climate change essay for class 3

Climate Change Essay for Students and Children

500+ words climate change essay.

Climate change refers to the change in the environmental conditions of the earth. This happens due to many internal and external factors. The climatic change has become a global concern over the last few decades. Besides, these climatic changes affect life on the earth in various ways. These climatic changes are having various impacts on the ecosystem and ecology. Due to these changes, a number of species of plants and animals have gone extinct.

When Did it Start?

The climate started changing a long time ago due to human activities but we came to know about it in the last century. During the last century, we started noticing the climatic change and its effect on human life. We started researching on climate change and came to know that the earth temperature is rising due to a phenomenon called the greenhouse effect. The warming up of earth surface causes many ozone depletion, affect our agriculture , water supply, transportation, and several other problems.

Reason Of Climate Change

Although there are hundreds of reason for the climatic change we are only going to discuss the natural and manmade (human) reasons.

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Natural Reasons

These include volcanic eruption , solar radiation, tectonic plate movement, orbital variations. Due to these activities, the geographical condition of an area become quite harmful for life to survive. Also, these activities raise the temperature of the earth to a great extent causing an imbalance in nature.

Human Reasons

Man due to his need and greed has done many activities that not only harm the environment but himself too. Many plant and animal species go extinct due to human activity. Human activities that harm the climate include deforestation, using fossil fuel , industrial waste , a different type of pollution and many more. All these things damage the climate and ecosystem very badly. And many species of animals and birds got extinct or on a verge of extinction due to hunting.

Effects Of Climatic Change

These climatic changes have a negative impact on the environment. The ocean level is rising, glaciers are melting, CO2 in the air is increasing, forest and wildlife are declining, and water life is also getting disturbed due to climatic changes. Apart from that, it is calculated that if this change keeps on going then many species of plants and animals will get extinct. And there will be a heavy loss to the environment.

What will be Future?

If we do not do anything and things continue to go on like right now then a day in future will come when humans will become extinct from the surface of the earth. But instead of neglecting these problems we start acting on then we can save the earth and our future.

Although humans mistake has caused great damage to the climate and ecosystem. But, it is not late to start again and try to undo what we have done until now to damage the environment. And if every human start contributing to the environment then we can be sure of our existence in the future.

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Climate Change Essay

500+ words essay on climate change.

Climate change is a major global challenge today, and the world is becoming more vulnerable to this change. Climate change refers to the changes in Earth’s climate condition. It describes the changes in the atmosphere which have taken place over a period ranging from decades to millions of years. A recent report from the United Nations predicted that the average global temperature could increase by 6˚ Celsius at the end of the century. Climate change has an adverse effect on the environment and ecosystem. With the help of this essay, students will get to know the causes and effects of climate change and possible solutions. Also, they will be able to write essays on similar topics and can boost their writing skills.

What Causes Climate Change?

The Earth’s climate has always changed and evolved. Some of these changes have been due to natural causes such as volcanic eruptions, floods, forest fires etc., but quite a few of them are due to human activities. Human activities such as deforestation, burning fossil fuels, farming livestock etc., generate an enormous amount of greenhouse gases. This results in the greenhouse effect and global warming which are the major causes of climate change.

Effects of Climate Change

If the current situation of climate change continues in a similar manner, then it will impact all forms of life on the earth. The earth’s temperature will rise, the monsoon patterns will change, sea levels will rise, and storms, volcanic eruptions and natural disasters will occur frequently. The biological and ecological balance of the earth will get disturbed. The environment will get polluted and humans will not be able to get fresh air to breathe and fresh water to drink. Life on earth will come to an end.

Steps to be Taken to Reduce Climate Change

The Government of India has taken many measures to improve the dire situation of Climate Change. The Ministry of Environment and Forests is the nodal agency for climate change issues in India. It has initiated several climate-friendly measures, particularly in the area of renewable energy. India took several steps and policy initiatives to create awareness about climate change and help capacity building for adaptation measures. It has initiated a “Green India” programme under which various trees are planted to make the forest land more green and fertile.

We need to follow the path of sustainable development to effectively address the concerns of climate change. We need to minimise the use of fossil fuels, which is the major cause of global warming. We must adopt alternative sources of energy, such as hydropower, solar and wind energy to make a progressive transition to clean energy. Mahatma Gandhi said that “Earth provides enough to satisfy every man’s need, but not any man’s greed”. With this view, we must remodel our outlook and achieve the goal of sustainable development. By adopting clean technologies, equitable distribution of resources and addressing the issues of equity and justice, we can make our developmental process more harmonious with nature.

We hope students liked this essay on Climate Change and gathered useful information on this topic so that they can write essays in their own words. To get more study material related to the CBSE, ICSE, State Board and Competitive exams, keep visiting the BYJU’S website.

Frequently Asked Questions on climate change Essay

What are the reasons for climate change.

1. Deforestation 2. Excessive usage of fossil fuels 3. Water, Soil pollution 4. Plastic and other non-biodegradable waste 5. Wildlife and nature extinction

How can we save this climate change situation?

1. Avoid over usage of natural resources 2. Do not use or buy items made from animals 3. Avoid plastic usage and pollution

Are there any natural causes for climate change?

Yes, some of the natural causes for climate change are: 1. Solar variations 2. Volcanic eruption and tsunamis 3. Earth’s orbital changes

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Essay on Global Warming – 10 Lines, Short and Long Essay For Children

Key Points To Remember When Writing An Essay On Global Warming For Lower Primary Classes

10 lines on ‘global warming’ for kids, paragraph on ‘global warming’ for children, short essay on global warming in 250 words for kids, long essay on global warming for children, what will your child learn from the essay on global warming.

Global warming is the brutal reality of our times, resulting in climate change. Global warming is threatening the existence of our planet and every living species on it. According to researchers, global warming also endangers marine life’s presence. Kids need to know about this threat in their early years to make small but impactful changes in their approach to the planet’s survival. Writing an essay on global warming   will allow kids to analyse this issue with a fresh perspective. Given in this blog is an   essay for classes 1, 2 and 3 on this important topic.

Global warming is a massive problem, so teachers and parents ask kids to write about this serious issue to make them aware of it. Given below are key points that will answer their question about  how to write an essay on global warming:

• There should be an introduction describing global warming.
• The body of the essay should cover points like its impact, causes, precautions, etc.
• The conclusion should mention the summary of all the points mentioned above.
• If a kid writes, their point of view on the whole problem is crucial.
• Make short and simple sentences.

When writing about an important topic like global warming, teachers expect students in junior classes to write short sentences for better clarity. Given below are a  few lines on global warming  for writing an  essay for classes 1 and 2:

• Global warming can be defined as the rise in the surface temperature of the earth.
• The main reason behind global warming is the greenhouse effect.
• The depletion of green cover and the increase of gases like CO2 in the atmosphere is leading to global warming.
• Climate change is caused due to global warming, among other factors.
• Climate change leads to situations like droughts and disturbances in monsoon patterns.
• The mindless use of natural resources is another reason for global warming.
• An increase in global temperature leads to melting glaciers, resulting in a rise in sea level.
• Due to global warming temperature of the sea/water is also increasing. Thus, affecting marine life.
• We can prevent global warming by planting more trees and controlling the emission of harmful gases into the atmosphere.
• We need to understand that every activity that harms nature supports global warming.

Global warming is a crucial problem our planet faces due to humans’ mindless actions, and this is something kids need to understand at an early age. Given below is an essay on  global warming in 100 words for their reference:

In simple words, global warming means a rise in the earth’s average temperature. The main reason contributing to global warming is the greenhouse effect. The primary effect can be seen on our glaciers, as they are melting and raising the sea level, affecting human existence. The rise in water temperature is affecting marine life, and climate change triggered by global warming is creating extreme weather conditions. Deforestation and mindless use of our natural resources are some factors behind global warming. We must stop activities harming our nature’s balance to control global warming.

Writing on topics like global warming enhances thinking and evaluating abilities. Given below is an essay for classes 1, 2 and 3 on global warming for their reference:

We are living in an age where there are many threats to the existence of our beautiful planet. But, the most crucial one is global warming. It is a concern among many intellectuals, politicians, researchers, policymakers, geographical experts, etc., as it endangers living beings’ very survival. So, what is global warming? The continuous rise in the temperature of the earth is called global warming. It is said that the earth’s temperature has risen by 0.08 degrees celsius every ten years since 1880. The leading cause behind global warming is human’s careless and excessive use of natural resources. The depletion of green cover and the rise in the greenhouse gases like CO2 in the atmosphere are other factors behind global warming. The primary effect on the planet due to global warming is climate change. We observe a drastic shift in monsoon patterns every year and experience drought and floods like calamities. Many other notable changes are happening due to global warming. For example, heat waves have increased, some crucial animals have extincted, the effect on marine life is relentless, our glaciers have shrunk, and many more. We need to understand this and work on ways to improve the living quality on earth. Initiatives like planting trees, adopting spaces and making them sustainable are ways to improve this world. Even small things like cycling to school instead of using the car or public transport are a small way we can make a difference. 

Global warming is such a sensitive issue that needs to be addressed faster. Our future generations are going to play a significant role in the same. So, given below is an essay for class 3 on global warming.

Nature has given us so much to use, enjoy, explore and value. But our greed has destroyed everything- the very purpose of this beautiful earth. Now, we are on the edge of destruction as nature has started showing signs of floods, earthquakes, droughts, etc. But, one of the major challenges we are facing now is global warming, and all the points mentioned above are the outcome of this issue.

What Is Global Warming?

In simple words, global warming is the gradual increase in the earth’s temperature due to the greenhouse effect. The greenhouse effect or greenhouse gases like CO2, methane, etc., are good for the planet as these gases capture the heat from the sun and keep the atmosphere warm and liveable for living beings, but an increase in these greenhouse gases leads to more heat trap on earth which causes unnecessary earth heat up and lead to global warming.

What Are The Causes And Effects Of Global Warming?

There are many causes and effects of global warming – 

Causes of Global Warming

• Greenhouse effect or greenhouse gases:  Global warming happens when increased greenhouse gases like CO2, methane, and other pollutants absorb the sun’s heat more than the requirement and make the planet hotter.
• Volcanic eruptions:  These eruptions increase carbon dioxide, leading to global warming.
• Excessive use of automobiles: Excessive vehicles on the road lead to unnecessary emission of carbon dioxide gas into the environment, which is responsible for global warming.
• Deforestation:  The careless cutting of forest for building houses and sky-rises is depleting our green cover. So the absorption of carbon dioxide is decreasing, leading to global warming.
• Fossil fuel burning:  Excessive fossil fuel burning leads to unwanted carbon dioxide emissions in the atmosphere. Again, contribution to global warming.

Effects of global warming

• Climate change:  Researchers agree that climate change is happening due to global warming. Earth’s rising temperature triggers heat waves, excessive rainfall, frequent droughts, etc.
• Disappearing glaciers:  Due to the rising temperature of the earth, glaciers are melting rapidly, resulting in rising sea levels.
• Extinct animals:  Many animals and birds go extinct due to unfavourable climatic conditions.
• Hampered agriculture:  Heavy rainfall in some places, drought in others, and heat waves destroy agriculture.

How Can Global Warming Be Prevented?

• Plant more trees:  A collective plantation drive should be initiated to compensate for the green cover. More trees and less CO2 in the environment can lead to controlled global warming.
• Take public transport:  Take public transport whenever possible. Don’t use private vehicles for luxury. This way, fewer greenhouse gases will get emitted into the atmosphere, reducing global warming.
• Save energy:  Use energy-sufficient appliances at home. Energy efficiency is the most cost-effective way to lessen unwanted environmental emissions.
• Conserve natural resources:  We need to stop the irrelevant overuse of our natural resources, which include water, soil, fossils, etc., for a better future and controlled global warming.

By writing an essay on global warming, your child learns about this global concern in detail, and may understand the importance of keeping things in check. They may contribute to taking preventive measures to stop global warming.

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A Guide to Climate Change for Kids

Have you heard your parents or people in videos talking about climate change? Ever wondered what it is and why we care about it so much? NASA scientists have been studying Earth’s climate for more than 40 years. We used what we’ve learned in that time to answer some of your biggest questions below!

Click here to download this guide as a printable PDF!

What is the difference between weather and climate?

The main difference is time. Weather is only temporary. For example, a blizzard can turn into a flood after just a few warm spring days. Climate, on the other hand, is more than just a few warm or cool days. Climate describes the typical weather conditions in an entire region for a very long time – 30 years or more.

Click here to learn more about the difference between weather and climate!

What is climate change?

Climate change describes a change in the typical weather for a region — such as high and low temperatures and amount of rainfall — over a long period of time. Scientists have observed that, overall, Earth is warming. In fact, many of the warmest years on record have happened in the past 20 years. This rise in global temperature is sometimes called global warming.

Click here to learn more about climate change!

How do we know Earth’s climate is getting warmer?

Scientists have been observing Earth for a long time. They use NASA satellites and other instruments to collect many types of information about Earth's land, atmosphere, ocean, and ice. This information tells us that Earth's climate is getting warmer.

Click here to learn more about how we know the climate is changing!

Why is Earth warming?

Some of the gases in Earth’s atmosphere trap heat from the Sun—like the glass roof and walls of a greenhouse. These greenhouse gases keep Earth warm enough to live on. But human activities, such as the destruction of forests and burning fossil fuels, create extra greenhouse gases. This traps even more of the Sun’s heat, leading to a warmer Earth.

Click here to learn more about the greenhouse effect!

What does carbon have to do with it?

Carbon is in all living things on Earth. As plants and animals die, they get buried in the ground. After enough years, these squished underground remains can turn into fossil fuels, such as coal and oil. When we burn those fuels, the carbon that was in the ground goes into the air as a gas called carbon dioxide, or CO2. Plants and trees can absorb some of this extra carbon dioxide. But a lot of it stays in the atmosphere as a greenhouse gas that warms up the planet.

Click here to learn more about carbon!

Has the climate ever changed before?

Yes, but this time is different. Over millions of years, Earth's climate has warmed up and cooled down many times. In the past, Earth often warmed up when the Sun was very active. But nowadays, we can carefully measure the Sun’s activity. We know Earth is warming now, even when the Sun is less active. Today, the planet is warming much faster than it has over human history.

It doesn’t feel hotter where I live. Why does climate change matter?

The average air temperatures near Earth's surface have gone up about 2 degrees Fahrenheit in the last century. A couple of degrees over a hundred years may not seem like much. However, this change can have big impacts on the health of Earth's plants and animals.

Click here to learn more about how we know the climate is changing!!

What does climate change do to the ocean?

As Earth warms, NASA has observed that sea levels are rising. This is partly due to melting ice. Glaciers and ice sheets are large masses of ice that sit on the land. As our planet warms, this ice melts and flows into the oceans. More water in the oceans makes sea level higher. Also, water expands as it gets warmer. So, warm water takes up more room in our oceans – making sea levels higher.

The properties of ocean water are also changing. One change is called ocean acidification and it can be harmful for plants and animals. Scientists have observed that the ocean is becoming more acidic as its water absorbs carbon dioxide from the atmosphere.

Click here to learn more about how we measure sea level!

How are scientists studying climate change?

Scientists study Earth’s climate using lots of tools on the ground, in the air, and in space. For example, NASA satellites are orbiting Earth all the time. They measure carbon dioxide in the atmosphere. They monitor melting ice and measure rising seas and many other things, too. This information helps scientists learn more about Earth’s changing climate.

Click here to learn more about why NASA studies Earth!

What can I do?

Climate change seems big, but it’s something that we can learn about and work on together! NASA’s scientists are studying and monitoring climate change—and there are a few ways you can help them learn more.

Learn. Have more questions about climate change? Read, play, and watch more about it on NASA Climate Kids .

Do. Want to collect real data for climate scientists? Check out these NASA citizen science projects to see how you can contribute to what we know about our planet. Some examples include:

• Globe Observer
• Community Snow Observations
• Air Quality Citizen Science

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What are climate and climate change (grades 5-8), nasa stem team, what is the difference between weather and climate, is earth’s climate changing, what is causing earth’s climate to change, what is the forecast for earth’s climate, what is the impact of earth’s warming climate, what is the difference between “climate change” and “global warming”, how does nasa study climate change, what is being done about climate change, what can you do to help, more about climate change.

This article is for students grades 5-8.

The climate of a region or city is its typical or average weather. For example, the climate of Hawaii is sunny and warm. But the climate of Antarctica is freezing cold. Earth’s climate is the average of all the world’s regional climates.

Climate change, therefore, is a change in the typical or average weather of a region or city. This could be a change in a region’s average annual rainfall, for example. Or it could be a change in a city’s average temperature for a given month or season.

Climate change is also a change in Earth’s overall climate. This could be a change in Earth’s average temperature, for example. Or it could be a change in Earth’s typical precipitation patterns.

