The Climate Classroom

theclimateclassroom.org

A short weekly podcast that explains climate change clearly and calmly, without jargon. Each 12 minute episode takes one small part of the story – what we know, how we know it, and what it means – using trusted, peer-reviewed evidence. Made for families, the classroom, and curious listeners of any age. Listen on the school run, on your commute, or round the kitchen table.

  1. Oct 19

    Can We Get the Energy We Need?

    Can We Get the Energy We Need? The Climate Classroom — Series 2, Episode 2 Episode summary Can we power our lives without burning coal, oil or gas? Building on the Core Series, this episode distinguishes electricity generation from the direct burning of fuels, explains how electrification can replace many fossil-fuelled machines, and introduces the sources that can supply cleaner electricity—from sunlight and wind to moving water, underground heat and nuclear energy. Belle asks the crucial question: what happens when the Sun isn’t shining and the wind isn’t blowing? The answer brings together four approaches: storing energy, connecting places, choosing when to use electricity, and including sources that can keep working day and night. One Bright Thing visits United Downs in Cornwall, where heat from deep granite is generating electricity. The story then travels further afield—from geothermal possibilities in Scotland and northeast England to Iceland, where around nine out of ten homes use geothermal heating, and countries already generating electricity from Earth’s heat. Key ideas • We burn fossil fuels both to generate electricity and directly for heating, transport and industry. • Reducing fossil-fuel use means making low-carbon electricity and using it for more of the jobs currently done by burning fuels. • Solar, wind, hydroelectric, tidal, geothermal and nuclear power can contribute to electricity supplies. Different places will use different combinations. • Keeping electricity dependable requires four approaches working together: storage, connections, flexible timing of electricity use, and sources available through calm nights. • Batteries and pumped storage save energy for later. Grids allow places to share electricity. • Geothermal energy can provide heat directly and, where conditions allow, generate electricity. • The transition is already happening. Expanding it takes investment, skilled people and planning. Find teaching resources and more episodes of The Climate Classroom at https://theclimateclassroom.org You can also send Graham and Belle your climate questions through the website.

