research and possibly cause a wider public, political and economic backlash.

Likewise, I am worried about activists who pretend to be scientists, as this can be a misleading form of instrumentalization. In fact, there is just a thin line between the use and misuse of scientific certainty and uncertainty, and there is evidence for strategic and selective communication of scientific information for climate action 6 . (Non-)specialist activists often adopt scientific arguments as a source of moral legitimation for their movements 6 , which can be radical and destructive rather than rational and constructive. Unrestricted faith in scientific knowledge is, however, problematic because science is neither entitled to absolute truth nor ethical authority 7 . The notion of science to be explanatory rather than exploratory is a naïve overestimation that can fuel the complex field of global climate change to become a dogmatic ersatz religion for the wider public. It is also utterly irrational if activists ask to “follow the science” if there is no single direction. Again, even a clear-cut case like anthropogenically-induced global climate change does not justify the deviation from long-lasting scientific standards, which have distinguished the academic world from socio-economic and political spheres.

The role of recent global warming

Moreover, I find it misleading when prominent organisations, such as the Intergovernmental Panel on Climate Change (IPCC) in its latest summary for policymakers 5 , tend to overstate scientific understanding of the rate of recent anthropogenic warming relative to the range of past natural temperature variability over 2000 and even 125,000 years 8 , 9 , 10 , 11 . The quality and quantity of available climate proxy records are merely too low to allow for a robust comparison of the observed annual temperature extremes in the 21st century against reconstructed long-term climate means of the Holocene and before. Like all science, climate science is tentative and fallible 7 . This universal caveat emphasises the need for more research to reliably contextualise anthropogenic warming and better understand the sensitivity of the Earth’s climate system at different spatiotemporal scales 12 . Along these lines, I agree that the IPCC would benefit from a stronger involvement in economic research 13 , 14 , and that its neutral reports should inform but not prescribe climate policy 3 , 15 .

Furthermore, I cannot exclude that the ongoing pseudo-scientific chase for record-breaking heatwaves and associated hydroclimatic extremes distracts from scientifically guided international achievements of important long-term goals to reduce greenhouse gas emissions and mitigate global warming 16 . It is therefore only a bitter irony that the partial failure of COP28 coincided with the warmest year on record 17 , 18 , 19 . The temporal overshoot of 2023 now challenges the Paris Agreement to keep global warming well below 2 °C 20 . The IPCC’s special report 21 on exactly this scientifically questionable climate target 20 can be understood as a useful example of science communication that fostered a wide range of climate action 22 . The unprecedented recent temperature rise that follows increasing greenhouse gas concentrations 23 and has been amplified by an ongoing El Niño event 24 is likely to continue in 2024. This unparallel warming, however, has the unpleasant potential to trigger a dangerous zeitgeist of resignation and disregard—If it happened once, why shouldn’t it happen twice?

A way forward

In essence, I suggest that an ever-growing commingling of climate science, climate activism, climate communication and climate policy, whereby scientific insights are adopted to promote pre-determined positions, not only creates confusion among politicians, stakeholders and the wider public, but also diminishes academic credibility. Blurring boundaries between science and activism has the potential to harm movements of environmentalism and climate protection, as well as the much-needed international consent for sustainable growth and a global energy transition. If unbound climate activism results in widespread panic or indifference, people may think that it is either too late for action or that action does not matter. This argument is not in disagreement with the idea that mass mobilisation as an effective social response to climate change is only possible if society is experiencing sustained levels of risk 25 . Nevertheless, I would argue that motivations are more helpful than restrictions, at least in the long run. My criticism of an uncontrolled amalgamation of climate scientists and climate activists should not be understood as a general critique of climate activism, for which there are many constructive ways 26 , especially when accepting that climate mitigation and adaptation are both desirable options, and that non-action can be an important part of activism.