Weather is the short-term changes we see in temperature, clouds, precipitation, humidity and wind in a region or a city. Weather can vary greatly from one day to the next, or even within the same day. In the morning the weather may be cloudy and cool. But by afternoon it may be sunny and warm.

The climate of a region or city is its weather averaged over many years. This is usually different for different seasons. For example, a region or city may tend to be warm and humid during summer. But it may tend to be cold and snowy during winter.

The climate of a city, region or the entire planet changes very slowly. These changes take place on the scale of tens, hundreds and thousands of years.

Earth’s climate is always changing. In the past, Earth’s climate has gone through warmer and cooler periods, each lasting thousands of years.

Observations show that Earth’s climate has been warming. Its average temperature has risen a little more than one degree Fahrenheit during the past 100 years or so. This amount may not seem like much. But small changes in Earth’s average temperature can lead to big impacts.

Some causes of climate change are natural. These include changes in Earth’s orbit and in the amount of energy coming from the sun. Ocean changes and volcanic eruptions are also natural causes of climate change.

Most scientists think that recent warming can’t be explained by nature alone. Most scientists say it’s very likely that most of the warming since the mid-1900s is due to the burning of coal, oil and gas. Burning these fuels is how we produce most of the energy that we use every day. This burning adds heat-trapping gases, such as carbon dioxide, into the air. These gases are called greenhouse gases.

Scientists use climate models to predict how Earth’s climate will change. Climate models are computer programs with mathematical equations. They are programmed to simulate past climate as accurately as possible. This gives scientists some confidence in a climate model’s ability to predict the future.

Climate models predict that Earth’s average temperature will keep rising over the next 100 years or so. There may be a year or years where Earth’s average temperature is steady or even falls. But the overall trend is expected to be up.

Earth’s average temperature is expected to rise even if the amount of greenhouse gases in the atmosphere decreases. But the rise would be less than if greenhouse gas amounts remain the same or increase.

Some impacts already are occurring. For example, sea levels are rising, and snow and ice cover is decreasing. Rainfall patterns and growing seasons are changing.

Further sea-level rise and melting of snow and ice are likely as Earth warms. The warming climate likely will cause more floods, droughts and heat waves. The heat waves may get hotter, and hurricanes may get stronger.

“Global warming” refers to the long-term increase in Earth’s average temperature.

“Climate change” refers to any long-term change in Earth’s climate, or in the climate of a region or city. This includes warming, cooling and changes besides temperature.

Some NASA satellites and instruments observe Earth’s land, air, water and ice. Others monitor the sun and the amount of energy coming from it. Together, these observations are important for knowing the past and present state of Earth’s climate. They are important for understanding how Earth’s climate works. And they are important for predicting future climate change.

The United States and other countries are taking steps to limit or reduce greenhouse gases in the atmosphere. These steps include using energy more efficiently and using more clean energy. Clean energy is energy that puts less or no greenhouse gases into the atmosphere. The sun, wind and water are sources of clean energy.

Many nations, states and communities are planning for climate change impacts that may be unavoidable. For example, some coastal areas are planning for flooding and land loss that may result from rising sea levels.

Another way to help is by learning about Earth and its climate. The more you know about how Earth’s climate works, the more you’ll be able to help solve problems related to climate change.

You can help by using less energy and water. For example, turn off lights and TVs when you leave a room. And turn off the water when brushing your teeth. You can help by planting trees, which absorb carbon dioxide from the atmosphere.

Climate Kids

Read What Is Climate Change? (Grades K-4)

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Climate Change Resources for Educators and Students

The earth’s climate is changing. While the planet’s climate has changed before, this time is different. People are causing these changes, which are bigger and happening faster than any climate changes that modern society has ever seen.

This page provides federal and non-governmental resources for  students and educators  to learn about and teach climate change.

On this page:

Federal Resources for Educators

Federal resources for students, other educational resources.

• Climate Change Indicators : This website describes observed changes in the environment, society, and ecosystems. An easy-to-understand, data-rich resource for teaching about causes and effects of climate change.
• Climate Change Science : Learn about the science of climate change with information on climate change basics and causes.
• Climate Change Impacts : Explore information on climate change impacts to communities, ecosystems, and industries in the United States.
• What You Can Do About Climate Change : Find and share strategies for taking individual climate action with students or peers.
• Generate!—Board Game on Climate Change : This interactive board game enables players to explore energy choices and the environment and gets students “energized” in some friendly competition.
• ENERGY STAR Kids : Find out why energy efficiency is so important to addressing climate change and what you can do to help.

National Oceanic and Atmospheric Administration (NOAA): Climate Education This site is NOAA’s gateway to many of their educational pages for students and teachers on earth sciences, including climate change.

NOAA Climate.gov This site provides learning activities, curriculum materials, and multimedia resources for teaching about climate and energy.

NOAA: Data in the Classroom This site hosts curriculum modules that demonstrate techniques for using real climate change data in the classroom.

NOAA National Ocean Service Education Content and Modules This site provides students and educators with ocean, coastal, and climate literacy resources, including activities on ocean and climate literacy, sea level rise, and increasing your city’s resilience to climate change.

National Park Service Lesson Plans Search through lesson plans about America’s National Parks, including lessons about how they are being affected by climate change.

Smithsonian National Museum of Natural History: Global Climate Change in Perspective Learn about global climate change now and across geologic time, and access related resources, including study guides and videos.

Smithsonian National Museum of Natural History: Hot Potato: Climate Change, Food Systems, and You This site provides access to a museum-educator-led virtual program examining the relationship between climate and food systems, as well as other videos and resources related to climate change.

U.S. Department of Agriculture Forest Service Find articles, videos, and resources about forests and climate change, including tips on using Forest Service research in the classroom.

U.S. Department of Energy (DOE): Resources for Educators A collection of resources in English and Spanish on energy efficiency and renewable energy, including videos, lesson plans, and coloring books.

Elementary to Middle School

National Aeronautics and Space Administration (NASA): Climate Kids Explore this interactive website with activities, articles, videos, and more about climate change, why it is happening, how it is impacting the earth, and how and why NASA studies the planet.

U.S. Energy Information Administration: Energy Kids Learn about different energy sources and get tips to save energy in your home. Then test your energy knowledge with fun games and quizzes.

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NASA: Eyes on the Earth With this app, monitor the earth’s vital signs, such as sea level height, atmospheric carbon dioxide concentration, and Antarctic ozone.

NASA: SciJinks Explore the world of weather through games, videos, downloadable posters, bookmarks, and more.

Content on non-Federal websites is not endorsed by EPA and is not subject to Federal information quality, privacy, security, and related guidelines.

American Museum of Natural History: OLogy Check out some of these games, stories, hands-on activities, and videos for learning about climate change.   Environmental Solutions Initiative at Massachusetts Institute of Technology (ESI at MIT): TILclimate Guides for Educators These “Today I Learned: Climate” guides comprise flexible, ready-to-use activities for high school teachers, designed to bring concepts from energy to hurricanes to food into the classroom. They are an extension of the TILclimate Podcast series and complement other learning resources on the MIT Climate Portal .   National Geographic Find lesson plans, articles, activities, and more for K-12 educators on earth science, climatology, conservation, and geography. Activities geared directly to students can be found at National Geographic Kids .  

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Home / For Educators: Grades 6-12

For Educators: Grades 6-12

Climate change is a complex topic to teach. In addition to teaching the science behind climate change, it is critical to help students become effective climate change communicators.

We have developed materials for teachers who are interested in using our resources in their classrooms, such as the Yale Climate Opinion Maps and Yale Climate Connections. These materials were developed based on recommendations from educators across the United States. They aim to immerse students in climate change issues in an accessible, digestible, and interactive way. While these NGSS and Common Core-aligned activities were designed for middle and high schoolers, you can easily convert them to Word documents using free platforms like https://simplypdf.com/ so that you can customize them for your students. We’d also love to hear about your experience using our materials with your students! Please fill out this brief survey .

• Audio Story

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• Intermediate
• Introductory

Climate Change Basics: Five Facts, Ten Words

To simplify the scientific complexity of climate change, we focus on communicating five key facts about climate change that everyone should know. 

Climate Change Communication Investigation

Advanced Interactive Maps

The Yale Climate Opinion Maps help us compare Americans’ beliefs around climate change across different parts of the country. For this project, students will get to be researchers collecting data in their own communities, just like the researchers at YPCCC.

Climate Change Jigsaw

Introductory Audio Story

This Jigsaw exercise offers two ways in which students can discuss our radio stories as a team to deepen thinking around climate change issues.

Climate Explained: Introductory Essays About Climate Change Topics

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.  

Connecting Data to Storytelling

Advanced Audio Story

There are many ways to tell stories. We can write, speak, or even use art to tell a story. Data can tell a story, too. In this activity, students will draw connections between a Yale Climate Connections radio story and data from the Yale Climate Opinion Maps.

Decoding the Data

Intermediate Climate Change Audiences

This activity is inspired by the New York Times What’s Going On in This Graph? feature and offers students the chance to practice their data interpretation skills.

External Resources

Looking for resources to help you and your students build a solid climate change science foundation? We’ve compiled a list of reputable, student-friendly links to help you do just that!  

Meet Global Warming’s Six Americas

Introductory Climate Change Audiences

Our research has identified “Global Warming’s Six Americas” as six unique audiences within the American public that each responds to the issue of climate change in a distinct way. Introduce Global Warming’s Six Americas to your students with this text.

Navigating the Yale Climate Opinion Maps

Intermediate Interactive Maps

The Yale Climate Opinion Maps tool is a way to explore how Americans’ climate change beliefs vary across the country. Navigating the Yale Climate Opinion Maps is a question guide that will help students use this interactive tool. 

Question Bank

Use this Question Bank as a guide to discuss any of our 90-second daily podcasts! These questions can help start a full class conversation, be used in small group discussion, or function as writing prompts.

Re-representing a Climate Change Story

Intermediate Audio Story

Stories can build understanding around a topic and can also help students explore connections between classroom content and their own lives. In this activity, students will get to be the storyteller and will choose how they would like to retell one of our radio stories.

Role Play: Six Americas, Six Views on Global Warming

Advanced Climate Change Audiences

An important part of stopping climate change is being able to communicate with people who may have different opinions about it. This is an exercise to help students practice engaging with people of varying perspectives.

What is a Survey?

This annotated list of links can be used to teach your students about surveying in general and scientific polling in particular. These resources can help answer questions about what polls are, why we use polling and surveying, and what reliable survey data shows us.   

Why should we care about climate change?

Having different perspectives about global warming is natural, but the most important thing that anyone should know about climate change is why it matters.  

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Climate Basics » Climate Classroom

Climate basics for kids.

This page will help you understand  the science  behind climate change,  the impacts  of a changing climate, and  how you can help slow climate change and prepare for it .  We’ve also created a  list of resources and activities  for educators and students of all ages.

The Science

Science paints a clear picture: Climate change is happening; it is caused mostly by humans; and it creates many serious and damaging effects. The primary cause of climate change is human activities – like driving cars, creating electricity, and cutting down forests – not natural changes in the climate. These human activities release gases into the atmosphere called greenhouse gases , which slowly warm the planet, creating climate change.

The climate is very complex, and there are still some things we don’t know about it. But through centuries of studies and experiments, we’ve been able to create a strong understanding of how the system works, and how humans are changing it.

The Greenhouse Effect

Imagine a greenhouse made of glass used to grow plants, like flowers and vegetables. The greenhouse keeps the plants inside warm even when it’s cold outside because it traps heat from the sun. The earth’s atmosphere acts like a greenhouse: When light from the sun passes through the atmosphere, some of it is absorbed by the Earth’s surface to heat it, but some heat is also trapped in our atmosphere by certain gases. These heat-trapping gases are called greenhouse gases, and they act like a blanket, keeping the earth warm. This greenhouse effect is a natural process that makes the planet comfortable to live.

But human activities are increasing the amount of greenhouse gases in our atmosphere. One type of greenhouse gas, carbon dioxide, has reached a level in our atmosphere that the Earth hasn’t seen for more than 400,000 years ! Plants, soils, and the ocean can absorb carbon dioxide, but they can’t keep up with all the extra greenhouse gases that we have been releasing. And some greenhouse gases stay in the atmosphere for a long time, from hundreds to even thousands of years. All these gases are making things hotter than natural, so we need to stop producing them to avoid climate change.

The Greenhouse Effect Explained

National Park Service

Where do greenhouse gases come from?

Up until about 150 years ago, humans did not produce many greenhouse gases. That changed as the human population grew, we cut down forests to make way for cities and farms, and important inventions and technology, like in-home electricity and cars, transformed the way we live.

These inventions and technologies need energy. Some types of energy called fossil fuels — like coal, oil, and natural gas — have become important sources of that energy. Burning fossil fuels releases carbon dioxide and other greenhouse gases into the atmosphere. We call the release of these gases emissions .

Today in the United States, electricity and transportation (cars, trucks, and planes) are responsible for almost 60 percent of greenhouse gas emissions. The rest comes from agriculture, industry – such as factories that make products we use – and from energy we use in our homes and businesses.

Learn more about U.S. greenhouse gas emissions here.

Greenhouse Gases

The most common types of greenhouse gases are:

• Carbon Dioxide (CO 2 ) : Carbon dioxide is the most common greenhouse gas created by human activities. It makes up 80 percent of U.S. greenhouse gas emissions. Most carbon dioxide enters the atmosphere when fossil fuels (oil, natural gas, and coal) are burned for electricity and transportation, and because of other processes like making cement. Carbon dioxide is removed from the atmosphere and stored when it is absorbed by plants, soils, animals, and the ocean as part of the carbon cycle.

Learn more about how energy emissions are controlled in the United States.

• Methane (CH 4 ) : Methane is the next most common greenhouse gas emitted by human activities. It makes up 10 percent of U.S. greenhouse gas emissions. Most methane emissions come from raising livestock (like cows), but methane is also released when coal, natural gas, and oil are produced and transported, and when organic waste (like food) decays in landfills. Methane is a stronger gas than carbon dioxide, meaning it creates more warming, but it stays in the atmosphere for a shorter time.

Learn more about how industrial greenhouse gases like methane are controlled in the United States.

• Nitrous Oxide (N 2 O) : Most nitrous oxide is emitted by agricultural activities, like applying fertilizer, but it also comes from industrial activities, burning fossil fuels, and other sources. It makes up 6 percent of U.S. greenhouse emissions. Nitrous oxide is even more powerful than methane and carbon dioxide at warming the atmosphere.
• Hydrofluorocarbons (HFCs), Perfluorocarbons (PFCs), and Sulfur Hexafluoride (SF6) : Try saying these gases three times fast! They’re called “fluorinated gases” for short. These gases combined make up only 3 percent of all U.S. greenhouse gas emissions. That may sound small, but they are very important to solving climate change because they stay in the atmosphere for a very long time (sometimes for thousands of years!) and are much more powerful warmers than all other gases. These gases are made by humans and are used to cool our refrigerators, freezers, buildings and cars.

U.S. Greenhouse Gases by Gas Type and Sector, 2021

In 2021, the United States emitted 6.3 billion metric tons of greenhouse gases (CO2e). Carbon dioxide accounted for the largest percentage of greenhouse gases (79%), followed by methane (13%), nitrous oxide (6%), and other greenhouse gases (3%). Total U.S. emissions for 2021 totaled 6,340 million metric tons of CO2e; net emissions, accounting for carbon sinks, totaled 5,586 million metric tons CO2e. Greenhouse gases are emitted by all sectors of the economy, including electric power (25% of total), transportation (28%), industry (23%), residential (6%), commercial (7%), and agriculture (10%).

Inventory of U.S. Greenhouse Gas Emissions and Sinks 1990-2021 (EPA, 2023)

Impacts of a Changing Climate

Because of increases in greenhouse gas emissions, global temperatures are rising. Each of the past four decades has been warmer than the previous one. 2016 and 2020 were the warmest years on record, and the six warmest years have all been  since 2010 .

Learn more about the relationship between extreme weather and climate change.

The following charts show how emissions and temperatures have gone up since 1900, and how they could continue to change in the future. If we continue to emit more and more greenhouse gases, the temperature of the Earth will rise a lot – maybe as much as 5 degrees Celsius (9 degrees Fahrenheit) by 2100. Even if we reduce our emissions right now, the temperature of the Earth will still rise slightly, but we might be able to keep the rise below 2 degrees Celsius (or about 4.8 degrees Fahrenheit). Two degrees might not sound like much, but scientists agree that even that small amount of warming can have large impacts on humans and the environment.

Past and Projected Changes in Carbon Emissions and Temperature

Fourth National Climate Assessment (USGRP, 2018)

Rising global temperatures affect many things, like extreme weather , human health, food supply, and ecosystems. These impacts are already being felt today, and groups like the poor, elderly, and others are especially vulnerable.