  2. Oct 13

    4: Methane: The Super-Powered Greenhouse Gas

    🎧 Episode 4 — Show Notes 🐾 Belle’s Question: If CO₂ is the problem… why do people worry about methane? 📌 If you remember one thing: Methane traps much more heat than CO₂ — but it doesn’t last as long. 🔍 What we cover • Why methane matters: it’s a very strong heat-trapping gas, but it stays in the atmosphere for a much shorter time than CO₂. • Where methane comes from (global picture): most human-caused methane comes from fossil fuels, farming, and waste. • Why landfills make methane: compost has oxygen; landfill often doesn’t — so different microbes break food down and produce methane. • Why cows are linked to methane: cows are ruminants with a multi-compartment stomach; methane from digestion mainly comes out as belching (enteric fermentation). 🌟 One Bright Thing: Capturing landfill methane and turning it into electricity — with examples from the US, UK, and Australia. 🌍 Global methane sources (UN Global Methane Assessment headline shares): • Oil & gas: ~23% • Coal mining: ~12% • Waste (landfills + wastewater): ~20% • Livestock (enteric + manure): ~32% • Rice cultivation: ~8% Source: UNEP press release summarising the Global Methane Assessment. 🐄 Cows: burps vs farts Most methane from cattle is released by belching (enteric fermentation), not flatulence. Source: NASA Climate FAQ. 📊 Enteric methane as share of global human-caused GHG (CO₂e) A widely used summary estimate puts enteric methane from ruminants at about 5.5% of total global human-caused greenhouse-gas emissions (CO₂e). Source: Climate & Clean Air Coalition. ⚡ Landfill gas → electricity (US) ~16.5 billion kWh/year — roughly the electricity use of ~1.5 million homes. Source: Resources for the Future. 🇬🇧 Landfill gas → electricity (UK) Landfill electricity generation fell below 3,000 GWh in 2023 (after 3,101 GWh in 2022). Homes comparison uses Ofgem typical household electricity use: 2,700 kWh/year. 🇦🇺 Landfill gas → electricity (Australia) • Mugga Lane (ACT): ~50,000 MWh/year — ~10,800 homes (ACT Government). • Clayton (VIC): ~53 GWh/year — nearly 10,000 homes (EDL). 🌟 One Bright Thing (episode takeaway) Landfills (and some farms) can capture methane and use it as biogas to generate electricity — turning a greenhouse-gas problem into useful energy, and cutting emissions at the same time. 📚 Sources & further reading • UNEP – Global Methane Assessment https://www.unep.org/news-and-stories/press-release/global-assessment-urgent-steps-must-be-taken-reduce-methane • NASA Climate FAQ – Cow belching vs flatulence https://science.nasa.gov/climate-change/faq/which-is-a-bigger-methane-source-cow-belching-or-cow-flatulence/ • Climate & Clean Air Coalition – Enteric methane brochure https://www.ccacoalition.org/sites/default/files/resources/brochure_enteric-logos.pdf • Resources for the Future – Renewable Energy from Landfills https://www.resources.org/archives/renewable-energy-from-landfills/ • Ofgem – Typical household electricity use https://www.ofgem.gov.uk/information-consumers/energy-advice-households/average-gas-and-electricity-use-explained • uSwitch – UK renewable electricity statistics (landfill series) https://www.uswitch.com/gas-electricity/studies/renewable-statistics/ • ACT Government – Mugga Lane landfill gas-to-energy https://www.cityservices.act.gov.au/Infrastructure-Projects/tuggeranong/mugga-lane-landfill-gas-to-energy • EDL – Clayton landfill gas-to-electricity https://edlenergy.com/project/clayton/ 👩‍🏫 Optional Teacher Notes (1-minute prep) 🎯 Learning objective: Students can explain why methane is powerful, why it’s shorter-lived than CO₂, and why landfill + cows are major methane sources. 🔑 Keywords: methane, greenhouse gas, oxygen, microbes, compost, landfill, ruminant, rumen, enteric fermentation, biogas 💬 Discussion prompts: 1. Why does compost usually not create lots of methane, but landfill can? 2. What’s one way a community can reduce methane from waste?

    4: Methane: The Super-Powered Greenhouse Gas
  3. Sep 28

    Can We Stop the Planet Getting Warmer?

    Episode summary Can we stop the planet getting warmer? Building on Core Episodes 1 and 2, this episode explores Earth’s energy balance and uses a jar of marbles to distinguish CO₂ emissions from the amount already in the atmosphere. It explains why cutting emissions is essential, what global net zero CO₂ means, and why every tonne avoided matters. It also explains why glaciers, oceans and sea level can keep changing after surface warming levels off. One Bright Thing looks at the UK’s rapid move away from coal-fired electricity. Key ideas Earth gains energy when it absorbs more sunlight than it releases as infrared radiation to space.Extra greenhouse gases initially reduce outgoing heat loss, causing energy to accumulate and the planet to warm.Atmospheric CO₂ rises whenever additions exceed removals. Cutting emissions does not automatically stop that rise.Global net zero CO₂ means remaining human-caused CO₂ emissions are balanced by human-caused removals from the atmosphere, with the carbon stored.Sustained net zero CO₂ is expected to approximately stabilise CO₂-caused surface warming. Strong reductions in other greenhouse gases are also needed to limit total warming.Net zero is not a rewind button. Some additional atmospheric CO₂ persists for thousands of years, and oceans and land ice respond slowly.Less cumulative CO₂ means less CO₂-caused warming. Limiting warming also reduces future ice loss and sea-level rise.Teacher Notes Learning objective: Distinguish emissions, atmospheric concentration and net zero; explain why surface temperature can stabilise while other climate impacts continue. Keywords: energy balance; infrared radiation; emissions; atmospheric concentration; carbon sinks; net zero; glaciers; sea level. Discussion prompts: Why does Earth gain heat when absorbed sunlight exceeds outgoing heat?In the marble jar, what determines whether the level rises?Why does net zero CO₂ not immediately restore the pre-industrial climate?Why does limiting warming still matter if sea level continues rising?One Bright Thing — supporting facts Coal supplied around 40% of UK electricity in 2012. The final coal-fired power station, Ratcliffe-on-Soar, closed on 30 September 2024. Renewable sources generated 52.1% of UK electricity in 2025; this includes wind, solar, hydro and bioenergy. Globally, coal combustion accounted for over 40% of energy-related CO₂ emissions in 2024. Sources • IPCC AR6 Working Group I—Chapter 7: Earth’s energy budget, climate feedbacks and climate sensitivity: https://www.ipcc.ch/report/ar6/wg1/chapter/chapter-7/ • IPCC AR6 Working Group III—Chapter 3, including FAQs 3.1 and 3.2 on net zero and temperature stabilisation: https://www.ipcc.ch/report/ar6/wg3/chapter/chapter-3/ • NASA Earth Observatory—Climate and Earth’s Energy Budget: https://science.nasa.gov/earth/earth-observatory/climate-and-earths-energy-budget/ • NASA Earth Observatory—The Carbon Cycle, including the long-term persistence of some additional CO₂: https://science.nasa.gov/earth/earth-observatory/the-carbon-cycle/ • NASA Science—Water-vapour feedback: https://science.nasa.gov/earth/climate-change/steamy-relationships-how-atmospheric-water-vapor-amplifies-earths-greenhouse-effect/ • UK Government—Britain’s final coal-fired power station and the fall from around 40% of electricity in 2012 to zero: https://www.gov.uk/government/news/new-coal-mining-licences-will-be-banned • International Energy Agency—Coal 2025: coal’s contribution to global energy-related CO₂ emissions: https://www.iea.org/reports/coal-2025/investments-in-coal-projects-and-emissions-abatement • UK Department for Energy Security and Net Zero—Energy Trends: March 2026; renewables generated 52.5% of UK electricity in 2025: https://www.gov.uk/government/statistics/energy-trends-march-2026