In conclusion, and as a way forward, I recommend that a neutral science should remain unbiased and avoid any form of selection, over-attribution and reductionism that would reflect a type of activism. Policymakers should continue seeking and considering nuanced information from an increasingly complex media landscape of overlapping academic, economic and public interests. Advice from a diversity of researchers and institutions beyond the IPCC and other large-scale organisations that assess the state of knowledge in specific scientific fields should include critical investigations of clear-cut cases, such as anthropogenic climate change. A successful, international climate agenda, including both climate mitigation and adaptation, requires reliable reporting of detailed and trustworthy certainties and uncertainties, whereas any form of scientism and exaggeration will be counterproductive.

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Acknowledgements

This study was supported by the Centre for Interdisciplinary Research (ZiF), Bielefeld, Germany, the Czech Science Foundation (# 23-08049S; Hydro8), the ERC Advanced Grant (# 882727; Monostar) and the ERC Synergy Grant (# 101118880; Synergy-Plague).

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Climate Change: Evidence and Causes: Update 2020 (2020)

Chapter: conclusion, c onclusion.

This document explains that there are well-understood physical mechanisms by which changes in the amounts of greenhouse gases cause climate changes. It discusses the evidence that the concentrations of these gases in the atmosphere have increased and are still increasing rapidly, that climate change is occurring, and that most of the recent change is almost certainly due to emissions of greenhouse gases caused by human activities. Further climate change is inevitable; if emissions of greenhouse gases continue unabated, future changes will substantially exceed those that have occurred so far. There remains a range of estimates of the magnitude and regional expression of future change, but increases in the extremes of climate that can adversely affect natural ecosystems and human activities and infrastructure are expected.

Citizens and governments can choose among several options (or a mixture of those options) in response to this information: they can change their pattern of energy production and usage in order to limit emissions of greenhouse gases and hence the magnitude of climate changes; they can wait for changes to occur and accept the losses, damage, and suffering that arise; they can adapt to actual and expected changes as much as possible; or they can seek as yet unproven “geoengineering” solutions to counteract some of the climate changes that would otherwise occur. Each of these options has risks, attractions and costs, and what is actually done may be a mixture of these different options. Different nations and communities will vary in their vulnerability and their capacity to adapt. There is an important debate to be had about choices among these options, to decide what is best for each group or nation, and most importantly for the global population as a whole. The options have to be discussed at a global scale because in many cases those communities that are most vulnerable control few of the emissions, either past or future. Our description of the science of climate change, with both its facts and its uncertainties, is offered as a basis to inform that policy debate.

A CKNOWLEDGEMENTS

The following individuals served as the primary writing team for the 2014 and 2020 editions of this document:

Eric Wolff FRS, (UK lead), University of Cambridge
Inez Fung (NAS, US lead), University of California, Berkeley
Brian Hoskins FRS, Grantham Institute for Climate Change
John F.B. Mitchell FRS, UK Met Office
Tim Palmer FRS, University of Oxford
Benjamin Santer (NAS), Lawrence Livermore National Laboratory
John Shepherd FRS, University of Southampton
Keith Shine FRS, University of Reading.
Susan Solomon (NAS), Massachusetts Institute of Technology
Kevin Trenberth, National Center for Atmospheric Research
John Walsh, University of Alaska, Fairbanks
Don Wuebbles, University of Illinois

Staff support for the 2020 revision was provided by Richard Walker, Amanda Purcell, Nancy Huddleston, and Michael Hudson. We offer special thanks to Rebecca Lindsey and NOAA Climate.gov for providing data and figure updates.