Impacts of climate change include:

• Heat waves . Heat waves are long periods of time with temperatures that are hotter than normal. As the Earth warms, more areas will be at risk for hotter and more common extreme heat waves. Learn more about the link between  climate change and extreme heat .
• Heavy precipitation and storms . Heavy precipitation – like rain or snow – is becoming more common in many locations, which can lead to flooding and other dangerous weather. As seas warm, coastal storms like hurricanes are also becoming more frequent and damaging. Learn more about the link between climate change and  heavy precipitation and hurricanes .
• Sea level rise . Sea levels have risen about 8 inches since 1880 because glaciers and ice sheets are melting and seas are warming. Scientists predict that, with 1.5 degrees Celsius of warming, sea levels could rise by as much as 1.8 feet this century, which would harm communities living on islands and near coasts. These rises could be even higher if glaciers in Greenland or Antarctica melt very quickly.
• Threats to habitats and animals . Warming temperatures, rising seas, melting ice, and other impacts of climate change can threaten the habitat of many plants and animals. Some species are moving to new habitats, but others may struggle to adapt and become endangered or extinct.
• Ocean acidification . Extra carbon dioxide in the atmosphere is absorbed by the oceans, making them more acidic. This can make it difficult for corals and organisms that form shells to survive, which can create problems in the food chain for other sea animals.
• Wildfires . These are fires that burn large amounts of forests and brush. When they are not controlled, wildfires can destroy homes and be deadly. The number of large wildfires and the length of the season when they’re most likely and threatening have been increasing in recent years. Find out how climate change will  worsen wildfire conditions .
• Drought . A drought is a period with little rain and not enough water. Global warming will increase the risk of drought in some places and make it harder to grow food. Learn about the links between  climate change and drought .

The American pika, a roughly potato-sized relative of the rabbit, is one of many animals feeling the impacts of climate change. The pika lives on mountains in cool areas, but warmer temperatures can push the pika to higher and higher altitudes, where it’s cooler. Eventually, they may run out of space.

Pikas Disappearing from Parts of the West Due to Climate Change (USGS, 2015)

How can you help?

Even though climate change sounds scary, we still have time to avoid some of the worst impacts. Everyone can play a part, including government, businesses, and you.

There are two main things we need to do:

The first is to reduce the greenhouse gas emissions responsible for climate change.  By choosing cleaner ways to power our homes, offices, and cars, and being more efficient and less wasteful, we can produce fewer greenhouse gas emissions.

There are lot of things you can do to help, like turning off the lights when you leave a room to reduce the electricity you use, walking or biking where you can, or planting trees to absorb carbon dioxide. If you do any of these things, make sure you communicate with other people (like your family, teachers, and friends) about why you’re doing them! Communication can inspire more people to change their habits and help save the climate.

Look for more ideas on what we can do  together  and  individually .

The second is to prepare for life in a changing climate.  Even if we could stop creating greenhouse gases tomorrow, the climate would still change some because of our past emissions. So we need to make sure our buildings, roads, businesses, and communities are ready for the climate changes that we can’t avoid. This includes things like helping cities on the coast prepare for floods, preventing wildfires in our forests, and more.

Learn  how communities and companies are preparing .

The power of YOUth

Around the world, young people are learning about climate change and taking action. In fact, young people are some of the most important voices in the climate movement because you can inspire powerful people to create a better future for you.

You don’t have to be a rocket scientist or a politician to make a difference in the fight against climate change. Whatever your talents are, there’s a role for you to play. Some young people, like Greta Thunberg , Vanessa Nakate , and others, are leading the Fridays for Future movement to tell their governments to create strong policies to fight climate change. Other students are inventing new technologies to cut emissions and reduce waste. And others are using their creativity to bring awareness to climate change by writing music and creating art .

You can also look for ways to get involved in your community – maybe you can help your school set up a composting program to keep food waste out of the landfill. Maybe your synagogue or mosque needs help switching to energy efficient lights. Maybe you can write a letter to your local government to encourage your community to prepare for extreme weather or wildfires. Everyone can do something to fight climate change.

Check out our  Educator Resources  page for activities you can do to learn more about how climate change works and how you can be a part of the solution.

C2ES thanks the Alcoa Foundation for its support, which allowed us to develop our Climate Classroom content. As a fully independent organization, C2ES is solely responsible for its positions, programs, and publications.

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Steps To Follow While Writing An Essay On Climate Change

Table of Contents

Climate change is the most essential issue of our generation; we are the first to witness its early signs and the last who have a chance of stopping them from happening.

Living in a bubble of denial can only get us this far; the planet which is our home is already a scene for melting glaciers, raising floods, extinction of species… the list goes on and on. Spreading awareness on matters of climate change through any means available, including as seemingly trivial form as writing a school essay, cannot be underestimated.

Follow the guidelines suggested in the paragraphs below to learn how to create a perfect essay that will get you an appraisal of your teacher.

Essay on climate changes: how to write?

If you really want to make your teacher gasp while they are reading your work, there are three vital things to pay attention to .

First of all, read the topic carefully and understand it’s specific, i.e., what is expected from you.

For instance, if it is the role of individuals in helping prevent climate change, you should not focus so much on the global problems, but speak about how small changes all of us can introduce in our routines will eventually have a positive environmental effect.

Secondly, determine your personal take on the problem . Search for materials on your subject using keywords, and pile up the evidence that supports your point of view.

Finally, write a conclusion. Make sure that the conclusion you make reflects the viewpoints you have been expressing all throughout your essay.

Below you will find a more detailed breakdown of tasks you will have to accomplish to complete writing an essay on climate changes that is worthy of a top mark.

Check if it is an argumentative essay on climate change or more of a speculative one? Arrange your writing accordingly.

• Craft the outline and don’t go off-topic.
• Search for keywords .
• Make a plan .
• Avoid the most common mistakes from the start.
• Write an introduction thinking about what you will write later.
• Develop your ideas according to the outline .
• Make a conclusion which is consistent with what you’ve written in the main paragraphs.
• Proofread the draft , correct mistakes and print out the hard copy. All set!

One of the most focal of your writing will be factual evidence. When writing on climate change, resort to providing data shared by international organizations like IPCC , WWF , or World Bank .

It is undeniable that among the main causes of climate change, unfortunately, there are oil and fossil fuels that are the basis of the whole economy and still invaluable sources of energy.

Although everyone knows that oil resources are polluting and that it would be much more useful and environmentally sustainable to rely on renewable energies such as wind and solar energies and electricity, the power of the world seem not to notice or pretend not to see for don’t go against your own interests.

The time has come to react and raise awareness of the use of renewable energy sources.

In addition to the causes already mentioned, we must consider the increase in the carbon dioxide air that traps heat in our atmosphere, thus increasing the temperatures with the consequent of the Arctic glaciers melting.

WWF reported that in 2016, the recorded data was quite worrying with a constant increase in temperatures and a 40% decrease in Arctic marine glaciers.

Topics for essay on global warming and climate change

If you do not have any specific topic to write on, consider yourself lucky. You can pick one that you are passionate about – and in fact, this is what you should do! If we think back to the very definition of essay, it is nothing more than a few paragraphs of expressing one’s personal attitude and viewpoints on a certain subject. Surely, you need to pick a subject that you are opinionated about to deliver a readable piece of writing!

Another point to consider is quaintness and topicality factors. You don’t want to end up writing on a subject that the rest of your class will, and in all honesty, that has zero novelty to it.

Even if it is something as trivial as the greenhouse effect, add an unexpected perspective to it: the greenhouse effect from the standpoint of the feline population of Montenegro. Sounds lunatic, but you get the drift.

Do not worry, below you will find the list of legitimately coverable topics to choose from:

• The last generation able to fight the global crisis.
• Climate change: top 10 unexpected causes.
• Climate changes. Things anyone can do.
• Climate changes concern everyone. Is it true?
• The Mauna Loa volcano: climate change is here.
• Water pollution and coastal cities: what needs to be done?
• Is there global warming if it’s still cold?
• The CO2 concentration in the atmosphere.
• Celebrity activists and climate changes.
• Individual responsibility for the environment.
• How the loss of biodiversity is the biggest loss for humanity.
• Ways to fight global warming at home.
• Sustainable living as a way of fighting climate change.
• Climate change fighting countries to look up to.
• Industrial responsibility and climate change.
• What future will be like if we fail to make an environmental stand?
• Discovering water on Mars: a new planet to live on?
• Climate change effects on poor countries.
• Nuclear power laws and climate change.
• Is it true that climate change is caused by man?

Mistakes to avoid when writing an essay on climate change

When composing your essay, you must avoid the following (quite common!) mistakes:

• Clichés – no one wants to read universal truths presented as relevant discoveries.
• Repeating an idea already expressed – don’t waste your readers’ time .
• Making an accumulation of ideas that are not connected and that do not follow one another; structure your ideas logically .
• Being contradictive (check consistency).
• Using bad or tired collocations .
• Using lackluster adjectives like “good”/”bad”. Instead, think of more eye-catching synonyms.

Structure your essay in a logical way : introduce your thesis, develop your ideas in at least 2 parts that contain several paragraphs, and draw a conclusion.

Bottom line

Writing an essay on global warming and climate change is essentially reflecting on the inevitable consequence of the irresponsible behavior of people inhabiting the planet. Outside of big-scale thinking, there is something each of us can do, and by shaping minds the right way, essential change can be done daily.

Each of us can act to protect the environment, reducing the use of plastic, recycling, buying food with as little packaging as possible, or turning off water and light when not in use. Every little help, even a short essay on climate change can help make a difference.

Can’t wait to save the planet? Do it, while we write your essay. Easy order, complete confidentiality, timely delivery. Click the button to learn more!

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Earth > Ask a Scientist About Our Environment > How can kids help prevent global warming?

What are the most important things kids can do to prevent global warming? —  Armano B., Grade 6

Geologist Ed Mathez answers this question:

Dear Armano,

Thank you for your question. It's a really good one. There is no single solution, so let me give you three things that kids can do to help minimize global warming.

1. Conserve energy in your everyday life.

Making simple choices to save energy  may help avoid the serious consequences of global warming. For example:

• Turn off the lights.
• Close doors immediately so heat does not escape.
• Take short showers.
• Walk or bike if you can (instead of having your parents drive you).
• Turn off your computer when not in use (don't leave it on just to keep Facebook or Myspace active).

We can make simple choices to save energy.

2. Convince the people around you to save energy.

Now, you have to be careful here because people don't like to be told what to do, so convince is the important part. Your parents would be perfect subjects for persuasion, but do it with love and humor. Here are some suggestions that you can provide for your family and friends.

• Replace incandescent with fluorescent lights. (This saves a lot of money!)
• Ask your parents not to leave the car running needlessly, for example, when waiting to pick you up at school.
• Recycle  (this saves energy in manufacturing).
• Run the dishwasher and other appliances on energy saver mode.
• Keep the house at 68°F or less. And make sure the heat goes off at night and when everyone is away.
• Start a conservation club at school to raise awareness. Get your fellow students and teachers on board to have the school reduce energy consumption.

It takes energy to produce everything we buy. We can save energy by recycling.

In fact, not knowing is one of the problems. Global warming is a significant risk to society. On the one hand, we do not know exactly what will happen. On the other, we realize that what could happen could be serious. And these consequences could affect different parts of the world in different ways.

3. Keep learning.

These ideas all involve conservation. While that's important, what's more important is finding and implementing sources of energy that do not pollute the environment. Who is going to do that? It can be you! So the third and most important thing you can do is get the best education you can get, so that you can be a responsible citizen and continue making good decisions. Maybe you will help find scientific, technological, economic, or political solutions to the present situation.

You Can Make a Difference!

• It takes a lot of energy and water  to produce everything that we use and buy. Find out how to Be a Water Saver  with this checklist.

Explore More:

• Take this Virtual Water Quiz  to test your knowledge about the water you didn't know you were using.
• Find out how global warming is endangering the planet's species and habitats in Going, Going... Gone?

Name: Edmond Mathez

Job Title: Curator, Department of Earth & Planetary Sciences

Known For: Ed is a geologist. He researches the origin and composition of  igneous rocks.

Cool Fact:   Ed has collected rock samples from all over the world, including Greenland and South Africa. He's gone as deep as 2 kilometers (1.2 miles) down into a mine.

You might also like...

Be an energy saver.

Find out what you can do to save energy and slow climate change!

What Do You Know About Climate Change?

Think you're an expert on changing climate? Test your knowledge with this quiz!

Meet the OLogist: Ed Mathez

Do you dig the Earth? If so, you'll want to meet Ed.

Image Credits:

Earth, courtesy of NASA; recycling bins, by Eric Hamilton © AMNH; Edmond Mathez, © AMNH.

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Causes and Effects of Climate Change

Fossil fuels – coal, oil and gas – are by far the largest contributor to global climate change, accounting for over 75 per cent of global greenhouse gas emissions and nearly 90 per cent of all carbon dioxide emissions. As greenhouse gas emissions blanket the Earth, they trap the sun’s heat. This leads to global warming and climate change. The world is now warming faster than at any point in recorded history. Warmer temperatures over time are changing weather patterns and disrupting the usual balance of nature. This poses many risks to human beings and all other forms of life on Earth. 

Heatwaves put bees at risk

Eleven-year-old Markela is a fifth generation beekeeper, but climate change is making it so that she may not be able to carry on the family tradition. Wildfires, heatwaves, and droughts that are increasing in intensity and frequency due to the climate crisis, put bees and the ecosystems at risk.

Healing Chile’s Huapi Island

On Chile’s Huapi Island, native forests have become fragmented, making the soils poorer and drier and leaving the population vulnerable to the effects of climate change. Now, thanks to the restoration efforts of Indigenous Peoples, native trees are making a comeback.

Early warning systems are saving lives in Central Asia

As Central Asia grapples with the increasing frequency and severity of climate-induced hazards, the importance of robust early warning systems cannot be overstated. However, countries need both technical knowledge and resources to effectively implement these systems on a large scale. Japan has been a reliable ally for countries, helping advance early warning systems and increase resilience in the region.

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Adapting to climate change

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Our Future Is Now - A Climate Change Essay by Francesca Minicozzi, '21

Francesca Minicozzi (class of 2021) is a Writing/Biology major who plans to study medicine after graduation. She wrote this essay on climate change for WR 355/Travel Writing, which she took while studying abroad in Newcastle in spring 2020. Although the coronavirus pandemic curtailed Francesca’s time abroad, her months in Newcastle prompted her to learn more about climate change. Terre Ryan Associate Professor, Writing Department

Our Future Is Now

By Francesca Minicozzi, '21 Writing and Biology Major

 “If you don’t mind me asking, how is the United States preparing for climate change?” my flat mate, Zac, asked me back in March, when we were both still in Newcastle. He and I were accustomed to asking each other about the differences between our home countries; he came from Cambridge, while I originated in Long Island, New York. This was one of our numerous conversations about issues that impact our generation, which we usually discussed while cooking dinner in our communal kitchen. In the moment of our conversation, I did not have as strong an answer for him as I would have liked. Instead, I informed him of the few changes I had witnessed within my home state of New York.

Zac’s response was consistent with his normal, diplomatic self. “I have been following the BBC news in terms of the climate crisis for the past few years. The U.K. has been working hard to transition to renewable energy sources. Similar to the United States, here in the United Kingdom we have converted over to solar panels too. My home does not have solar panels, but a lot of our neighbors have switched to solar energy in the past few years.”

“Our two countries are similar, yet so different,” I thought. Our conversation continued as we prepared our meals, with topics ranging from climate change to the upcoming presidential election to Britain’s exit from the European Union. However, I could not shake the fact that I knew so little about a topic so crucial to my generation.

After I abruptly returned home from the United Kingdom because of the global pandemic, my conversation with my flat mate lingered in my mind. Before the coronavirus surpassed climate change headlines, I had seen the number of internet postings regarding protests to protect the planet dramatically increase. Yet the idea of our planet becoming barren and unlivable in a not-so-distant future had previously upset me to the point where a part of me refused to deal with it. After I returned from studying abroad, I decided to educate myself on the climate crisis.