    Can We Stop the Planet Getting Warmer?
  4. Jul 3

    16. Your Climate Toolkit

    🌍 Episode 16 — Your Climate Toolkit 🐾 Belle’s Question“What can kids actually do about climate change?” 💡 If you remember one thingNo single person can solve climate change alone. But small actions, repeated by many people, can help new ideas become normal. 🔍 What we cover• Why climate change is connected to energy, transport, food, buildings and industry• Why individual actions still matter• What a DOT means: Do One Thing• Examples of practical DOTs: wasting less food, walking some journeys, repairing things, selling unused clothes, and using your voice• Why some actions have bigger climate impacts than others• Why climate solutions can also save money, improve health and make life better• Why curiosity is a climate skill• How climate connects to future careers, from nutrition and forestry to engineering, farming, conservation and meteorology 🌟 One Bright ThingThis week’s One Bright Thing is young people themselves. Around the world, teenagers and young adults are already helping shape climate solutions. In Montana, sixteen young people won a major climate case in 2023, showing that young people can have a voice in climate decisions. In India, young innovators developed the Subjee-Cooler, a simple cooling system that can help keep vegetables fresh for several days without electricity. In Brazil, youth-led urban agriculture projects are helping grow food closer to where people live. Different countries. Different ideas. But the same message: young people are not just waiting for the future. They are already building it. 🧑‍🏫 Teacher NotesThis episode helps children understand that meaningful change happens when people, communities, businesses and governments all help move in a cleaner direction — and that small practical actions can help new ideas become normal. Useful discussion questions:• What does DOT stand for?• Why can small actions matter when many people do them?• Which DOT would be realistic for your class or school?• Why might wasting less food help the climate?• How can young people use their voice constructively?• What climate-related jobs might exist in the future? 📚 Sources & further readingUnited Nations — Youth in Actionhttps://www.un.org/en/climatechange/youth-in-action World Economic Forum — 9 youth-led innovations protecting the planethttps://www.weforum.org/stories/2022/04/9-youth-led-innovations-are-protecting-the-planet/ Climate Case Chart — Held v. State of Montanahttps://www.climatecasechart.com/collections/held-v-state_2e16bti Reuters — Montana top court says youth have right to stable climatehttps://www.reuters.com/legal/montana-top-court-says-youth-have-right-stable-climate-2024-12-18/ Oxfordshire County Council — Borrow and repair to keep items in circulation for longerhttps://www.oxfordshire.gov.uk/waste-and-recycling/oxfordshire-recycles/keep-items-circulation UNEP — Green Jobs for Youth Pacthttps://www.unep.org/news-and-stories/speech/empowering-youth-climate-action-call-leadership-and-sustainable-change

