Subject area: Animal & plant world

Plants photosynthesise and need light, water, CO2, nutrients and certain temperature conditions to grow. In this respect, one could see something positive in increasing the CO2 concentration in the air, i.e. a kind of fertilisation that leads to increased growth. CO2 fertilisation is in fact also used successfully in greenhouse crops. However, my lecture will show that this effect cannot be transferred to the open field.

Prof Dr Gerhard Zotz / University of Oldenburg, Institute of Biology and Environmental Sciences

The video input and the climate talk are suitable for 9th-13th grade & BBS.

Topic area: Climate change & climate impacts / climate adaptation

Global warming is making us increasingly aware of the changes in climatic conditions. In northern Germany, too, rising temperatures are having an impact, especially in summer, for example in the form of an increase in summer days (daily maximum above 25°C) and tropical nights (daily minimum above 20°C). These changes are causing us a lot of trouble in cities in particular - where densification and sealing are taking place, where many people live in a confined space. Climate adaptation is therefore becoming all the more important: the aim is to increase people's resilience to changing climatic conditions. Specifically with regard to heat prevention, this article will look at who and what we need to pay particular attention to in the face of these challenges and what a city like Oldenburg can do for its citizens in the future to protect them as well as possible from the negative consequences of global warming.

Tarek Kemper / City of Oldenburg, Climate Protection Department

The video input and climate talk are suitable for 9th-13th grade & BBS.

Topic area: Flora & fauna / Sea, water, coast

Rapid climate change poses a particular challenge for marine and terrestrial organisms. They can either move to new habitats ("move"), adapt to the new conditions ("adapt"), or they will not be able to survive ("die"). In this presentation, I will summarise how the composition of marine and terrestrial species communities is already changing under climate change - and what changes we can expect in the future. In particular, I will discuss how climate and other human interventions influence the diversity of life (biodiversity), with a focus on marine life.

Prof Dr Helmut Hillebrand / University of Oldenburg, Institute of Chemistry and Biology of the Marine Environment (ICBM)

The video input and the climate talk are suitable for 9th-13th grade & BBS.

Topic area: Energy & transport

Germany is currently generating more electricity from renewable energies than ever before. The share of renewable and fossil fuels in net electricity generation is roughly balanced. However, renewables are still underrepresented in the heating and transport sectors. What expansion potential is still available? Can the climate targets be achieved through the use of renewable energies alone?

Prof. Dr.-Ing.Iván Herráez / Emden/Leer University of Applied Sciences, Department of Technology

The video input and the climate talk are suitable for 9th-13th grade & BBS.

Topic area: Sea, water, coast / Climate change & climate impacts

Why are the oceans so important to us? How does the increased concentration of carbon dioxide affect the oceans? Why are our oceans becoming warmer, more acidic and less oxygenated? What consequences does this change have for the sea and for the plants and animals that live in the sea? And what do these changes mean for humans?

I will address these questions in my presentation, based on regional examples from the North Sea and the Wadden Sea. I will also present measures that are currently being planned or implemented by politicians. And I would like to give ideas that the students can implement themselves in their own living environments in order to make a contribution to marine conservation.

Mara Heinrichs / Carl von Ossietzky University of Oldenburg, Institute of Chemistry and Biology of the Marine Environment (ICBM)

The video input and the climate talk are suitable for 9th-13th grade & BBS.

Topic area: Sea, water, coast / land use & nutrition

The consequences of climate change are not always immediately obvious. The global water cycle and supplies of fresh groundwater are also affected. Around 50 % of the population has no access to clean water and global water consumption has risen dramatically in recent decades.

But how exactly is groundwater formed? What is the role of soil in this process? Why are our freshwater resources at risk and what influences the quantity and quality of groundwater? Why is drinking water quality jeopardised, especially in coastal areas? What solutions are there to protect the endangered resource of water?

I will address these questions in my presentation. After all, our groundwater is a resource worth protecting and an understanding of it is essential for its sustainable use.

Laura Bräunig / University of Oldenburg, Institute of Biology and Environmental Sciences (IBU), Hydrogeology Group

The video input and the climate talk are suitable for 9th-13th grade & BBS.

Topic: Animal and plant world / Sea, water, coast

Can whales help us combat climate change? Sounds incredible, but it's true. In this lecture you will learn how whales help us to combat climate change and what role whale droppings play in this. Whales contribute to the sequestration of carbon dioxide from the atmosphere into seawater. Why is this important? How do whales do this? Do some whale species contribute more than others? We will explore these and many other questions together.

Dr Jasmin Groß / Helmholtz Institute for Functional Marine Biodiversity at the University of Oldenburg

The video input and the climate talk are suitable for 9th-13th grade & BBS.