The following individuals served as reviewers of the 2014 document in accordance with procedures approved by the Royal Society and the National Academy of Sciences:

Richard Alley (NAS), Department of Geosciences, Pennsylvania State University
Alec Broers FRS, Former President of the Royal Academy of Engineering
Harry Elderfield FRS, Department of Earth Sciences, University of Cambridge
Joanna Haigh FRS, Professor of Atmospheric Physics, Imperial College London
Isaac Held (NAS), NOAA Geophysical Fluid Dynamics Laboratory
John Kutzbach (NAS), Center for Climatic Research, University of Wisconsin
Jerry Meehl, Senior Scientist, National Center for Atmospheric Research
John Pendry FRS, Imperial College London
John Pyle FRS, Department of Chemistry, University of Cambridge
Gavin Schmidt, NASA Goddard Space Flight Center
Emily Shuckburgh, British Antarctic Survey
Gabrielle Walker, Journalist
Andrew Watson FRS, University of East Anglia

The Support for the 2014 Edition was provided by NAS Endowment Funds. We offer sincere thanks to the Ralph J. and Carol M. Cicerone Endowment for NAS Missions for supporting the production of this 2020 Edition.

F OR FURTHER READING

For more detailed discussion of the topics addressed in this document (including references to the underlying original research), see:

Intergovernmental Panel on Climate Change (IPCC), 2019: Special Report on the Ocean and Cryosphere in a Changing Climate [ https://www.ipcc.ch/srocc ]
National Academies of Sciences, Engineering, and Medicine (NASEM), 2019: Negative Emissions Technologies and Reliable Sequestration: A Research Agenda [ https://www.nap.edu/catalog/25259 ]
Royal Society, 2018: Greenhouse gas removal [ https://raeng.org.uk/greenhousegasremoval ]
U.S. Global Change Research Program (USGCRP), 2018: Fourth National Climate Assessment Volume II: Impacts, Risks, and Adaptation in the United States [ https://nca2018.globalchange.gov ]
IPCC, 2018: Global Warming of 1.5°C [ https://www.ipcc.ch/sr15 ]
USGCRP, 2017: Fourth National Climate Assessment Volume I: Climate Science Special Reports [ https://science2017.globalchange.gov ]
NASEM, 2016: Attribution of Extreme Weather Events in the Context of Climate Change [ https://www.nap.edu/catalog/21852 ]
IPCC, 2013: Fifth Assessment Report (AR5) Working Group 1. Climate Change 2013: The Physical Science Basis [ https://www.ipcc.ch/report/ar5/wg1 ]
NRC, 2013: Abrupt Impacts of Climate Change: Anticipating Surprises [ https://www.nap.edu/catalog/18373 ]
NRC, 2011: Climate Stabilization Targets: Emissions, Concentrations, and Impacts Over Decades to Millennia [ https://www.nap.edu/catalog/12877 ]
Royal Society 2010: Climate Change: A Summary of the Science [ https://royalsociety.org/topics-policy/publications/2010/climate-change-summary-science ]
NRC, 2010: America’s Climate Choices: Advancing the Science of Climate Change [ https://www.nap.edu/catalog/12782 ]

Much of the original data underlying the scientific findings discussed here are available at:

https://data.ucar.edu/
https://climatedataguide.ucar.edu
https://iridl.ldeo.columbia.edu
https://ess-dive.lbl.gov/
https://www.ncdc.noaa.gov/
https://www.esrl.noaa.gov/gmd/ccgg/trends/
http://scrippsco2.ucsd.edu
http://hahana.soest.hawaii.edu/hot/

Climate change is one of the defining issues of our time. It is now more certain than ever, based on many lines of evidence, that humans are changing Earth's climate. The Royal Society and the US National Academy of Sciences, with their similar missions to promote the use of science to benefit society and to inform critical policy debates, produced the original Climate Change: Evidence and Causes in 2014. It was written and reviewed by a UK-US team of leading climate scientists. This new edition, prepared by the same author team, has been updated with the most recent climate data and scientific analyses, all of which reinforce our understanding of human-caused climate change.

Scientific information is a vital component for society to make informed decisions about how to reduce the magnitude of climate change and how to adapt to its impacts. This booklet serves as a key reference document for decision makers, policy makers, educators, and others seeking authoritative answers about the current state of climate-change science.

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