    16. Your Climate Toolkit
  5. Jun 21

    15. Homes Buildings & Climate

    🎧 Episode 15 — Show Notes 🏠 Episode title: Homes, Buildings & Climate 🐾 Belle’s Question: How can buildings affect climate? 📌 If you remember one thing: Buildings affect climate through the materials they use, the energy that powers them, and the way they are designed — and better choices can greatly reduce their climate footprint. 🔍 What we cover: Human-made stuff now outweighs all living things on Earth. A huge share of that human-made mass is buildings and infrastructure. Buildings affect climate before anyone moves in, because materials such as concrete, steel, glass and bricks take energy to make. They also affect climate while we use them, depending on heating, cooling, hot water, lighting and appliances — and especially on whether that energy comes from fossil fuels or clean electricity. We also look at urban heat islands, shade, trees, green roofs, solar roofs, heat pumps, low-carbon materials and smarter design. 🌟 One Bright Thing: This week’s bright thing is climate-smart buildings. In Norway, The Plus in Magnor was designed to use much less energy than a conventional factory and to generate renewable electricity from solar panels on and around the building. Its designers also used wood, natural light, heat recovery, rainwater thinking and landscape design so the whole building works more like a system. It shows that future buildings can be designed to need less energy, use better materials, create some of their own clean power and work with nature. 🔢 Key numbers mentioned: All the animals on Earth together weigh about 4 billion tonnes, using a wet-weight estimate derived from the global biomass census. Human-made buildings and infrastructure weigh about 1.1 trillion tonnes. Buildings and construction account for about 32% of global energy demand and 34% of global CO₂ emissions. The Plus is reported by Vestre to use 60% less energy than equivalent conventional factories and to reduce greenhouse gas emissions by 55% compared with similar buildings. It has nearly 900 solar panels generating about 250,000 kWh of renewable electricity per year. 👩‍🏫 Teacher Notes: This episode introduces the idea that buildings are not simply “good” or “bad” for climate. Their climate footprint depends on choices: design, materials and energy source. Useful keywords: embodied carbon, insulation, renewable electricity, heat pump, urban heat island, concrete, steel, timber, solar roof, green roof. Discussion prompts: Why does a building have a carbon footprint before anyone moves in? Why does the source of energy matter as much as the amount of energy used? How could a school building be made cooler, cleaner or more efficient? 📚 Sources & further reading Nature — Global human-made mass exceeds all living biomass. https://www.nature.com/articles/s41586-020-3010-5 PNAS — The biomass distribution on Earth. https://www.pnas.org/doi/10.1073/pnas.1711842115 UNEP / GlobalABC — Global Status Report for Buildings and Construction 2024/25. https://www.unep.org/resources/report/global-status-report-buildings-and-construction-20242025 IEA — Cement  https://www.iea.org/energy-system/industry/cement US EPA — Benefits of Trees and Vegetation for Urban Heat Islands https://www.epa.gov/heatislands/benefits-trees-and-vegetation Vestre — The Plus: what we aim to achieve  https://www.theplus.no/en/the-plus/what-we-aim-to-achieve Vestre — The Plus recognised with the highest environmental classification  https://vestre.com/news/the-plus-recognised-with-the-highest-environmental-classification Bjarke Ingels Group — The Plus  https://big.dk/projects/the-plus-3837