My quest for climate change knowledge required a thorough understanding of the difference between “climate change” and “global warming.” Climate change is defined as “a pattern of change affecting global or regional climate,” based on “average temperature and rainfall measurements” as well as the frequency of extreme weather events. 1   These varied temperature and weather events link back to both natural incidents and human activity. 2   Likewise, the term global warming was coined “to describe climate change caused by humans.” 3   Not only that, but global warming is most recently attributed to an increase in “global average temperature,” mainly due to greenhouse gas emissions produced by humans. 4

I next questioned why the term “climate change” seemed to take over the term “global warming” in the United States. According to Frank Luntz, a leading Republican consultant, the term “global warming” functions as a rather intimidating phrase. During George W. Bush’s first presidential term, Luntz argued in favor of using the less daunting phrase “climate change” in an attempt to overcome the environmental battle amongst Democrats and Republicans. 5   Since President Bush’s term, Luntz remains just one political consultant out of many politicians who has recognized the need to address climate change. In an article from 2019, Luntz proclaimed that political parties aside, the climate crisis affects everyone. Luntz argued that politicians should steer clear of trying to communicate “the complicated science of climate change,” and instead engage voters by explaining how climate change personally impacts citizens with natural disasters such as hurricanes, tornadoes, and forest fires. 6   He even suggested that a shift away from words like “sustainability” would gear Americans towards what they really want: a “cleaner, safer, healthier” environment. 7

The idea of a cleaner and heathier environment remains easier said than done. The Paris Climate Agreement, introduced in 2015, began the United Nations’ “effort to combat global climate change.” 8   This agreement marked a global initiative to “limit global temperature increase in this century to 2 degrees Celsius above preindustrial levels,” while simultaneously “pursuing means to limit the increase to 1.5 degrees.” 9    Every country on earth has joined together in this agreement for the common purpose of saving our planet. 10   So, what could go wrong here? As much as this sounds like a compelling step in the right direction for climate change, President Donald Trump thought otherwise. In June 2017, President Trump announced the withdrawal of the United States from the Paris Agreement with his proclamation of climate change as a “’hoax’ perpetrated by China.” 11   President Trump continued to question the scientific facts behind climate change, remaining an advocate for the expansion of domestic fossil fuel production. 12   He reversed environmental policies implemented by former President Barack Obama to reduce fossil fuel use. 13

Trump’s actions against the Paris Agreement, however, fail to represent the beliefs of Americans as a whole. The majority of American citizens feel passionate about the fight against climate change. To demonstrate their support, some have gone as far as creating initiatives including America’s Pledge and We Are Still In. 14   Although the United States officially exited the Paris Agreement on November 4, 2020, this withdrawal may not survive permanently. 15   According to experts, our new president “could rejoin in as short as a month’s time.” 16   This offers a glimmer of hope.

The Paris Agreement declares that the United States will reduce greenhouse gas emission levels by 26 to 28 percent by the year 2025. 17   As a leader in greenhouse gas emissions, the United States needs to accept the climate crisis for the serious challenge that it presents and work together with other nations. The concept of working coherently with all nations remains rather tricky; however, I remain optimistic. I think we can learn from how other countries have adapted to the increased heating of our planet. During my recent study abroad experience in the United Kingdom, I was struck by Great Britain’s commitment to combating climate change.

Since the United Kingdom joined the Paris Agreement, the country targets a “net-zero” greenhouse gas emission for 2050. 18   This substantial alteration would mark an 80% reduction of greenhouse gases from 1990, if “clear, stable, and well-designed policies are implemented without interruption.” 19   In order to stay on top of reducing emissions, the United Kingdom tracks electricity and car emissions, “size of onshore and offshore wind farms,” amount of homes and “walls insulated, and boilers upgraded,” as well as the development of government policies, including grants for electric vehicles. 20   A strong grip on this data allows the United Kingdom to target necessary modifications that keep the country on track for 2050. In my brief semester in Newcastle, I took note of these significant changes. The city of Newcastle is small enough that many students and faculty are able to walk or bike to campus and nearby essential shops. However, when driving is unavoidable, the majority of the vehicles used are electric, and many British citizens place a strong emphasis on carpooling to further reduce emissions. The United Kingdom’s determination to severely reduce greenhouse emissions is ambitious and particularly admirable, especially as the United States struggles to shy away from its dependence on fossil fuels.

So how can we, as Americans, stand together to combat global climate change? Here are five adjustments Americans can make to their homes and daily routines that can dramatically make a difference:

• Stay cautious of food waste. Studies demonstrate that “Americans throw away up to 40 percent of the food they buy.” 21   By being more mindful of the foods we purchase, opting for leftovers, composting wastes, and donating surplus food to those in need, we can make an individual difference that impacts the greater good. 22   
• Insulate your home. Insulation functions as a “cost-effective and accessible” method to combat climate change. 23   Homes with modern insulation reduce energy required to heat them, leading to a reduction of emissions and an overall savings; in comparison, older homes can “lose up to 35 percent of heat through their walls.” 24   
• Switch to LED Lighting. LED stands for “light-emitting diodes,” which use “90 percent less energy than incandescent bulbs and half as much as compact fluorescents.” 25   LED lights create light without producing heat, and therefore do not waste energy. Additionally, these lights have a longer duration than other bulbs, which means they offer a continuing savings. 26  
• Choose transportation wisely. Choose to walk or bike whenever the option presents itself. If walking or biking is not an option, use an electric or hybrid vehicle which emits less harmful gases. Furthermore, reduce the number of car trips taken, and carpool with others when applicable. 
• Finally, make your voice heard. The future of our planet remains in our hands, so we might as well use our voices to our advantage. Social media serves as a great platform for this. Moreover, using social media to share helpful hints to combat climate change within your community or to promote an upcoming protest proves beneficial in the long run. If we collectively put our voices to good use, together we can advocate for change.

As many of us are stuck at home due to the COVID-19 pandemic, these suggestions are slightly easier to put into place. With numerous “stay-at-home” orders in effect, Americans have the opportunity to make significant achievements for climate change. Personally, I have taken more precautions towards the amount of food consumed within my household during this pandemic. I have been more aware of food waste, opting for leftovers when too much food remains. Additionally, I have realized how powerful my voice is as a young college student. Now is the opportunity for Americans to share how they feel about climate change. During this unprecedented time, our voice is needed now more than ever in order to make a difference.

However, on a much larger scale, the coronavirus outbreak has shed light on reducing global energy consumption. Reductions in travel, both on the roads and in the air, have triggered a drop in emission rates. In fact, the International Energy Agency predicts a 6 percent decrease in energy consumption around the globe for this year alone. 27   This drop is “equivalent to losing the entire energy demand of India.” 28   Complete lockdowns have lowered the global demand for electricity and slashed CO2 emissions. However, in New York City, the shutdown has only decreased carbon dioxide emissions by 10 percent. 29   This proves that a shift in personal behavior is simply not enough to “fix the carbon emission problem.” 30   Climate policies aimed to reduce fossil fuel production and promote clean technology will be crucial steppingstones to ameliorating climate change effects. Our current reduction of greenhouse gas emissions serves as “the sort of reduction we need every year until net-zero emissions are reached around 2050.” 31   From the start of the coronavirus pandemic, politicians came together for the common good of protecting humanity; this demonstrates that when necessary, global leaders are capable of putting humankind above the economy. 32

After researching statistics comparing the coronavirus to climate change, I thought back to the moment the virus reached pandemic status. I knew that a greater reason underlay all of this global turmoil. Our globe is in dire need of help, and the coronavirus reminds the world of what it means to work together. This pandemic marks a turning point in global efforts to slow down climate change. The methods we enact towards not only stopping the spread of the virus, but slowing down climate change, will ultimately depict how humanity will arise once this pandemic is suppressed. The future of our home planet lies in how we treat it right now. 

• “Climate Change: What Do All the Terms Mean?,” BBC News (BBC, May 1, 2019), https://www.bbc.com/news/science-environment-48057733 )
• Ibid. 
• Kate Yoder, “Frank Luntz, the GOP's Message Master, Calls for Climate Action,” Grist (Grist, July 26, 2019), https://grist.org/article/the-gops-most-famous-messaging-strategist-calls-for-climate-action
• Melissa Denchak, “Paris Climate Agreement: Everything You Need to Know,” NRDC, April 29, 2020, https://www.nrdc.org/stories/paris-climate-agreement-everything-you-need-know)
• “Donald J. Trump's Foreign Policy Positions,” Council on Foreign Relations (Council on Foreign Relations), accessed May 7, 2020, https://www.cfr.org/election2020/candidate-tracker/donald-j.-trump?gclid=CjwKCAjw4871BRAjEiwAbxXi21cneTRft_doA5if60euC6QCL7sr-Jwwv76IkgWaUTuyJNx9EzZzRBoCdjsQAvD_BwE#climate and energy )
• David Doniger, “Paris Climate Agreement Explained: Does Congress Need to Sign Off?,” NRDC, December 15, 2016, https://www.nrdc.org/experts/david-doniger/paris-climate-agreement-explained-does-congress-need-sign )
• “How the UK Is Progressing,” Committee on Climate Change, March 9, 2020, https://www.theccc.org.uk/what-is-climate-change/reducing-carbon-emissions/how-the-uk-is-progressing/)
• Ibid.  
• “Top 10 Ways You Can Fight Climate Change,” Green America, accessed May 7, 2020, https://www.greenamerica.org/your-green-life/10-ways-you-can-fight-climate-change )
• Matt McGrath, “Climate Change and Coronavirus: Five Charts about the Biggest Carbon Crash,” BBC News (BBC, May 5, 2020), https://www.bbc.com/news/amp/science-environment-52485712 )

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Essay on Global Warming

• Updated on  
• Apr 27, 2024

Being able to write an essay is an integral part of mastering any language. Essays form an integral part of many academic and scholastic exams like the SAT, and UPSC amongst many others. It is a crucial evaluative part of English proficiency tests as well like IELTS, TOEFL, etc. Major essays are meant to emphasize public issues of concern that can have significant consequences on the world. To understand the concept of Global Warming and its causes and effects, we must first examine the many factors that influence the planet’s temperature and what this implies for the world’s future. Here’s an unbiased look at the essay on Global Warming and other essential related topics.

Short Essay on Global Warming and Climate Change?

Since the industrial and scientific revolutions, Earth’s resources have been gradually depleted. Furthermore, the start of the world’s population’s exponential expansion is particularly hard on the environment. Simply put, as the population’s need for consumption grows, so does the use of natural resources , as well as the waste generated by that consumption.

Climate change has been one of the most significant long-term consequences of this. Climate change is more than just the rise or fall of global temperatures; it also affects rain cycles, wind patterns, cyclone frequencies, sea levels, and other factors. It has an impact on all major life groupings on the planet.

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What is Global Warming?

Global warming is the unusually rapid increase in Earth’s average surface temperature over the past century, primarily due to the greenhouse gases released by people burning fossil fuels . The greenhouse gases consist of methane, nitrous oxide, ozone, carbon dioxide, water vapour, and chlorofluorocarbons. The weather prediction has been becoming more complex with every passing year, with seasons more indistinguishable, and the general temperatures hotter.

The number of hurricanes, cyclones, droughts, floods, etc., has risen steadily since the onset of the 21st century. The supervillain behind all these changes is Global Warming. The name is quite self-explanatory; it means the rise in the temperature of the Earth.

Also Read: What is a Natural Disaster?

What are the Causes of Global Warming?

According to recent studies, many scientists believe the following are the primary four causes of global warming:

• Deforestation 
• Greenhouse emissions
• Carbon emissions per capita

Extreme global warming is causing natural disasters , which can be seen all around us. One of the causes of global warming is the extreme release of greenhouse gases that become trapped on the earth’s surface, causing the temperature to rise. Similarly, volcanoes contribute to global warming by spewing excessive CO2 into the atmosphere.

The increase in population is one of the major causes of Global Warming. This increase in population also leads to increased air pollution . Automobiles emit a lot of CO2, which remains in the atmosphere. This increase in population is also causing deforestation, which contributes to global warming.

The earth’s surface emits energy into the atmosphere in the form of heat, keeping the balance with the incoming energy. Global warming depletes the ozone layer, bringing about the end of the world. There is a clear indication that increased global warming will result in the extinction of all life on Earth’s surface.

Also Read: Land, Soil, Water, Natural Vegetation, and Wildlife Resources

Solutions for Global Warming

Of course, industries and multinational conglomerates emit more carbon than the average citizen. Nonetheless, activism and community effort are the only viable ways to slow the worsening effects of global warming. Furthermore, at the state or government level, world leaders must develop concrete plans and step-by-step programmes to ensure that no further harm is done to the environment in general.

Although we are almost too late to slow the rate of global warming, finding the right solution is critical. Everyone, from individuals to governments, must work together to find a solution to Global Warming. Some of the factors to consider are pollution control, population growth, and the use of natural resources.

One very important contribution you can make is to reduce your use of plastic. Plastic is the primary cause of global warming, and recycling it takes years. Another factor to consider is deforestation, which will aid in the control of global warming. More tree planting should be encouraged to green the environment. Certain rules should also govern industrialization. Building industries in green zones that affect plants and species should be prohibited.

Also Read: Essay on Pollution

Effects of Global Warming

Global warming is a real problem that many people want to disprove to gain political advantage. However, as global citizens, we must ensure that only the truth is presented in the media.

This decade has seen a significant impact from global warming. The two most common phenomena observed are glacier retreat and arctic shrinkage. Glaciers are rapidly melting. These are clear manifestations of climate change.

Another significant effect of global warming is the rise in sea level. Flooding is occurring in low-lying areas as a result of sea-level rise. Many countries have experienced extreme weather conditions. Every year, we have unusually heavy rain, extreme heat and cold, wildfires, and other natural disasters.

Similarly, as global warming continues, marine life is being severely impacted. This is causing the extinction of marine species as well as other problems. Furthermore, changes are expected in coral reefs, which will face extinction in the coming years. These effects will intensify in the coming years, effectively halting species expansion. Furthermore, humans will eventually feel the negative effects of Global Warming.

Also Read: Concept of Sustainable Development

Sample Essays on Global Warming

Here are some sample essays on Global Warming:

Essay on Global Warming Paragraph in 100 – 150 words

Global Warming is caused by the increase of carbon dioxide levels in the earth’s atmosphere and is a result of human activities that have been causing harm to our environment for the past few centuries now. Global Warming is something that can’t be ignored and steps have to be taken to tackle the situation globally. The average temperature is constantly rising by 1.5 degrees Celsius over the last few years.

The best method to prevent future damage to the earth, cutting down more forests should be banned and Afforestation should be encouraged. Start by planting trees near your homes and offices, participate in events, and teach the importance of planting trees. It is impossible to undo the damage but it is possible to stop further harm.

Also Read: Social Forestry

Essay on Global Warming in 250 Words

Over a long period, it is observed that the temperature of the earth is increasing. This affected wildlife, animals, humans, and every living organism on earth. Glaciers have been melting, and many countries have started water shortages, flooding, and erosion and all this is because of global warming. 

No one can be blamed for global warming except for humans. Human activities such as gases released from power plants, transportation, and deforestation have increased gases such as carbon dioxide, CFCs, and other pollutants in the earth’s atmosphere.                                              The main question is how can we control the current situation and build a better world for future generations. It starts with little steps by every individual. 

Start using cloth bags made from sustainable materials for all shopping purposes, instead of using high-watt lights use energy-efficient bulbs, switch off the electricity, don’t waste water, abolish deforestation and encourage planting more trees. Shift the use of energy from petroleum or other fossil fuels to wind and solar energy. Instead of throwing out the old clothes donate them to someone so that it is recycled. 

Donate old books, don’t waste paper.  Above all, spread awareness about global warming. Every little thing a person does towards saving the earth will contribute in big or small amounts. We must learn that 1% effort is better than no effort. Pledge to take care of Mother Nature and speak up about global warming.

Also Read: Types of Water Pollution

Essay on Global Warming in 500 Words

Global warming isn’t a prediction, it is happening! A person denying it or unaware of it is in the most simple terms complicit. Do we have another planet to live on? Unfortunately, we have been bestowed with this one planet only that can sustain life yet over the years we have turned a blind eye to the plight it is in. Global warming is not an abstract concept but a global phenomenon occurring ever so slowly even at this moment. Global Warming is a phenomenon that is occurring every minute resulting in a gradual increase in the Earth’s overall climate. Brought about by greenhouse gases that trap the solar radiation in the atmosphere, global warming can change the entire map of the earth, displacing areas, flooding many countries, and destroying multiple lifeforms. Extreme weather is a direct consequence of global warming but it is not an exhaustive consequence. There are virtually limitless effects of global warming which are all harmful to life on earth. The sea level is increasing by 0.12 inches per year worldwide. This is happening because of the melting of polar ice caps because of global warming. This has increased the frequency of floods in many lowland areas and has caused damage to coral reefs. The Arctic is one of the worst-hit areas affected by global warming. Air quality has been adversely affected and the acidity of the seawater has also increased causing severe damage to marine life forms. Severe natural disasters are brought about by global warming which has had dire effects on life and property. As long as mankind produces greenhouse gases, global warming will continue to accelerate. The consequences are felt at a much smaller scale which will increase to become drastic shortly. The power to save the day lies in the hands of humans, the need is to seize the day. Energy consumption should be reduced on an individual basis. Fuel-efficient cars and other electronics should be encouraged to reduce the wastage of energy sources. This will also improve air quality and reduce the concentration of greenhouse gases in the atmosphere. Global warming is an evil that can only be defeated when fought together. It is better late than never. If we all take steps today, we will have a much brighter future tomorrow. Global warming is the bane of our existence and various policies have come up worldwide to fight it but that is not enough. The actual difference is made when we work at an individual level to fight it. Understanding its import now is crucial before it becomes an irrevocable mistake. Exterminating global warming is of utmost importance and each one of us is as responsible for it as the next.  

