Climate at the crossroads
In this live lesson, students will hear directly from three leading climate scientists at the forefront of understanding and responding to the climate emergency.
The session moves from the global picture, what the numbers actually mean and why they matter, through to the science of how change happens, and what real-world conservation success can look like. Rather than presenting climate as an abstract crisis, the session puts students in conversation with the researchers actively working on it, showing that science is a living, evolving practice driven by curiosity, evidence, and persistence.
A live Q&A gives students the chance to put their own questions directly to the scientists.
This session is designed for A-level students and senior secondary students with an interest in climate science, environmental policy, or related fields.
Upcoming broadcast
- 45 mins
- Ages 16+ / Youth audience
This live lesson will be broadcast using YouTube Live.
Learning objectives
This live lesson supports students to:
- Understand the difference between atmospheric greenhouse gas levels, carbon budgets, and carbon fluxes, and why this distinction matters for climate science
- Explore the concept of tipping points — both negative and positive — and how momentum and system change work in practice
- Examine a real-world case study of conservation and climate action, and identify what makes an intervention effective
- Engage directly with working scientists and develop confidence in asking scientific questions
Preparation
No specific prior knowledge is required, though students with some familiarity with the carbon cycle and basic climate science will find the session particularly rewarding. Teachers may wish to revisit carbon cycle fundamentals and the concept of feedback loops in advance.
A brief pre-lesson prompt sheet for students will be available to download from this page, covering:
- What do you already know about the carbon cycle?
- What is a tipping point? (students' own definition before the session)
- One question you want to ask a climate scientist
If you have never joined a live lesson before, visit the support centre for technical guidance and classroom tips.
Submitting questions in advance
Teachers and students are strongly encouraged to submit questions before the session. With three scientists joining us, this is a rare opportunity to get specific, expert answers. Submitting questions in advance helps us make the most of the Q&A time.
Once registered, use the question box on the right-hand side of the lesson page to submit questions. Questions can be added at any time before or during the broadcast.
Lesson steps
1. Introduction (3 minutes)
We set the scene: why does the state of the climate in 2026 make this a genuine crossroads moment? Students are invited to share what they already know and what they want to understand better.
2. Carbon budgets and fluxes — Dr Mike O'Sullivan (8 minutes)
Dr O'Sullivan moves students beyond headline CO₂ figures to a more precise scientific picture. What is actually happening to global carbon levels right now? What is the difference between atmospheric concentration, a carbon flux, and a carbon budget — and why does that distinction change how we think about the climate challenge?
3. Positive tipping points — Dr Tom Powell (8 minutes)
What is a tipping point, and why do scientists use the concept? Dr Powell explores the idea that tipping points can work in our favour — that systems can tip toward better defaults as well as worse ones. Drawing on examples from energy and agriculture, he examines what momentum looks like in practice and what drives it.
4. Conservation in action — Professor Peter Mumby (8 minutes)
Taking coral reef conservation as a case study, Professor Mumby explores what it actually takes to make change work. What interventions are effective? What does success look like at ecosystem scale? And what does this tell us about the relationship between science, policy, and action?
5. Live Q&A (18 minutes)
Students put their questions directly to all three scientists. Questions can span any of the session's themes — carbon science, tipping points, conservation, careers in climate research, or what it feels like to work at the frontline of one of the defining challenges of our time.
About the scientists
Dr Mike O'Sullivan, University of Exeter — research focus: global carbon cycle, land-atmosphere carbon exchange
Dr Tom Powell, University of Exeter — research focus: positive tipping points, energy and land use transitions
Professor Peter Mumby, University of Exeter — research focus: coral reef ecology, marine conservation, climate adaptation
Brought to you by
Teach the goals
Climate at the crossroads
In this live lesson, students will hear directly from three leading climate scientists at the forefront of understanding and responding to the climate emergency.
The session moves from the global picture, what the numbers actually mean and why they matter, through to the science of how change happens, and what real-world conservation success can look like. Rather than presenting climate as an abstract crisis, the session puts students in conversation with the researchers actively working on it, showing that science is a living, evolving practice driven by curiosity, evidence, and persistence.
A live Q&A gives students the chance to put their own questions directly to the scientists.
This session is designed for A-level students and senior secondary students with an interest in climate science, environmental policy, or related fields.
Upcoming broadcast
- 45 mins
- Ages 16+ / Youth audience
This live lesson will be broadcast using YouTube Live.
Learning objectives
This live lesson supports students to:
- Understand the difference between atmospheric greenhouse gas levels, carbon budgets, and carbon fluxes, and why this distinction matters for climate science
- Explore the concept of tipping points — both negative and positive — and how momentum and system change work in practice
- Examine a real-world case study of conservation and climate action, and identify what makes an intervention effective
- Engage directly with working scientists and develop confidence in asking scientific questions
Preparation
No specific prior knowledge is required, though students with some familiarity with the carbon cycle and basic climate science will find the session particularly rewarding. Teachers may wish to revisit carbon cycle fundamentals and the concept of feedback loops in advance.
A brief pre-lesson prompt sheet for students will be available to download from this page, covering:
- What do you already know about the carbon cycle?
- What is a tipping point? (students' own definition before the session)
- One question you want to ask a climate scientist
If you have never joined a live lesson before, visit the support centre for technical guidance and classroom tips.
Submitting questions in advance
Teachers and students are strongly encouraged to submit questions before the session. With three scientists joining us, this is a rare opportunity to get specific, expert answers. Submitting questions in advance helps us make the most of the Q&A time.
Once registered, use the question box on the right-hand side of the lesson page to submit questions. Questions can be added at any time before or during the broadcast.
Lesson steps
1. Introduction (3 minutes)
We set the scene: why does the state of the climate in 2026 make this a genuine crossroads moment? Students are invited to share what they already know and what they want to understand better.
2. Carbon budgets and fluxes — Dr Mike O'Sullivan (8 minutes)
Dr O'Sullivan moves students beyond headline CO₂ figures to a more precise scientific picture. What is actually happening to global carbon levels right now? What is the difference between atmospheric concentration, a carbon flux, and a carbon budget — and why does that distinction change how we think about the climate challenge?
3. Positive tipping points — Dr Tom Powell (8 minutes)
What is a tipping point, and why do scientists use the concept? Dr Powell explores the idea that tipping points can work in our favour — that systems can tip toward better defaults as well as worse ones. Drawing on examples from energy and agriculture, he examines what momentum looks like in practice and what drives it.
4. Conservation in action — Professor Peter Mumby (8 minutes)
Taking coral reef conservation as a case study, Professor Mumby explores what it actually takes to make change work. What interventions are effective? What does success look like at ecosystem scale? And what does this tell us about the relationship between science, policy, and action?
5. Live Q&A (18 minutes)
Students put their questions directly to all three scientists. Questions can span any of the session's themes — carbon science, tipping points, conservation, careers in climate research, or what it feels like to work at the frontline of one of the defining challenges of our time.
About the scientists
Dr Mike O'Sullivan, University of Exeter — research focus: global carbon cycle, land-atmosphere carbon exchange
Dr Tom Powell, University of Exeter — research focus: positive tipping points, energy and land use transitions
Professor Peter Mumby, University of Exeter — research focus: coral reef ecology, marine conservation, climate adaptation
Brought to you by
Teach the goals