    15. Homes Buildings & Climate
  6. Jun 16

    The Hidden Carbon in Things

    Episode 14 — The Hidden Carbon in Things 🎧 Belle’s Question“What is the hidden carbon in things?” 🌍 If you remember one thing…Many products create greenhouse gases before we even use them — through mining, manufacturing, transport, and the materials they are made from. 📦 What we coverThis episode explores “embodied carbon”: the hidden greenhouse gases created before a product reaches us. We look at phones, trainers, TVs and cars, and explain why materials such as cement, steel and plastics matter so much for climate. We also explore the circular economy, repair, reuse, recycling, refurbished electronics, and “urban mining” — recovering valuable materials from old devices. 📏 A simple way to picture scaleGraham invents a “lunch-box unit” to compare hidden carbon footprints. One ordinary plastic lunch box = about 0.5 kg of hidden CO₂e. Examples:• Hoodie or joggers ≈ 20 lunch boxes• Trainers ≈ 25 lunch boxes• Smartphone ≈ 100 lunch boxes• Large TV ≈ 2,000 lunch boxes• New car ≈ 10,000–16,000 lunch boxes 🏭 Key ideasA large part of a product’s climate footprint can happen before we use it: mining raw materials, making components, factory energy, transport, packaging and materials. Cement creates roughly 7–8% of global CO₂ emissions. Steel creates another roughly 7–10%. Manufacturing, construction and materials production together account for a major share of global greenhouse gas emissions. For many years, economies mostly worked in a straight line:take → make → throw away. A circular economy tries to keep materials useful for longer through repair, reuse, refurbishment, recycling and better product design. Old electronics contain valuable materials such as gold, copper and cobalt. Recovering them from old devices is sometimes called urban mining — and there can be more gold in a tonne of old mobile phones than in a tonne of gold ore dug from the ground. ✨ One Bright Thing — The Factory of the FutureScientists and engineers are redesigning how products are made: lower-carbon cement, cleaner steel, recyclable batteries, plastics made from plants or waste oils, advanced recycling, factories powered by renewable electricity, and 3D printing systems that waste less material. Some companies are also designing products that are easier to repair, upgrade and recycle. Refurbished phones are one example: a repaired and reused phone can often do almost the same job as a new one — with a smaller climate footprint. 📚 Sources & further readingApple Environmental Reports — https://www.apple.com/environment/IEA industry and materials — https://www.iea.org/topics/industryUNEP Global Resources Outlook — https://www.resourcepanel.org/reports/global-resources-outlookOur World in Data — https://ourworldindata.org/co2-and-greenhouse-gas-emissionsEllen MacArthur Foundation — https://www.ellenmacarthurfoundation.org/topics/circular-economy-introduction/overviewWorld Steel Association — https://worldsteel.org/ 🎧 Have a question you’d like Belle to ask?Send it in at theclimateclassroom.org

    The Hidden Carbon in Things
  7. May 20

    13: Transport Choices & Climate

    🐾 Belle’s Question “How do our travel choices affect climate change?” 📌 If you remember one thing Different kinds of transport create very different amounts of greenhouse gases per passenger — and cleaner energy can make transport much cleaner over time. 🔍 What we cover • What a carbon footprint means • What CO2e means • Why transport is responsible for roughly one quarter of global energy-related CO2 emissions • Why buses and trains can be efficient because many people share the same vehicle • Why large SUVs carrying one person can have surprisingly high emissions per passenger • Why aircraft are difficult to decarbonise • Why cruise ships use large amounts of energy • LNG shipping fuel and the problem of methane leakage • Why electric cars matter • Why cleaner electricity makes electric vehicles even cleaner • Hydrogen fuel-cell buses and trucks in China • Airbus and future hydrogen aircraft • Green methanol as a possible future fuel for ships 🌟 One Bright Thing Engineers around the world are developing cleaner fuels for the hardest kinds of transport. China is already testing hydrogen fuel-cell buses and trucks, while Airbus is exploring hydrogen aircraft designs for the future. For ships, green methanol may offer a more practical lower-carbon fuel because it is easier to store and handle than hydrogen. Different journeys may need different clean fuels — with cleaner electricity helping power them all. 📊 Key numbers mentioned • Transport produces roughly one quarter of global energy-related carbon dioxide emissions • A nearly empty large SUV can create surprisingly high emissions per passenger • Electric vehicles become cleaner when powered by renewable electricity 🧑‍🏫 Teacher Notes Useful discussion questions: • Why does sharing transport lower emissions per passenger? • Why are aircraft harder to decarbonise than cars? • Why does the source of electricity matter for electric vehicles? • Why might ships and aircraft need different fuels from ordinary cars? This episode also links well with: • Episode 4 — Methane: The Super-Powered Greenhouse Gas • Episode 12 — Food Choices & Climate 📚 Sources & further reading IPCC, Climate Change 2023 Synthesis Report  https://www.ipcc.ch/report/ar6/syr/ IEA, Transport sector emissions https://www.iea.org/energy-system/transport Our World in Data, CO2 emissions from transport https://ourworldindata.org/co2-emissions-from-transport International Council on Clean Transportation (ICCT), LNG shipping and methane leakage https://theicct.org/publication/options-for-reducing-methane-emissions-from-new-and-existing-lng-fueled-ships-sept23/ Airbus, Hydrogen aircraft concepts  https://www.airbus.com/en/innovation/energy-transition/hydrogen IEA, Global EV Outlook  https://www.iea.org/reports/global-ev-outlook-2025