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Essay on Global Warming UPSC

Always hear about global warming everywhere, but do we know what it is? The evil of the worst form, global warming is a phenomenon that can affect life more fatally. Global warming refers to the increase in the earth’s temperature as a result of various human activities. The planet is gradually getting hotter and threatening the existence of lifeforms on it. Despite being relentlessly studied and researched, global warming for the majority of the population remains an abstract concept of science. It is this concept that over the years has culminated in making global warming a stark reality and not a concept covered in books. Global warming is not caused by one sole reason that can be curbed. Multifarious factors cause global warming most of which are a part of an individual’s daily existence. Burning of fuels for cooking, in vehicles, and for other conventional uses, a large amount of greenhouse gases like carbon dioxide, and methane amongst many others is produced which accelerates global warming. Rampant deforestation also results in global warming as lesser green cover results in an increased presence of carbon dioxide in the atmosphere which is a greenhouse gas.  Finding a solution to global warming is of immediate importance. Global warming is a phenomenon that has to be fought unitedly. Planting more trees can be the first step that can be taken toward warding off the severe consequences of global warming. Increasing the green cover will result in regulating the carbon cycle. There should be a shift from using nonrenewable energy to renewable energy such as wind or solar energy which causes less pollution and thereby hinder the acceleration of global warming. Reducing energy needs at an individual level and not wasting energy in any form is the most important step to be taken against global warming. The warning bells are tolling to awaken us from the deep slumber of complacency we have slipped into. Humans can fight against nature and it is high time we acknowledged that. With all our scientific progress and technological inventions, fighting off the negative effects of global warming is implausible. We have to remember that we do not inherit the earth from our ancestors but borrow it from our future generations and the responsibility lies on our shoulders to bequeath them a healthy planet for life to exist. 

Also Read: Essay on Disaster Management

Climate Change and Global Warming Essay

Global Warming and Climate Change are two sides of the same coin. Both are interrelated with each other and are two issues of major concern worldwide. Greenhouse gases released such as carbon dioxide, CFCs, and other pollutants in the earth’s atmosphere cause Global Warming which leads to climate change. Black holes have started to form in the ozone layer that protects the earth from harmful ultraviolet rays. 

Human activities have created climate change and global warming. Industrial waste and fumes are the major contributors to global warming. 

Another factor affecting is the burning of fossil fuels, deforestation and also one of the reasons for climate change.  Global warming has resulted in shrinking mountain glaciers in Antarctica, Greenland, and the Arctic and causing climate change. Switching from the use of fossil fuels to energy sources like wind and solar. 

When buying any electronic appliance buy the best quality with energy savings stars. Don’t waste water and encourage rainwater harvesting in your community. 

Also Read: Essay on Air Pollution

Tips to Write an Essay

Writing an effective essay needs skills that few people possess and even fewer know how to implement. While writing an essay can be an assiduous task that can be unnerving at times, some key pointers can be inculcated to draft a successful essay. These involve focusing on the structure of the essay, planning it out well, and emphasizing crucial details.

Mentioned below are some pointers that can help you write better structure and more thoughtful essays that will get across to your readers:

• Prepare an outline for the essay to ensure continuity and relevance and no break in the structure of the essay
• Decide on a thesis statement that will form the basis of your essay. It will be the point of your essay and help readers understand your contention
• Follow the structure of an introduction, a detailed body followed by a conclusion so that the readers can comprehend the essay in a particular manner without any dissonance.
• Make your beginning catchy and include solutions in your conclusion to make the essay insightful and lucrative to read
• Reread before putting it out and add your flair to the essay to make it more personal and thereby unique and intriguing for readers  

Also Read: I Love My India Essay: 100 and 500+ Words in English for School Students

Ans. Both natural and man-made factors contribute to global warming. The natural one also contains methane gas, volcanic eruptions, and greenhouse gases. Deforestation, mining, livestock raising, burning fossil fuels, and other man-made causes are next.

Ans. The government and the general public can work together to stop global warming. Trees must be planted more often, and deforestation must be prohibited. Auto usage needs to be curbed, and recycling needs to be promoted.

Ans. Switching to renewable energy sources , adopting sustainable farming, transportation, and energy methods, and conserving water and other natural resources.

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Digvijay Singh

Having 2+ years of experience in educational content writing, withholding a Bachelor's in Physical Education and Sports Science and a strong interest in writing educational content for students enrolled in domestic and foreign study abroad programmes. I believe in offering a distinct viewpoint to the table, to help students deal with the complexities of both domestic and foreign educational systems. Through engaging storytelling and insightful analysis, I aim to inspire my readers to embark on their educational journeys, whether abroad or at home, and to make the most of every learning opportunity that comes their way.

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This was really a good essay on global warming… There has been used many unic words..and I really liked it!!!Seriously I had been looking for a essay about Global warming just like this…

Thank you for the comment!

I want to learn how to write essay writing so I joined this page.This page is very useful for everyone.

Hi, we are glad that we could help you to write essays. We have a beginner’s guide to write essays ( https://leverageedu.com/blog/essay-writing/ ) and we think this might help you.

It is not good , to have global warming in our earth .So we all have to afforestation program on all the world.

thank you so much

Very educative , helpful and it is really going to strength my English knowledge to structure my essay in future

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Global warming is the increase in 𝓽𝓱𝓮 ᴀᴠᴇʀᴀɢᴇ ᴛᴇᴍᴘᴇʀᴀᴛᴜʀᴇs ᴏғ ᴇᴀʀᴛʜ🌎 ᴀᴛᴍᴏsᴘʜᴇʀᴇ

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• climate change

How Climate Disasters Are Making Food Expensive Everywhere 

I n today’s climate-changing world, climate events thousands of miles away drive the cost of everything around us—from a flight ticket to a new piece of clothing to the market price of a meal at your favorite restaurant. 

Take olive oil and chocolate as examples. Severe droughts in the Mediterranean have slashed Spain's olive harvest by 40%, driving up prices by 27% in June compared to last year for American consumers. Similarly , t he price of some chocolates , such as Cadbury’s Freddo, are already higher by 200% this year in Australia with similar price rise expected in the U.S markets, driven mostly by the extreme weather impacting small-holder cocoa farmers in Ghana and Ivory Coast.

Such climate disasters in wheat producing countries such as Argentina also impact essential food products such as breakfast cereal, pasta, and bread. The price of wheat—and wheat-based food products—has experienced some of its greatest volatility in years since 2021. Why? Wheat production in Argentina was hit by drought in 2021and then in 2023, panicking global wheat supply chains already stressed by the Russia-Ukraine crisis. Food companies reacted to this volatility by preemptively increasing consumer prices.

Wheat price spikes might mean an extra dollar for pasta for me as an Indian American now living in California, but for my cousins back in India, food inflation means cuts elsewhere, like education budgets . Growing up in countryside India in a joint family of 14, we often faced these challenges. When food prices increased, my three siblings and I had to switch to buying second-hand textbooks at the start of the new school year. A similar pattern has been observed in low-income American households , too, who switch to canned fruits and vegetables from fresh ones in response to rising food prices.

Our planet is locked into several decades of climate change, regardless of our current mitigation actions. As an entrepreneur working to make food and agriculture supply chains more climate-resilient, I know we need to fundamentally rethink our approach to supply chains to ensure affordable, available food for all.

Read More: How to Feed the World Sustainably

Food supply chains are among the most critical in the world, and they face some of the biggest climate change-related threats, such as extreme weather, rising temperatures, and water scarcity impacting crop yield and quality—all of which affect food security. But while climate change contributes significantly to this problem, other events such as wars compound it. Consequently, many governments enter “panic mode” and enact protectionist measures to protect their interests. However, this often has domino effects that add to the exact problem they intend to avoid—price surges across food supply chains disproportionately impacting lower and middle-income consumers, including farmers who  are net consumers themselves . Meaning, many farmers spend more money on food for their families than they make by farming crops.

In theory, policies such as nearshoring (relocating supply chains to neighboring countries such as Mexico), friendshoring (relocating supply chains to ally nations such as India) and “America First” are helpful for semiconductor supply chains. But they can’t work in food supply chains. Sriracha peppers can’t grow in Minneapolis, and avocados can’t grow in Canada. Even if countries succeed in diversifying their food supply chains with friendly nations, it doesn’t necessarily mean that supply chains on both sides won't be impacted simultaneously by climate events .

Instead, we need a radical rethinking of our approach to building resilience in food supply chains. So far, all the approaches to climate adaptation are country or company-specific. But this global challenge requires a global solution: a collective, cooperative effort that is proactive rather than reactive from governments and companies on an international supply chain level to build resilience in the face of climate change.

One of those global initiatives could be to launch supply chain climate adaptation plans (S-CAPs). These plans, similar to national climate adaptation plans, would be led by multilateral organizations—WTO or World Bank in collaboration with governments—and private sector companies in food, agrochemical, and transportation sectors. They would start by identifying vulnerable global food supply chains, focusing on essential foods like wheat and rice. They would map out areas prone to climate risks, critical transport routes, and important farming regions. Then, they would develop strategies and identify projects to reduce these risks, such as creating climate-resistant seeds, diversifying transport methods, investing in technology to detect hazards, and growing crops in safer areas.

An effort like this would require funding—a combination of international funding and companies’ contributions to support assessments, R&D, and implementation. In fact, unlike initiatives for cutting carbon emissions, driven mainly by reputational and regulatory concerns, initiatives to protect our food supply chains could have 2 times to 10 times the return on investment in the short-to-medium term. For instance, Ethiopia's investment in drought-resistant crops and water management increased yields by 40% and enhanced food security , returning $2 to $4 for every $1 spent.

An international agreement might not sound like the most exciting climate change solution, but it can help keep food stocked and prices low for everyday consumers. 

When the COVID-19 crisis hit, the world came together and went from having no knowledge of the virus to developing and deploying 5 billion vaccines within 18 months. We can certainly replicate that for the food crisis. But a collaboration mindset, rather than an America-first isolationist mindset, is critical to succeed.

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• Published: 13 August 2024

Reducing climate change impacts from the global food system through diet shifts

• Yanxian Li   ORCID: orcid.org/0000-0002-1947-7541 1 ,
• Pan He   ORCID: orcid.org/0000-0003-1088-6290 2 , 3 ,
• Yuli Shan   ORCID: orcid.org/0000-0002-5215-8657 4 ,
• Ye Hang   ORCID: orcid.org/0000-0002-1368-905X 4 ,
• Shuai Shao   ORCID: orcid.org/0000-0002-9525-6310 6 ,
• Franco Ruzzenenti 1 &
• Klaus Hubacek   ORCID: orcid.org/0000-0003-2561-6090 1  

Nature Climate Change ( 2024 ) Cite this article

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How much and what we eat and where it is produced can create huge differences in GHG emissions. On the basis of detailed household-expenditure data, we evaluate the unequal distribution of dietary emissions from 140 food products in 139 countries or areas and further model changes in emissions of global diet shifts. Within countries, consumer groups with higher expenditures generally cause more dietary emissions due to higher red meat and dairy intake. Such inequality is more pronounced in low-income countries. The present global annual dietary emissions would fall by 17% with the worldwide adoption of the EAT-Lancet planetary health diet, primarily attributed to shifts from red meat to legumes and nuts as principal protein sources. More than half (56.9%) of the global population, which is presently overconsuming, would save 32.4% of global emissions through diet shifts, offsetting the 15.4% increase in global emissions from presently underconsuming populations moving towards healthier diets.

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Food choices impact both our health and the environment 1 , 2 . The food system is responsible for about one-third of global anthropogenic GHG emissions 3 , 4 and climate goals become unattainable without efforts to reduce food-related emissions 5 , 6 . However, not everyone contributes the same way to food-related emissions because of disparities in lifestyle, food preferences and affordability within and across countries 7 , 8 , 9 . High levels of food consumption (especially animal-based diets), one of the leading causes of obesity and non-communicable diseases 10 , 11 , lead to substantial emissions 9 , 12 . Simultaneously, >800 million people still suffer from hunger and almost 3.1 billion people cannot afford a healthy diet 13 . Ending hunger and malnutrition while feeding the growing population by extending food production will further exacerbate climate change 14 , 15 . Given the notable increase in emissions driven by food consumption despite efficiency gains 16 , changing consumer lifestyles and choices are needed to mitigate climate change 17 .

Research shows that widespread shifts towards healthier diets, aligned with the sustainable development goals (SDGs) of the United Nations 18 , offer solutions to this complex problem by eradicating hunger (SDG 2), ensuring health (SDG 3) and mitigating emissions (SDG 13) 19 , 20 , 21 , 22 . Numerous dietary options have been proposed as guidelines for diet shifts 1 , 23 , 24 . The planetary health diet 12 , proposed by the EAT-Lancet Commission, stands out as a prominent option. It aims to improve health while limiting the impacts of the food system within planetary boundaries by providing reference intake levels for different food categories 9 , 25 . It is flexibly compatible with diversities and preferences of regional and local diets 12 . Previous research has estimated changes in country-specific environmental impacts, including GHG emissions 26 , 27 , 28 and water consumption 25 , resulting from adopting the planetary health diet. However, there is limited evidence on how different population groups will contribute differently in this process 7 .

Food consumption and associated emissions differ as a result of disparities in consumer choices guided by social and cultural preferences, wealth and income 29 . Quantifying food-related emissions along the entire supply chain for different products and population groups provides information for emission mitigation through changing consumer choices 17 . With the improved availability of household consumption data, recent studies have revealed inequality in energy consumption 30 , 31 and carbon emissions 17 , 32 , 33 , 34 . Although there are several studies on income- or expenditure-specific food-related emissions within individual countries based on survey-based data 35 , 36 , 37 , 38 , previous studies have not assessed global food-related emissions with a detailed breakdown into specific products and population groups. Furthermore, reducing the overconsumption of wealthy or otherwise overconsuming groups can increase the availability of resources for reducing hunger and malnutrition 7 . However, it remains unclear how emissions from different population groups would change in response to global diet shifts.

To fill these gaps, this study evaluates GHG emissions (CO 2 , CH 4 and N 2 O) throughout the global food supply chains (including agricultural land use and land-use change, agricultural production and beyond-farm processes) 16 induced by diets, termed ‘dietary emissions’, in 2019 and the potential emission changes of global diet shifts. Food loss and waste during household consumption 25 , 39 , 40 have been subtracted from the national food supply to obtain dietary intake. We quantify dietary emissions of 140 products 16 (classified into 13 food categories 12 ) on the basis of the global consumption-based emissions inventory of detailed food products 16 . By linking detailed food intake amounts to the food consumption patterns of 201 global expenditure groups (grouped according to the per capita total expenditure of each group) from the household-expenditure dataset 41 based on the World Bank Global Consumption Database (WBGCD) 42 , we analyse the unequal distribution of dietary emissions in 139 countries or areas, covering 95% of the global population. Despite limitations, the total expenditure of consumers, which effectively reflects patterns in household income, consumption and asset accumulation, is a useful approximation to represent levels of income and wealth 31 , 43 . Additionally, we build a scenario of shifting from diets in 2019 to the global planetary health diet to estimate emission changes ( Methods ). This study investigates differences in dietary emissions among regions, countries and population groups, identifying areas where efforts are needed to mitigate emissions during the global transition towards a healthier and more planet-friendly diet.