Topic: Sea, water, coast / flora & fauna

Coral reefs are also known as the "rainforests of the sea" due to their great biodiversity. The animals that build these reefs are the corals. They are therefore also referred to as keystone species, because without them there would be no coral reef ecosystems.

Reef-building corals live in symbiosis with unicellular algae. These algae photosynthesise and transfer the organic carbon they produce to their hosts, the coral animals, which use the organic carbon as food. This symbiosis is very productive even in the nutrient-poor tropical oceans. However, if the water temperature rises by just 1-2 degrees, the symbiosis breaks down and the coloured algae leave the coral tissue. Previously colourful corals then turn white (this is called coral bleaching). The corals can recover from coral bleaching if the water temperatures fall again quickly and if new coral growth occurs. However, climate change means that water temperatures are rising and this will lead to coral bleaching more and more frequently.

In my article, I will present the possibilities for making coral reefs more climate resilient. These options range from natural adaptation and coral breeding to more drastic interventions such as genetic manipulation.

Prof Dr Iliana Baums / Helmholtz Institute for Functional Marine Biodiversity at the University of Oldenburg

The video input and the climate talk are suitable for 9th-13th grade & BBS.

Subject area: Sea, water, coast

Not all water is the same. Depending on its density, the water in the ocean is distributed in so-called water masses. These masses of water move around the earth, distributing heat, oxygen and nutrients. This is all ultimately due to the sun, which heats the earth's surface differently, creating winds and ocean currents. The ocean currents are like motorways with certain driving rules. You can find out more in my video. You can expect exciting information about the oceans and their influence on the climate.

Gema Martínez Méndez / Helmholtz Institute for Functional Marine Biodiversity at the University of Oldenburg

The video input and the climate talk are suitable for 9th-13th grade & BBS.

Topic area: Flora & fauna / Climate change & climate impacts

Most plant and animal species are adapted to very specific climatic conditions. Due to the ongoing warming and shifting of climate zones, range changes and rapid migratory movements have already become necessary and measurable for many organisms. This applies to migration to higher, cooler latitudes as well as high-altitude migration in mountainous regions. There are organisms that can cope well with this, but for many others it is to be feared that they will not be able to keep pace with rapid global warming and will die out. This makes it even more likely that invasive organisms from other continents will push into the resulting gaps. The lecture will present botanical and zoological research on this topic, explain the techniques used and outline the consequences of climate change that can be expected in the coming decades.

Dr Klaus Bernhard von Hagen / University of Oldenburg, Botanical Garden

The video input and the climate talk are suitable for 9th-13th grade & BBS.

Subject area: Climate science

The climate of the Earth's history has repeatedly fluctuated between greenhouse and icehouse conditions. How do we know this? What factors have led to these fluctuations? And how do these natural climate fluctuations differ from the warming we observe today?

Answers to these questions are provided by the sediments on the sea floor and the information stored in them. The lecture will explain the methods used in climate and marine research and the current status of the above questions.

Prof Dr Katharina Pahnke-May / University of Oldenburg, Institute of Chemistry and Biology of the Marine Environment (ICBM)

The video input and the climate talk are suitable for 9th-13th grade & BBS.

Topic area: Land use & nutrition / Climate in everyday life

Vegetables from the region are an important part of a climate-friendly diet. Organic farming also contributes to climate protection in many ways. But when it comes to making a concrete decision at the market or supermarket, things can sometimes get complicated. Are organic vegetables that come from far away better for the climate than regional vegetables without an organic label? What role does the growing season play and what has to happen before the vegetables can be bought here?

In our video, we describe the life cycle of two products that you can buy here in Oldenburg and show how and where emissions are generated. With this knowledge, we can derive a few practical rules for climate-friendly food shopping.

As a larger framework, we present how Oldenburg is moving towards a more sustainable and climate-friendly diet and how you can get involved right now.

Nils Marscheider / City of Oldenburg, Climate Protection Department

The video input and the climate talk are suitable for 9th-13th grade & BBS.

Topic area: Climate science / Energy & transport

Wind energy is set to be a key component of the energy transition. The onshore and offshore wind energy capacity currently connected to the grid in Europe is set to increase massively. This presentation explains how wind turbines work to convert the power of the wind into electrical energy, focussing specifically on large wind farms. It will then explain the interactions between large wind farms and our atmosphere and how these could change in the future.

Dr Martin Dörenkämper / Fraunhofer Institute for Wind Energy Systems (IWES)

The video input and the climate talk are suitable for 11th-13th grade & BBS.

Topic area: Flora & fauna / Land use & nutrition

Unfortunately, this contribution has to be cancelled.