    13: Transport Choices & Climate
  8. May 13

    12: Food Choices & Climate

    🎧 Episode 12 — Show Notes 🐾 Belle’s Question: Do the food choices we make really affect the climate? 📌 If you remember one thing: Different foods have very different climate footprints — because of how they are produced — so small, sensible changes can make a real difference. 🔍 What we cover: What CO₂e means, and why every food has an invisible “climate receipt”. Why food systems produce roughly a quarter to a third of human greenhouse-gas emissions. Why beef and lamb usually have higher emissions than chicken, and why plant-based foods are often lower still. Why food miles are not usually the biggest factor, although air-freighted fresh food can be an exception. Why balance matters more than a “perfect diet”. And why wasting less food is one of the easiest climate wins. 🌟 One Bright Thing: Cultivated meat is moving from science fiction towards reality. The idea is to grow real meat from animal cells in controlled conditions, instead of raising an entire animal. If this develops safely, affordably, and using clean energy, it could reduce pressure on land, reduce the need for animal feed, and cut methane from ruminant digestion. It is not a magic fix yet: scaling is difficult, costs need to fall, and regulators must check safety carefully. But it shows people are inventing ways to enjoy familiar foods with a smaller climate footprint. 🔢 Key numbers mentioned: Food systems produce roughly a quarter to a third of global greenhouse-gas emissions. Food loss and waste causes around 6% of all global greenhouse-gas emissions, and roughly a quarter of food-system emissions are linked to food that is lost or wasted. Producing one kilogram of beef can create around 50–60 kilograms of greenhouse gases; chicken is often around 6; beans or lentils can be around 1–2. Beef can therefore be roughly ten times higher than many plant foods. Methane makes up roughly a third of food-system emissions overall, mainly from livestock, rice farming, and food waste rotting without oxygen. 👩‍🏫 Teacher Notes: This episode introduces food as a system: production, land, feed, processing, transport, storage, and waste all matter. The key teaching point is that most food emissions usually happen before the food reaches us, so what the food is often matters more than how far it travelled. Useful keywords: CO₂e, food system, methane, ruminant, food miles, food waste, cultivated meat. Discussion prompts: Why might beef have a higher footprint than chicken or lentils? and What is one realistic way a family or school could waste less food? 📚 Sources & further reading IPCC — Climate Change and Land / food systemshttps://www.ipcc.ch/srccl/ Our World in Data — Environmental impacts of foodhttps://ourworldindata.org/environmental-impacts-of-food FAO — Food loss and food wastehttps://www.fao.org/food-loss-and-food-waste/en/ UNEP — Food waste and climate impacthttps://www.unep.org/resources/report/unep-food-waste-index-report-2024 FAO — Livestock and methane / agrifood emissionshttps://www.fao.org/faostat/en/#data/GT Good Food Institute — Cultivated meathttps://gfi.org/science/the-science-of-cultivated-meat/ Reuters — Singapore becomes first country to approve sale of lab-grown meatReuters article

    12: Food Choices & Climate

About

A short weekly podcast that explains climate change clearly and calmly, without jargon. Each 12 minute episode takes one small part of the story – what we know, how we know it, and what it means – using trusted, peer-reviewed evidence. Made for families, the classroom, and curious listeners of any age. Listen on the school run, on your commute, or round the kitchen table.