Present dietary emissions across countries

In this study, dietary emissions account for emissions along the entire global food production supply chains, which are allocated to final consumers of diets. We use the term ‘GHG footprints’ to specifically refer to the dietary emissions of an individual over 1 year 17 , 34 . The total dietary emissions and country-average per capita GHG footprints show different distributions across countries in 2019 (Fig. 1a ; for detailed food categories see Supplementary Figs. 1 – 9 ). The present total global dietary emissions reach 11.4 GtCO 2 e (95% confidence interval 8.2–14.7 Gt) (details of uncertainty ranges in Supplementary Tables 1 and 2 ). China (contributing 13.5% of emissions) and India (8.9%), the world’s most populous countries (Supplementary Table 3 ), are the largest contributors to global dietary emissions. Alongside Indonesia, Brazil, the United States, the Democratic Republic of Congo, Pakistan, Russia, Japan and Mexico, the top ten contributors represent 57.3% of global dietary emissions but with very unequal per capita emissions within and between countries. We find the highest country-average per capita footprints in Bolivia, with 6.1 tCO 2 e, followed by Luxembourg, Slovakia, Mongolia, the Netherlands and Namibia, with >5.0 tCO 2 e (Supplementary Discussion 2.1 ). Haiti (0.36 tCO 2 e) and Yemen (0.38 tCO 2 e) have the lowest country-average footprints, followed by Burundi, Ghana and Togo. Insufficient food intake of residents due to limited food affordability 44 , 45 is the root cause of low footprints in these low- and lower-middle-income countries 46 .

a , Total and per capita dietary emissions for 139 countries/areas. b , Regional dietary emissions from different food categories and populations. The bar chart (left primary axis) shows the regional emission amounts and the line chart (right secondary axis) shows the number of regional populations. Columns are ordered by the descending per capita GDP of regions (Supplementary Tables 5 and 6 ). USA, United States; AUS, Australia; WE, Western Europe; CAN, Canada; JPN, Japan; RUS, Russia; ROEA, Rest of East Asia; EE, East Europe; CHN, China; ROO, Rest of Oceania; NENA, Near East and North Africa; BRA, Brazil; ROLAC, Rest of Latin America and the Caribbean; ROSEA, Rest of Southeast Asia; IDN, Indonesia; IND, India; ROSA, Rest of South Asia; and SSA, Sub-Saharan Africa. Details for the division and scope of regions are shown in Supplementary Fig. 10 and Supplementary Tables 7 and 8 . Country classification by income levels is based on the World Bank 46 . Credit: World Countries basemap, Esri ( https://hub.arcgis.com/datasets/esri::world-countries/about ).

Source data

While animal-based (52%) and plant-based (48%) products contribute nearly equally to global dietary emissions 4 , 16 , the latter accounts for 87% of calories in global diets (Supplementary Table 4 ). The three main sources of emissions, namely red meat (beef, lamb and pork) (5% of calories), grains (51%) and dairy products (5%), contribute to 29%, 21% and 19% of global emissions, respectively. The substantial emissions from red meat and dairy products are attributed to their considerably higher emissions per unit of calories compared to other categories (Supplementary Table 4 ).

To highlight emission differences at a regional level, we further group the country-level results into 18 regions according to geographical locations and development levels (Fig. 1b and Supplementary Fig. 10 ). In most regions, animal-based products contribute fewer calories (less than a quarter) (Supplementary Data 21 ) but yield more emissions than plant-based products, especially in Australia (84% from animal-based products), the United States (71%) and the region Rest of East Asia (71%) where residents excessively consume both red meat and dairy products. However, the consumption of plant-based products in Indonesia (83% of total calories), Rest of Southeast Asia (92%) and Sub-Saharan Africa (77%) accounts for the most emissions, at 92%, 73% and 64%, respectively. Southeast Asia including Indonesia has a high-emission proportion from grains (42%) due to the prevalent meals dominated by rice. The typical food basket in Sub-Saharan Africa is broadly made up of grains, tubers, legumes and nuts 25 , 47 , representing over half of the regional emissions.

Unequal distribution of dietary emissions within countries

We find substantial differences in per capita GHG footprints within countries and regions. To clearly present the distribution of footprints within each country and region, individuals are sorted in ascending order of their total expenditure levels and then sequentially allocated to ten expenditure deciles with equal population size (Supplementary Fig. 11 and Fig. 2a ). As expenditures increase, individuals tend to have higher levels of footprints, with the largest increase attributed to red meat and dairy products. Richer populations usually have higher per capita footprints related to animal-based products than the poorer in most regions (Fig. 2b ). However, there are differences in per capita footprints within expenditure deciles. For example, even in high-income countries such as Australia and Japan, the dietary intake of red meat for some people in the poorest deciles falls below the recommended levels (Supplementary Data 15 ). Rest of East Asia is one exception, with the poorest decile having high footprints due to a substantial intake of red meat, as seen in Mongolia where beef and mutton are the most common dish 48 .

a , GHG footprints from all types of food categories. The size of the bubble refers to the average total expenditure represented by the decile. b , GHG footprints from different food categories. The colours of bubbles in a and b indicate expenditure deciles ranging from the poorest in blue to the wealthiest in red and are comparable only within each region.

Footprints related to plant-based products in specific regions show a different trend from animal-based products as expenditures increase. The middle expenditure groups are responsible for the highest footprints associated with grains in Sub-Saharan Africa and Southeast Asia and the highest footprints of tubers, vegetables and fruits (mainly starchy tropical fruits 49 ) in the Rest of Oceania. These locally produced, high-carbohydrate products are traditional staple foods. In poor countries, agricultural policy primarily targets improving the productivity of staple food, with little investment in the market and facilities for nutrient-rich products 50 , 51 . Consequently, the need for dietary diversity for middle- and low-income people is not adequately addressed 50 , leading to increased consumption of these lower-cost products. However, wealthier consumers can afford more expensive products, such as red meat, reducing their reliance on these staple products.

We use the GHG footprint Gini (GF-Gini) coefficient, calculated on the basis of data from 201 expenditure groups, to measure the dietary emission inequality within a country (Fig. 3 ), with 0 indicating perfect equality and 1 indicating perfect inequality. The inequality of dietary emissions tends to decline with the increase of the per capita GDP of a country, especially for animal-based products. We find the highest inequality of dietary emissions of food products generally in low-income countries, most of which are located in Sub-Saharan Africa. In Sub-Saharan Africa, the highest spending 10% of the population contributes 40% of the regional emissions from red meat, 39% from poultry and 35% from dairy products. In contrast, high-income countries generally have relatively low inequality with high levels of emissions despite country-to-country variations. The GF-Gini coefficients for all types of products of most Western European countries are <0.20 (Supplementary Tables 9 and 10 ), which is lower than for other high-income countries such as the United States, Australia, Canada and Japan.

a – j , The x axis represents the country-average per capita GDP, and the y axis represents the national GF-Gini coefficients of all types of ( a ) and different ( b – j ) food categories. b , Beef, lamb and pork. c , Dairy products. d , Poultry, eggs and fish. e , Grains. f , Tubers and starchy vegetables. g , Vegetables and fruits. h , Legumes and nuts. i , Added fats. j , All sugars. Logarithmic regression (red solid line) and locally weighted regression analysis (blue dotted line) are used to determine the relationship between the national GF-Gini coefficient (dependent variable) and the country-average per capita GDP (independent variable). The coefficients of determination ( R 2 ) and the exact P values from the two-sided Student’s t -test for the logarithmic regression are indicated in each subgraph. The error bands (grey shaded areas) represent 95% confidence intervals around the fitted logarithmic regression lines. Blue, orange and green dots represent all types of products, animal-based products and plant-based products, respectively.

Dietary emission shares across consumer groups

There are notable differences in dietary emission shares associated with food categories across expenditure deciles between regions (Fig. 4 ). In high-income countries, expenditure groups have relatively similar patterns of dietary emissions, with large shares of red meat and dairy products contributing the largest amount of emissions. Even poor consumer groups in high-income countries tend to be more likely to be able to afford animal-based products as a result of relatively lower prices for dairy products, eggs, white meat and processed red meat. This contrasts with the high prices of animal-based products due to supply constraints in most low- and lower-middle-income countries 52 , 53 . Except in high-income countries, starchy staple foods (including grains and tubers), with low prices but high-carbohydrate content 44 , 54 , constitute a large proportion of dietary emissions because of the high level of consumption, especially in Southeast Asia and Sub-Saharan Africa. As individuals’ expenditures increase in these countries, emission shares from starchy staple foods in total emissions decrease substantially. These changes demonstrate that as the affordability of food increases, populations tend to adopt instead more diverse diets composed of fewer starchy staple foods and more meat, dairy products, vegetables and fruits. This trend generally aligns with Bennett’s Law 25 , 55 , 56 . For example, research shows that with rapid economic growth, China’s urban or high-income groups increase their intake of non-starchy foods to fulfil their requirements of dietary diversity 35 , while poorer groups, often engaging in strenuous physical jobs, predominantly consume inexpensive starchy staple foods. One exception is Rest of Oceania, where poorer groups have higher percentages of emissions from not only tubers but also vegetables and fruits. Owing to relatively low expenditure on food, poor populations in this island region usually choose locally cultivated tubers and fruits (such as cassava, taro and bananas) 57 , 58 with high intensities of land-use emissions 59 .

The numbers at the bottom of each bar represent the expenditure levels of regional expenditure deciles, ranging from the poorest (1) to the wealthiest (10). Food categories are shown in the colour legend. a , United States. b , Australia. c , Western Europe. d , Canada. e , Japan. f , Russia. g , Rest of East Asia. h , Eastern Europe. i , China. j , Rest of Oceania. k , NENA. l , Brazil. m , ROLAC. n , Rest of Southeast Asia. o , Indonesia. p , India. q , Rest of South Asia. r , Sub-Saharan Africa.

Emission changes from adopting the planetary health diet

To estimate the emission changes from a global diet shift, we build a hypothetical scenario by assuming that everyone in all countries adopts the planetary health diet ( Methods ). Results indicate that the global dietary emissions would decrease by 17% (1.94 (1.51–2.39) GtCO 2 e) compared with the 2019 level (details of the uncertainty ranges can be found in Supplementary Tables 11 and 12 ). The presently overconsuming groups (56.9% of the global population) would save 32.4% of global emissions through diet shifts, more than offsetting the 15.4% increase in global emissions from the presently underconsuming groups (43.1% of the global population) as a result of adopting healthier diets (Supplementary Table 13 ). National dietary emissions in 100 countries would decline by 2.88 GtCO 2 e, whereas the other 39 countries (mainly low- and lower-middle-income countries 46 in Sub-Saharan Africa and South Asia) would have an increase in emissions by 938 MtCO 2 e (Fig. 5a ; for detailed food categories see Supplementary Figs. 12 – 20 ).

a , Volume changes and percentage changes of national emissions for 139 countries/areas. b , Regional emission changes from different food categories. Abbreviations of 18 regions and the source of the base map are listed in Fig. 1 caption.

Countries would be affected differently regarding emission changes by adopting the planetary health diet, reflected in the percentage change in national emissions (Fig. 5a ). Uzbekistan (−74%), Australia (−70%), Qatar (−67%), Turkey (−65%) and Tajikistan (−64%) would see the largest percentage decrease. In comparison, most of the countries with an estimated considerable percentage increase are located in Sub-Saharan Africa and the Middle East, with the largest percentage increase from Iraq (+155%). Notably, with the increase in per capita GDP, the percentage change in overall dietary emissions of countries shows a shift from a positive to a negative trend, primarily led by changes in animal-based emissions (Supplementary Fig. 21 ).

Global emission reduction would be dominantly driven by red meat and grains (Fig. 5b ). The reduction in meat, eggs and fish would lead to 2.04 GtCO 2 e of emission reduction, of which 94% is driven by the decrease in red meat. China (22%), the United States (15%) and Brazil (14%) would be the largest contributors to emission reduction associated with a decrease in red meat consumption. A decline in grains would result in 914 MtCO 2 e of emission reduction, of which 56% would happen in Asia. A further 240 and 89 MtCO 2 e reduction in emissions would come from reduced sugars and tubers, respectively. However, increased proteins (legumes and nuts and dairy products), added fats and vegetables and fruits would partly offset the above-reduced emissions by 41%. Intake of legumes and nuts would increase in all regions, leading to a further 757 MtCO 2 e of emissions, whereas most of the emission increase related to added fats (largely vegetable oils) (279 Mt) and dairy products (143 Mt) would take place in Sub-Saharan Africa, China and other Asian countries. Global dietary emissions associated with vegetables and fruits would increase by 163 Mt, despite declines in China and Rest of Oceania.

The decline in per capita GHG footprints would be achieved primarily in wealthy consumer groups in high- and upper-middle-income countries, while increased footprints would occur mainly in poor groups in most countries (Fig. 6a ). Results show that the shifts of chief protein sources from animal-based to plant-based proteins according to the planetary health diet 12 would contribute the most to changes in footprints globally (Fig. 6b ). For example, in Australia, Brazil, Canada and the United States where diets are dominated by red meat and dairy products, the top and upper-middle expenditure groups would have notable reductions in footprints. However, most populations in South and Southeast Asia and Sub-Saharan Africa would have a considerable increase in footprints because of the present low levels of red meat intake. Meanwhile, the present intake of plant-based proteins in all countries is below the recommended level 25 . Footprints related to legumes and nuts would increase for most expenditure groups in all regions to meet nutrient demands. This increase is particularly substantial in Rest of Oceania, Brazil, Indonesia and Sub-Saharan Africa, where most of the consumed legumes and nuts are domestically produced with high land-use emission intensities 59 , 60 , assuming the present production and trade patterns remain unchanged.

a , Changes in GHG footprints from all types of food categories. The size of the bubble refers to the average total expenditure represented by the decile. b , Changes in GHG footprints from different food categories. The colours of bubbles in a and b indicate expenditure deciles ranging from the poorest in blue to the wealthiest in red and are comparable only within each region.

Discussion and conclusions

This study uncovers the extent of inequality of dietary emissions within countries based on detailed expenditure data 17 , 34 and underlines the dependence of dietary emissions on expenditure and income levels. Emissions aggregated at expenditure deciles may lose some fine-grained information from the 201 expenditure groups. For example, people from the lowest expenditure groups in affluent countries may experience malnutrition or even hunger, which is not adequately captured at a decile level. Nevertheless, the GF-Gini coefficient calculated from 201 groups provides an accurate reflection of emission inequality. Results show that affluent countries consume high-emission diets but show relatively lower levels of inequality, whereas many poor countries tend to have diets with lower emissions but higher levels of inequality.

The objective of the diet shift scenario is to assess the potential implications of emission mitigation of the food system resulting from changing consumer choices. Widespread diet shifts offer dual benefits by moving 43.1% of the global population out of underconsumption and mitigating 17% of global dietary emissions. The simulated changes in the volume of global emissions under the planetary health diet approximate the findings by ref. 26 (Supplementary Discussion 1 ). However, worldwide diet shifts require tailored policies targeted at regions, countries, expenditure groups and products instead of ‘one-size-fits-all’ policies.

We find that, compared to plant-based products, animal-based products, particularly red meat and dairy products, exhibit greater potential for reducing both emission volumes and emission disparities among different expenditure groups. Priorities lie in reducing the overconsumption of specific emission-intensive products in affluent countries (particularly the high-expenditure groups), such as beef in Australia and the United States, to achieve health 9 , 12 and climate benefits 25 , 26 , 28 . Incentives, such as implementing subsidies or taxation on environmental externalities through food or carbon pricing 61 , ecolabelling 62 and expanding the availability of less emission-intensive products (for instance, menu design for diverse vegetarian foods 63 ), can encourage consumers to make dietary changes. Moreover, a well-designed (primarily urban) food environment can reshape residents’ dietary patterns 35 and the parallel development of urban planning and infrastructure can alleviate the time and financial burdens of shifts to healthier diets 64 . However, in countries such as Mongolia, where diets heavily rely on red meat and dairy products because of their traditional nomadic lifestyle and limited accessibility of diverse foods, especially in rural areas 48 , diet shifts may not be feasible but there is a need to improve national nutritional education 48 .

Low-income countries face more severe challenges in reaching healthier diets. On the one hand, diet shifts require increased food consumption in these countries. For example, in Sub-Saharan Africa, the planetary health diet requires a 3.4-fold increase in dairy consumption for the entire population and a 69-fold increase for the poorest decile (Supplementary Fig. 22 ). However, Sub-Saharan Africa and South and Southeast Asia, which have experienced stagnating agriculture production efficiency for decades 8 , cannot produce domestically nor afford to import the food required for diet shifts 65 . It is crucial to enhance the production efficiency of feed and food crops through various measures such as crop and soil management techniques 8 , 66 and the introduction of high-yielding crop varieties and hybrids 67 , 68 . Moreover, increasing the proportions of nutrient-rich products in food imports 65 and reducing restrictive trade policies which tend to raise food prices 25 , 69 help to address this challenge. On the other hand, poor populations often opt for lower-cost, calorie-dense but less nutritionally beneficial foods. High cost and low affordability remain the largest barriers for these individuals to select healthier diets 44 , 54 , 70 , 71 . Others 44 found that >1.58 billion low-income populations worldwide cannot afford the cost of the planetary health diet. Therefore, policy efforts (for instance, pricing interventions 72 , technical assistance to reduce food production costs 73 and so on) should focus on making food more affordable and accessible, especially for lower expenditure groups 37 , 74 . However, studies indicate that lower food prices may decrease the income of agricultural households 75 , 76 , widen wealth gaps between individuals employed in food- and non-food sectors, especially in low-income agrarian countries and exacerbate rural poverty 1 , 77 . In this sense, policies aimed at promoting diet shifts should be deliberately and cautiously designed with vulnerable groups in mind to reduce inequality 37 , 61 .

