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Photo by Marcin via Pixabay

Database Provider


Financial Times


9th, 10th, 11th, 12th


Science, Social Studies, Biology, Earth and Space Sciences, Economics, Civics, Health

Resource Types

  • Game
  • Interactive Media

Regional Focus

Global, North America, United States, USA - Northeast, Connecticut

The Climate Game

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  • In this game, students will examine solutions to the climate crisis, enact global policies based on environmental benefit and political capital, and attempt to keep global warming below the Paris Agreement benchmark.
  • Students will learn about some of the different sectors for climate change solutions, how enacting these solutions can improve other areas of civilization, and how delicate the decision-making process is for climate change solutions.
Teaching Tips


  • The game is easy to play and filled with excellent illustrations.
  • This game is nuanced, comprehensive, and thought-provoking.

Additional Prerequisites

  • Students may need the terms green hydrogen, infrastructure, retrofit, and others defined before playing the game.
  • Students should understand climate change and how methane and carbon emissions impact the Earth's atmosphere.


  • Teachers can use this game as a conceptual introduction to technological innovations that fight against climate change.
  • After playing this game, students can research adaptation and mitigation strategies and discuss climate solutions.
  • Teachers and students can use the award categories as topics for further investigation and research how climate change solutions influence growth, equality, jobs, health, and nature.
  • Civics students can discuss the political obstacles that slow progress in fighting climate change.
  • Students can write and present brief reports of their choices and progress in the game and compare them to their classmates.
  • Math students can analyze and compare the graphs of their data from the game.
Scientist Notes
This resource from the Financial Times is a web-based game where players must make impactful decisions to reach net zero by 2050 and limit warming to 1.5°C. The game is accessible to many students, with all content-specific terms defined in pop-up links. The game highlights climate tipping points, and players can see how their decisions affect these critical points. This resource is exceptionally well-sourced, with modeling based on the International Energy Agency’s “Net Zero by 2050” report and numerous peer-reviewed sources cited. This resource is recommended for teaching.
  • Next Generation Science Standards (NGSS)
    • ESS3: Earth and Human Activity
      • HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
    • LS2: Ecosystems: Interactions, Energy, and Dynamics
      • HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
  • College, Career, and Civic Life (C3) Standards
    • Dimension 2: Civics
      • D2.Civ.13.9-12 Evaluate public policies in terms of intended and unintended outcomes, and related consequences.
      • D2.Civ.5.9-12 Evaluate citizens' and institutions' effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.
    • Dimension 2: Economics
      • D2.Eco.1.9-12 Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups.
      • D2.Eco.8.9-12 Describe the possible consequences, both intended and unintended, of government policies to improve market outcomes.
  • Common Core English Language Arts Standards (CCSS.ELA)
    • Reading: Informational Text (K-12)
      • CCSS.ELA-LITERACY.RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.
  • National Health Education Standards
    • Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
      • 1.12.3 Analyze how environment and personal health are interrelated.
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