Lastly, altered food demand due to diet shifts can induce notable structural adjustments within the global agri-food system. Although this study does not assess the feasibility of countries supplying sufficient food if the planetary health diet was adopted, results indicate that the composition of global food production would change considerably to adapt to the substantial changes in demand 8 , 25 , 77 . The diet shifts would necessitate the global supply (in calorie content) of red meat decrease by 81%, all sugars by 72%, tubers by 76% and grains by 50%, while that of legumes and nuts increase by 438%, added fats by 62% and vegetables and fruits by 28% (Supplementary Data 16 ). Research 77 , 78 confirms that changed food demand could cause fluctuating prices of agricultural products and land in global markets, triggering spillover effects between different food categories or to other non-food sectors (for example, stimulating biofuel production) and partly offsetting the benefits of diet shifts. Therefore, policy-making should focus on alleviating these effects. Incentives such as increased subsidies or tax breaks can generate new economic opportunities and motivations for industries that need to scale up production to meet the heightened demand for products (for example, plant-based proteins). By contrast, for emission-intensive food industries that need to downsize, measures such as gradual crop substitution 25 , 79 could be adopted to optimize production and reduce the costs of production transformations while safeguarding the interests of producers.

In this study, we first assess the GHG emissions from diets comprising 140 products 16 (Supplementary Table 14 ) in 139 countries or areas (we collectively use the term ‘country’ because most of them are individual countries) (Supplementary Data 1 ) in 2019 based on the global consumption-based emission inventory of detailed food products from ref. 16 . The inventory 16 provides data (in mass units) of GHG emissions (including CO 2 , CH 4 and N 2 O) generated during supply chain processes, including agricultural land use and land-use change (LULUC), agricultural activities and beyond-farm processes (excluding emissions from household and end of life) 4 . All emissions are allocated to final consumers of food products. The year 2019 (the latest year before the COVID-19 pandemic) is selected as a baseline year, which can reflect the level of present dietary intake without the interference of the pandemic 80 , 81 . Subsequently, dietary emissions from different expenditure groups are quantified by matching diets with the household-expenditure dataset 42 to reflect the differences and potential inequality of dietary emissions. Finally, to measure the magnitude of the emission impact of the global diet shift, we model the transition from diets in 2019 to the widespread adoption of the planetary health diet. The research framework of this study is shown in Supplementary Fig. 23 .

The following data sources are mainly used in this study. The consumption-based food emissions inventory 16 is based on data derived from the FAOSTAT 82 , comprising national emission accounts of supply chain processes and data on food trade and production. Data on food loss and waste throughout the global supply chain and at the household level as well as food supply data, all used for linking emissions with diets, are obtained from FAOSTAT 83 and previous research 25 , 39 . The household-expenditure data 41 are built on the basis of the WBGCD 42 and further refined and supplemented by consumer expenditure surveys from high-income countries 17 , 41 to bridge the dietary emissions with different expenditure groups. Detailed data sources used for calculation are provided in Supplementary Table 15 . Data processing, assumptions and uncertainties for all calculations are also given.

Dietary energy intake and emissions

Accounting of food consumption and supply chain emissions.

The estimation of the present dietary emissions and the emission changes for adopting the EAT-Lancet planetary health diet 12 is based on the accounting framework designed by ref. 16 . They assess global GHG emissions induced by the consumption of food products in 181 countries based on the physical trade flow approach 84 , 85 . Consumption-based GHG emissions along global supply chains, including local production and international trade, are calculated as follows 16 , 84 :

where E i,r refers to the consumption-based GHG emission of product i in country r . G i / P i represents the vector of direct emission intensity of product i from entire food supply chain processes, of which G i denotes total emissions generated from entire supply chain process of product i , P i is the production vector of product i . \({(I-{A}^{i})}^{-1}\) is the trade structure of product i , of which A i is the matrix of export shares and I is the identity matrix with the same dimension as matrix A i . DMI i refers to the vector of direct material input of product i and DMC i,r is the vector of domestic material consumption of product i in country r with values set to zero for other countries. The DMI of a country is defined as the total inputs of products and the DMC is defined as the amount of products consumed domestically. DMI equals DMC plus exports of products (or production plus imports). F i refers to the vector of total (or consumption-based) emission intensity of product i from food supply chain processes, that is, total emissions induced by per unit of domestic consumption of product i . All variables in equation ( 1 ) are in units of mass (metric tonnes).

Feed products are excluded from diets because emissions from feed crops have been allocated to livestock products that consume feed during production 16 . Food loss and waste (FLW) along supply chains and households are subtracted to quantify the net intake amount of food products from the household stage.

Dietary calorie conversions

We use the annual per capita food supply (FS) quantity of 140 food products from the supply utilization accounts of FAOSTAT 83 and population from the United Nations 86 to calculate the total supply amount of product i in country r (FS i,r , in the unit of mass):

where \({{\rm{FS}}}_{{\rm{per}}}^{i}\) denotes the per capita supply of product i per year and p r refers to the population in country r .

To be consistently matched with the DMC , the FS values should be limited within the coverage of the DMC and values that exceed this range are removed. At the same time, to aggregate food products into food categories and compare their nutritional contents with the reference level from the planetary health diet, we convert the quantity of food consumption or supply into calorie content using product-specific nutritive factors (calories per unit weight of product) 87 , 88 from FAO (Supplementary Table 14 ).

Subtracting food loss and waste at the household level

The food supply derived from FAOSTAT datasets does not exclude FLW that happens during household consumption 25 . FLW before dietary intake can be divided into two parts: the FLW during supply chain processes (including agricultural production, postharvest handling and storage, processing and packaging and distribution) as well as the FLW during the food preparation and supply for household consumption 39 , 40 . The food supply value provided by FAOSTAT only excludes FLW during supply chain processes. Therefore, we exclude household FLW using the method by ref. 25 to calculate the annual dietary intake for each product as follows:

where DI i,r and \({{\rm{DI}}}_{{\rm{per}}}^{i,r}\) refer to the national and per capita caloric intake amount of product i in country r each year, respectively. \({{\rm{FS}}}_{{\rm{energy}}}^{i,r}\) and \({{\rm{FS}}}_{{\rm{energy}\_per}}^{i,r}\) are the national and per capita supply quantity (in calorie content) of product i annually, respectively. Parameter \({f}_{{\rm{FLW}}}^{\;i,r}\) is the FLW factor in the household consumption stage 39 of food product i in country r . Others 39 provide regional FLW factors, expressed as the weight percentage of food that is lost or wasted at different stages of food production and consumption, for different food categories. As a result, household food waste is subtracted from the FS to obtain the dietary intake amount of each product. Detailed household FLW factors are shown in Supplementary Table 16 .

Quantifying dietary GHG emissions

Our equation ( 1 ) can be transformed into the following equation to calculate the total emission intensity of food calorie consumption:

where \({F}_{{\rm{energy}}}^{\,i,r}\) represents total emissions per unit of calorie content of product i in country r , \({{\rm{DMC}}}_{{\rm{energy}}}^{i,r}\) refers to total calorie content of product i consumed domestically in country r . Then, emissions from the dietary intake (without FLW) of product i in country r ( \({E}_{{\rm{intake}}}^{\,i,r}\) ) are calculated as follows:

Classification of food categories

The EAT-Lancet Commission report provides coverage of different food categories in the planetary health diet and their recommended caloric intake levels at 2,500 kcal for adults each day 12 (Supplementary Table 17 ). In this study, we classify 140 products into 13 aggregated food categories according to the planetary health diet 12 , including grains, tubers or starchy vegetables, vegetables, fruits, dairy products, red meat (beef, lamb and pork), chicken and other poultry, eggs, fish, legumes, nuts, added fats (both unsaturated and saturated oils) and all sugars. On the basis of the data availability of the FAOSTAT 4 , 82 , the food products in this study include both primary and processed products (primary and secondary food processing) which can be classified into specific food categories 16 . Ultraprocessed products that combine ingredients from several food categories, such as ice creams made from both dairy and sugar, are not considered. Detailed coverages of each food category and their mapping relationship with specific products are shown in Supplementary Table 18 .

Matching diets with the household-expenditure dataset

We explore the dietary emissions from consumers with different expenditure levels (defined as expenditure groups) using the household-expenditure dataset 41 for the year 2011. The dataset, containing 116 countries and almost 90% of the global population (Supplementary Table 19 ), is primarily based on the household survey microdata from the WBGCD 42 , supplemented by consumer expenditure surveys of national statistical offices from high-income countries such as the United States and European countries 17 , 41 . For every country in the dataset, 201 expenditure groups (grouped according to the per capita total expenditure of each group) and the corresponding population share are listed. The annual per capita expenditure of people in different expenditure groups ranges from <US$50 to ~US$1 million per year (expressed in 2011 Purchasing Power Parities, PPP) 31 , 34 . For each expenditure group, the expenditure for 33 different sectors of goods and services (including 11 food items) and the corresponding expenditure share in national consumption of each sector are provided 31 , 34 , 41 . For some affluent (or poor) countries that do not have a sufficient representative number of people at the bottom (or top) end of the expenditure spectrum, the population in the corresponding expenditure groups is empty. Expenditure shares of 11 food items are matched with the 140 products in this study (Supplementary Table 20 ). We calculate the dietary intake of different food products for each expenditure group in each country by multiplying the food expenditure share of groups with the total dietary intake amounts of food products of each country.

This study assumes that the amount of food consumption is proportionate to food expenditures and the purchasing price for the same product is unchanged across 201 groups ignoring higher prices for high-quality or luxury food items within the same food category. Although the assumption of an unchanged purchasing price is an unsolved limitation shared by similar studies using monetary expenditure data 31 , 34 , 41 , household expenditures on food can still effectively highlight the differences in food consumption and emissions across consumer groups with different affordability of, and spending on, food. We also assume that the proportion of food sources from local production and trade for the same food category remains constant across the 201 groups. In other words, the magnitude of dietary emissions is solely determined by the size and pattern of food expenditure of each group and the associated supply chains for each food consumption item.

For countries that are major food consumers (and emitters) but without data in WBGCD, expenditure shares from countries with similar development levels and eating habits and neighbouring geographical locations are used to calculate the distribution of their food expenditure. We finally select 201 expenditure groups in 139 countries/areas, covering 95% of the global population in 2019 (Supplementary Table 3 and Supplementary Data 3 ). Details for dealing with missing data are provided in Supplementary Table 7 . Countries or areas are then classified into 18 regions for comparison according to geographical locations (Supplementary Table 8 ). The WBGCD expenditure data from the year 2011 are adjusted to PPP in 2019 to represent the expenditure level of populations in figures. Results of emissions from 13 types of food categories of 201 expenditure groups at the national and regional levels are shown in Supplementary Data 8 , 10 and 11 .

Analysis of GF-Gini coefficients

Calculation of gf-gini coefficients.

This study uses the GF-Gini coefficient 33 , 89 , which is based on the well-known Gini coefficient 90 , to measure the inequality of GHG footprints from 201 expenditure groups within countries, regions and globally. The GF-Gini coefficient ranges from 0 to 1, indicating the emission distribution across expenditure groups changes from perfect equality to perfect inequality. The GF-Gini coefficient of each food category is calculated as 33 :

where Gini j indicate the GF-Gini coefficient of food category j (including product i , i  = 1, 2, 3, …, n ). Expenditure groups and their population are reordered in ascending order of per capita GHG footprint of food category j and m refers to the reordered number of groups ( m  = 1, 2, 3, …, 201). \({D}_{m}^{j}\) and \({Y}_{m}^{j}\) represent the proportions of population and GHG footprints (of food category j ) for each expenditure group, respectively. \({T}_{m}^{j}\) is the cumulative proportion of GHG footprints of each expenditure group. The results of national, regional and global GF-Gini coefficients are shown in Supplementary Tables 9 and 10 .

Regression analysis

We use the regression approach to examine the relationship between the national GF-Gini coefficients and the per capita GDP 91 , 92 of 139 countries/areas. The GF-Gini coefficient of each country is regarded as the dependent variable ( y ) and the national per capita GDP acts as the independent variable ( x ). Initially, locally weighted regression is applied to illustrate the trend lines within the scatterplot. Subsequently, we test different regression methods for validation based on the general trend. Ultimately, we found that logarithmic regression is the most fitting for dietary emissions of most food categories, particularly in the case of animal-based products. Thus, the logarithmic regression is applied.

Scenario of the planetary health diet

Scenario setting and assumptions.

To estimate the emission changes resulting from the transition from the 2019 diet to the global planetary health diet, we build a hypothetical scenario by assuming that individuals belonging to 201 different expenditure groups in all countries will all reach the reference intake level of 13 types of food categories 12 . First, we assume that the proportion of food sources from local production and trade in each country is unchanged, that is, emission changes from dietary shifts would be calculated on the basis of emissions from local production and imports accounting for emissions along global food supply chains, similar to studies by refs. 25 , 26 . At the same time, emission changes induced by decreased food consumption in countries following the planetary health diet, such as carbon uptake from agriculture abandonment 59 or emission increase from non-food biomass production in saved agricultural land 77 , are not considered in this study. Second, we assume that agricultural and food-related production technology, trade patterns and emission intensities of food supply chain processes remain unchanged during the diet transition. Third, fluctuations in food prices induced by altered food demand or the affordability of the planetary health diet for different consumer groups are not considered in this study.

Diet gaps for different food categories

The diet gap (DG) reflects gaps between present dietary intake and the planetary health diet 12 , 25 , as follows:

where \({{\rm{DG}}}_{{\rm{per}}}^{j,r}\) is defined as the percentage ratio of the present per capita caloric intake of food category j in country r each year ( \({{\rm{DI}}}_{{\rm{per}}}^{\,j,r}\) ) to the annual reference level ( \({{\rm{DI}}}_{{\rm{EAT}}\_{\rm{per}}}^{i}\) ). \({{\rm{DI}}}_{{\rm{EAT}\_day\_per}}^{\,j}\) is the recommended per capita caloric intake of food category j each day 12 (Supplementary Table 17 ). We assume a uniform annual calorie reference level for each food category across all populations in all countries. We allow flexibility in local diets by keeping the composition of each food category unchanged, requiring only that the calorie content reaches the reference level. According to the definition, present food intake is considered insufficient compared with reference levels when DG is <100%, while it is deemed excessive and should be reduced when DG is >100%. Daily per capita caloric intake of food categories from 201 expenditure groups of countries or regions are shown in Supplementary Data 12 and 13 . We calculate the DG for food categories of 201 expenditure groups at national and regional levels (Supplementary Data 14 and 15 ).

According to equation ( 1 ), the total emissions per unit of calorie content of food category j in country r ( \({F}_{{\rm{energy}}}^{\;j,r}\) ) can be calculated as:

where E j,r refers to the national emissions due to consumption of food category j in country r . Thus, emission changes for adopting the planetary health diet are calculated as follows:

where \(\Delta {E}_{{\rm{intake}}}^{\;j,r}\) represents the national emission changes of food category j in country r , \({E}_{{\rm{intake}}}^{\;j,r}\) is the national emissions from intake of food category j in country r . Changes in dietary emissions of food categories from 201 groups are shown in Supplementary Data 9 . The number of people with increased/decreased emissions from 201 groups is shown in Supplementary Data 19 .

Uncertainty analysis

We assess the uncertainty range of dietary emissions from different food products using a Monte Carlo approach, which simulates the uncertainties caused by activity data, emission factors and parameters in each emission process 16 , 59 , 93 . More details can be found in Supplementary Methods 1 .

Limitations

This study has the following limitations regarding data analysis and scenario setting.

In terms of data analysis, this study is limited by the data availability. First, we use regional household food loss and waste factors of aggregated food categories without more detailed product division at the national level because of a lack of data. There might also be differences between calculated and actual food intake amounts that are unable to be removed, such as animal bones or fruit skins 25 . Second, we use the consumer household-expenditure dataset based on WBGCD for the year 2011, which provides the most precise and detailed differentiation of consumer groups and their consumption patterns within countries so far. We assume that the shares in food expenditure and population for each expenditure group are the same as in 2011. Third, we assume that the composition of different products aggregated in one category consumed by expenditure groups is the same as the national consumption composition and there is no difference in the price of food products purchased by people from different expenditure groups. In addition, data for some populous high- or upper-middle-income countries are missing from the household-expenditure dataset. However, the countries are the world’s major food consumers and emitters, their emission changes due to diet shifts are important for the global food system. We use the expenditure shares of similar countries in the household-expenditure dataset to allocate the distributions of food expenditure in these countries.

In terms of scenario setting, we focus on the impact induced by changes in consumer choices without changing the proportion of food supply sources (domestic production and imports). We do not consider altering the proportions of supply sources and associated emissions in this study. However, future studies may explore the impacts of the production side and supply chains for diet shifts. Moreover, as we focus on the present emission inequality and mitigation potentials within the food system, we assume that the income and expenditure levels of expenditure groups remain unchanged. However, a shift in food supply may affect household income and subsequently alter the household food budgets, especially for populations employed in, or countries reliant on, food-related sectors. Additionally, as a result of data and model limitations, this study does not consider price fluctuations induced by food demand and subsequent changes in household affordability or spillover effects (between food categories or to non-food sectors). Future studies may combine assessment models incorporating elasticities to project the long-term feasibilities and consequences of diet shifts.

Reporting summary

Further information on research design is available in the Nature Portfolio Reporting Summary linked to this article.

Data availability

Data for LULUC, agricultural and beyond-farm emissions and data for physical food consumption are curated by the FAO and can be freely obtained from FAOSTAT 82 , available from ref. 16 . Data of food loss and waste rate are retrieved from FAOSTAT 82 and ref. 25 . The global household-expenditure data are obtained from the World Bank 42 and refs. 17 , 41 . Population data used in this study are obtained from World Population Prospects of the United Nations 86 . Data on per capita GDP in countries can be collected from the World Bank 91 and the International Monetary Fund 92 . Supplementary datasets are also available on Zenodo ( https://doi.org/10.5281/zenodo.11934909 ) 94 . Source data are provided with this paper.

Code availability

Data collection is performed in MATLAB and Microsoft Excel. Code developed for data processing in MATLAB and R in this study is available from Zenodo ( https://doi.org/10.5281/zenodo.11880402 ) 95 .

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Acknowledgements

This study was supported by the National Natural Science Foundation of China (grant nos 72243004, 32101315, 71904098). Y.S. and S.S. acknowledge support from the National Natural Science Foundation of China (grant no. 72243004). Yu Li acknowledges support from the National Natural Science Foundation of China (grant no. 32101315). P.H. acknowledges support from the National Natural Science Foundation of China under a Young Scholar Programme Grant (grant no. 71904098). Yanxian Li and Y.H. acknowledge the funding support by the China Scholarship Council PhD programme. We thank Y. Zhou for supporting visualization and J. Yan for assisting in writing and revising. For the purpose of open access, a CC BY public copyright license is applied to any author accepted manuscript arising from this submission.

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Yanxian Li, Franco Ruzzenenti & Klaus Hubacek

School of Earth and Environmental Sciences, Cardiff University, Cardiff, UK

Department of Earth System Science, Tsinghua University, Beijing, China

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Yanxian Li, Y.S. and K.H. designed the research. Yanxian Li performed the analysis with support from P.H., Yu Li, Y.H. and S.S. on analytical approaches and visualization. Yanxian Li led the writing with efforts from P.H., Y.S., F.R. and K.H. Y.S. and K.H. supervised and coordinated the overall research. All co-authors reviewed and commented on the manuscript.

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Li, Y., He, P., Shan, Y. et al. Reducing climate change impacts from the global food system through diet shifts. Nat. Clim. Chang. (2024). https://doi.org/10.1038/s41558-024-02084-1

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• Copy URL https://www.pbs.org/newshour/politics/fact-checking-warnings-from-democrats-about-project-2025-and-donald-trump

Fact-checking warnings from Democrats about Project 2025 and Donald Trump

This fact check originally appeared on PolitiFact .

Project 2025 has a starring role in this week’s Democratic National Convention.

And it was front and center on Night 1.

WATCH: Hauling large copy of Project 2025, Michigan state Sen. McMorrow speaks at 2024 DNC

“This is Project 2025,” Michigan state Sen. Mallory McMorrow, D-Royal Oak, said as she laid a hardbound copy of the 900-page document on the lectern. “Over the next four nights, you are going to hear a lot about what is in this 900-page document. Why? Because this is the Republican blueprint for a second Trump term.”

Vice President Kamala Harris, the Democratic presidential nominee, has warned Americans about “Trump’s Project 2025” agenda — even though former President Donald Trump doesn’t claim the conservative presidential transition document.

“Donald Trump wants to take our country backward,” Harris said July 23 in Milwaukee. “He and his extreme Project 2025 agenda will weaken the middle class. Like, we know we got to take this seriously, and can you believe they put that thing in writing?”

Minnesota Gov. Tim Walz, Harris’ running mate, has joined in on the talking point.

“Don’t believe (Trump) when he’s playing dumb about this Project 2025. He knows exactly what it’ll do,” Walz said Aug. 9 in Glendale, Arizona.

Trump’s campaign has worked to build distance from the project, which the Heritage Foundation, a conservative think tank, led with contributions from dozens of conservative groups.

Much of the plan calls for extensive executive-branch overhauls and draws on both long-standing conservative principles, such as tax cuts, and more recent culture war issues. It lays out recommendations for disbanding the Commerce and Education departments, eliminating certain climate protections and consolidating more power to the president.

Project 2025 offers a sweeping vision for a Republican-led executive branch, and some of its policies mirror Trump’s 2024 agenda, But Harris and her presidential campaign have at times gone too far in describing what the project calls for and how closely the plans overlap with Trump’s campaign.

PolitiFact researched Harris’ warnings about how the plan would affect reproductive rights, federal entitlement programs and education, just as we did for President Joe Biden’s Project 2025 rhetoric. Here’s what the project does and doesn’t call for, and how it squares with Trump’s positions.

Are Trump and Project 2025 connected?

To distance himself from Project 2025 amid the Democratic attacks, Trump wrote on Truth Social that he “knows nothing” about it and has “no idea” who is in charge of it. (CNN identified at least 140 former advisers from the Trump administration who have been involved.)

The Heritage Foundation sought contributions from more than 100 conservative organizations for its policy vision for the next Republican presidency, which was published in 2023.

Project 2025 is now winding down some of its policy operations, and director Paul Dans, a former Trump administration official, is stepping down, The Washington Post reported July 30. Trump campaign managers Susie Wiles and Chris LaCivita denounced the document.

WATCH: A look at the Project 2025 plan to reshape government and Trump’s links to its authors

However, Project 2025 contributors include a number of high-ranking officials from Trump’s first administration, including former White House adviser Peter Navarro and former Housing and Urban Development Secretary Ben Carson.

A recently released recording of Russell Vought, a Project 2025 author and the former director of Trump’s Office of Management and Budget, showed Vought saying Trump’s “very supportive of what we do.” He said Trump was only distancing himself because Democrats were making a bogeyman out of the document.

Project 2025 wouldn’t ban abortion outright, but would curtail access

The Harris campaign shared a graphic on X that claimed “Trump’s Project 2025 plan for workers” would “go after birth control and ban abortion nationwide.”

The plan doesn’t call to ban abortion nationwide, though its recommendations could curtail some contraceptives and limit abortion access.

What’s known about Trump’s abortion agenda neither lines up with Harris’ description nor Project 2025’s wish list.

Project 2025 says the Department of Health and Human Services Department should “return to being known as the Department of Life by explicitly rejecting the notion that abortion is health care.”

It recommends that the Food and Drug Administration reverse its 2000 approval of mifepristone, the first pill taken in a two-drug regimen for a medication abortion. Medication is the most common form of abortion in the U.S. — accounting for around 63 percent in 2023.

If mifepristone were to remain approved, Project 2025 recommends new rules, such as cutting its use from 10 weeks into pregnancy to seven. It would have to be provided to patients in person — part of the group’s efforts to limit access to the drug by mail. In June, the U.S. Supreme Court rejected a legal challenge to mifepristone’s FDA approval over procedural grounds.

WATCH: Trump’s plans for health care and reproductive rights if he returns to White House The manual also calls for the Justice Department to enforce the 1873 Comstock Act on mifepristone, which bans the mailing of “obscene” materials. Abortion access supporters fear that a strict interpretation of the law could go further to ban mailing the materials used in procedural abortions, such as surgical instruments and equipment.

The plan proposes withholding federal money from states that don’t report to the Centers for Disease Control and Prevention how many abortions take place within their borders. The plan also would prohibit abortion providers, such as Planned Parenthood, from receiving Medicaid funds. It also calls for the Department of Health and Human Services to ensure that the training of medical professionals, including doctors and nurses, omits abortion training.

The document says some forms of emergency contraception — particularly Ella, a pill that can be taken within five days of unprotected sex to prevent pregnancy — should be excluded from no-cost coverage. The Affordable Care Act requires most private health insurers to cover recommended preventive services, which involves a range of birth control methods, including emergency contraception.

Trump has recently said states should decide abortion regulations and that he wouldn’t block access to contraceptives. Trump said during his June 27 debate with Biden that he wouldn’t ban mifepristone after the Supreme Court “approved” it. But the court rejected the lawsuit based on standing, not the case’s merits. He has not weighed in on the Comstock Act or said whether he supports it being used to block abortion medication, or other kinds of abortions.

Project 2025 doesn’t call for cutting Social Security, but proposes some changes to Medicare

“When you read (Project 2025),” Harris told a crowd July 23 in Wisconsin, “you will see, Donald Trump intends to cut Social Security and Medicare.”

The Project 2025 document does not call for Social Security cuts. None of its 10 references to Social Security addresses plans for cutting the program.

Harris also misleads about Trump’s Social Security views.

In his earlier campaigns and before he was a politician, Trump said about a half-dozen times that he’s open to major overhauls of Social Security, including cuts and privatization. More recently, in a March 2024 CNBC interview, Trump said of entitlement programs such as Social Security, “There’s a lot you can do in terms of entitlements, in terms of cutting.” However, he quickly walked that statement back, and his CNBC comment stands at odds with essentially everything else Trump has said during the 2024 presidential campaign.

Trump’s campaign website says that not “a single penny” should be cut from Social Security. We rated Harris’ claim that Trump intends to cut Social Security Mostly False.

Project 2025 does propose changes to Medicare, including making Medicare Advantage, the private insurance offering in Medicare, the “default” enrollment option. Unlike Original Medicare, Medicare Advantage plans have provider networks and can also require prior authorization, meaning that the plan can approve or deny certain services. Original Medicare plans don’t have prior authorization requirements.

The manual also calls for repealing health policies enacted under Biden, such as the Inflation Reduction Act. The law enabled Medicare to negotiate with drugmakers for the first time in history, and recently resulted in an agreement with drug companies to lower the prices of 10 expensive prescriptions for Medicare enrollees.

Trump, however, has said repeatedly during the 2024 presidential campaign that he will not cut Medicare.

Project 2025 would eliminate the Education Department, which Trump supports

The Harris campaign said Project 2025 would “eliminate the U.S. Department of Education” — and that’s accurate. Project 2025 says federal education policy “should be limited and, ultimately, the federal Department of Education should be eliminated.” The plan scales back the federal government’s role in education policy and devolves the functions that remain to other agencies.

Aside from eliminating the department, the project also proposes scrapping the Biden administration’s Title IX revision, which prohibits discrimination based on sexual orientation and gender identity. It also would let states opt out of federal education programs and calls for passing a federal parents’ bill of rights similar to ones passed in some Republican-led state legislatures.

Republicans, including Trump, have pledged to close the department, which gained its status in 1979 within Democratic President Jimmy Carter’s presidential Cabinet.

In one of his Agenda 47 policy videos, Trump promised to close the department and “to send all education work and needs back to the states.” Eliminating the department would have to go through Congress.

What Project 2025, Trump would do on overtime pay

In the graphic, the Harris campaign says Project 2025 allows “employers to stop paying workers for overtime work.”

The plan doesn’t call for banning overtime wages. It recommends changes to some Occupational Safety and Health Administration, or OSHA, regulations and to overtime rules. Some changes, if enacted, could result in some people losing overtime protections, experts told us.

The document proposes that the Labor Department maintain an overtime threshold “that does not punish businesses in lower-cost regions (e.g., the southeast United States).” This threshold is the amount of money executive, administrative or professional employees need to make for an employer to exempt them from overtime pay under the Fair Labor Standards Act.

In 2019, the Trump’s administration finalized a rule that expanded overtime pay eligibility to most salaried workers earning less than about $35,568, which it said made about 1.3 million more workers eligible for overtime pay. The Trump-era threshold is high enough to cover most line workers in lower-cost regions, Project 2025 said.

The Biden administration raised that threshold to $43,888 beginning July 1, and that will rise to $58,656 on Jan. 1, 2025. That would grant overtime eligibility to about 4 million workers, the Labor Department said.

It’s unclear how many workers Project 2025’s proposal to return to the Trump-era overtime threshold in some parts of the country would affect, but experts said some would presumably lose the right to overtime wages.

Other overtime proposals in Project 2025’s plan include allowing some workers to choose to accumulate paid time off instead of overtime pay, or to work more hours in one week and fewer in the next, rather than receive overtime.

Trump’s past with overtime pay is complicated. In 2016, the Obama administration said it would raise the overtime to salaried workers earning less than $47,476 a year, about double the exemption level set in 2004 of $23,660 a year.

But when a judge blocked the Obama rule, the Trump administration didn’t challenge the court ruling. Instead it set its own overtime threshold, which raised the amount, but by less than Obama.

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A Watershed-Scale Impact Assessment on a Second-Generation Transgenic Soybean Yield Due to Climate Change

30 Pages Posted: 25 Aug 2024

Martín Romagnoli

affiliation not provided to SSRN

Enrique Montero Bulacio

Margarita portapila.

CONTEXTGlobal estimates suggest that climate change will lead to significant crop yield losses, mainly caused by drought and heat stress. Second-generation transgenic crops are expected to alleviate these constraints. HaHB4-soybean is a second-generation transgenic crop tolerant to high temperatures and dry growing conditions created in Argentina carrying the sunflower HaHB4 gene. OBJECTIVEIn this study, the Soil andWater Assessment Tool (SWAT) was used to estimate the potential impacts of climate change on the HaHB4-soybean yield in the Carcarañá River Lower Basin (CRLB) by considering two greenhouse emission scenarios (Representative Concentration Path way 4.5 and 8.5) projected by four Global Circulation Models for two future 18-year periods (near future, 2022-2039, and far future, 2082-2099). METHODSSynthetic HaHB4-soybean yield data were generated for the baseline period (1998-2015) using the calibrated CROPGRO-soybean model. This dataset was considered for calibration and validation of HaHB4-soybean yield in SWAT. RESULTS AND CONCLUSIONSThe results indicate that average annual runoff, soil water content, and percolation increased by 90%-214%, 0.7%-24%, and 69%-270%, respectively, under the climate change scenarios compared to the baseline period. Thus, a higher frequency of severe flooding and an increase in the amount of water that recharges the aquifer should be expected in the CRLB for the rest of the 21st century. Our findings suggest that climate change will positively impact HaHB4-soybean yields under both RCP scenarios. The percentage change of the average annual HaHB4-soybean yield at the basin scale ranged from 2.8%-28% relative to the baseline period. These increments could be associated with a combined effect of increased rainfall and CO2 concentration plus the tolerance of HaHB4-soybean to higher temperatures. In terms of spatial distribution, the positive impact of climate change on HaHB4-soybean yield was found to be more significant in the upper (southwest) than in the middle-lower (northeast) region of the CRLB. SIGNIFICANCEThe importance of modelling the growth and development of a climate-resilient crop in the framework of the soil-plant-atmosphere system is a step towards ensuring land use management and food security.

Keywords: Second-generation soybeanSWATCROPGROPampas regionSoybean yieldGeneral circulation models

Suggested Citation: Suggested Citation

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Margarita Portapila (Contact Author)

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Full Transcript of Kamala Harris’s Democratic Convention Speech

The vice president’s remarks lasted roughly 35 minutes on the final night of the convention in Chicago.

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• Aug. 23, 2024

This is a transcript of Vice President Kamala Harris’s speech on Thursday night in which she formally accepted the Democratic Party’s nomination for the presidency.

OK, let’s get to business. Let’s get to business. All right.

So, let me start by thanking my most incredible husband, Doug. For being an incredible partner to me, an incredible father to Cole and Ella, and happy anniversary, Dougie. I love you so very much.

To our president, Joe Biden. When I think about the path that we have traveled together, Joe, I am filled with gratitude. Your record is extraordinary, as history will show, and your character is inspiring. And Doug and I love you and Jill, and are forever thankful to you both.

And to Coach Tim Walz. You are going to be an incredible vice president. And to the delegates and everyone who has put your faith in our campaign, your support is humbling.

So, America, the path that led me here in recent weeks was, no doubt, unexpected. But I’m no stranger to unlikely journeys. So, my mother, our mother, Shyamala Harris, had one of her own. And I miss her every day, and especially right now. And I know she’s looking down smiling. I know that.

So, my mother was 19 when she crossed the world alone, traveling from India to California with an unshakable dream to be the scientist who would cure breast cancer.

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