Saskia Benthack / Landesmuseum Natur und Mensch

The video input and the climate talk are suitable for 9th-13th grade & BBS.

Topic area: Land use & nutrition

In my presentation, I will shed light on the connection between our diet and climate change. I will provide answers to the following questions: How does our diet influence climate change? What impact does climate change have on our agriculture? And what can a climate-friendly diet look like?

Judith Busch / Nutrition Council Oldenburg

The video input and the climate talk are suitable for 9th-13th grade & BBS.

Topic area: Climate in everyday life / Economy & politics

Imagine if every smartphone had a small chimney attached to it that quietly steams away in standby mode and really kicks in when streaming. Not only would it look funny, it would also be quite a burden for us and our environment. In fact, we consume more resources and burden more people with our little companions than many of us realise. We often lose sight of the virtual rucksack of emissions, used raw materials and future electronic waste that we carry around with us - but we want to bring it back to mind with this presentation. We will follow the journey of a smartphone from production to disposal. At every stage of consumption, we are faced with decisions that can contribute to or reduce the burden on natural and social systems. At the same time, however, our resources and our room for manoeuvre are limited - sustainable consumption is often also a question of incentives. The fact that smart can also be green should not only be demonstrated on the basis of product features, but also via a growing number of apps and platforms that support more sustainable behaviour in everyday life. What contribution does your smartphone make? On the project day itself, we want to share our experiences of smartphone use and, optionally, get the discussion going with a decision-making experiment.

Markus Allbauer and Katharina Betker / Carl von Ossietzky University of Oldenburg, Institute for Economics Education

The video input and the climate talk are suitable for 9th-13th grade & BBS.

Subject area: Sea, water, coast / climate science

Greenland, the largest island on our planet, is over 80% covered by ice. This huge ice sheet is one of the most important elements of our climate system. For a long time it was regarded as untouchable - as "eternal ice". However, the man-made developments of the last 150 years have also left their mark on Greenland: the glaciers are melting, the sea around the island has warmed and even in the centre of the ice sheet, at an altitude of 3,000 metres, temperatures of over 0°C are being measured more and more frequently in summer. This has various consequences not only for Greenland and its population, but for the entire planet Earth and therefore also for northern Germany. In my presentation, I will discuss these climatic developments and consequences. I will also give an insight into what it is like to research and live on the ice for several weeks at temperatures as low as -40°C.

Nicolas Stoll / Alfred Wegener Institute Helmholtz Centre for Polar and Marine Research, Geosciences - Glaciology

The video input and the climate talk are suitable for 9th-13th grade & BBS.

Topic area: Climate change & climate impacts

After an introduction to climate change, scientific literature and IPCC reports are used to show where we stand and what the consequences of a further increase in greenhouse gases would be. From this, it is deduced why an increase in global temperatures should definitely be limited to 1.5 degrees. Subsequently, studies by Agora-Energiewende and the Wuppertal Institute will present what needs to be done to at least come close to this limitation.

Dr Bernhard Stoevesandt / Fraunhofer Institute for Wind Energy Systems (IWES)

The video input and the climate talk are suitable for 9th-13th grade & BBS.

Topic area: Energy & transport

The transport sector accounts for around a quarter of CO2 emissions. It is the only sector in which almost no reduction in emissions has been achieved since 1990 (in contrast to industry, the building sector or the energy industry, etc.). To make the transport sector climate-neutral, new drive technologies and alternative energy sources are the means of choice, not only for motorised transport, but also for air transport and shipping. However, the necessary use of materials and energy for these forms of mobility is problematic. For example, a hydrogen car consumes twice as much energy as an electric car. The advantages and disadvantages of the various forms of mobility are compared so that a choice can be made for different purposes. In addition to looking at purely qualitative arguments, the comparisons are also quantified.

Prof. Dr Rainer Schwerdthelm / Jade University of Applied Sciences, Professorship of Mobility and Traffic Flow Management

The video input and the climate talk are suitable for 11th-13th grade & BBS.

Topic area: Climate in everyday life

The threat posed by the climate crisis is causing considerable anxiety for many people. This presentation will focus on the question of how we can manage not to remain in a state of shock and inaction in the face of the crisis, but instead to process our fears of the consequences of the climate crisis constructively and use them as a motor for change. The psychological factors that determine whether we react to the crisis with resignation, repression and denial, or whether we manage to act constructively in this situation and recognise room for manoeuvre, will therefore be presented. In other words: What does the psychological magic potion look like that can help us to maintain our willingness to act, our hope and our zest for life?

Wilfried Schumann / Psychological Counselling Service of the University and Student Services Oldenburg

The video input and the climate talk are suitable for 9th-13th grade & BBS.

Topic area: Economy & politics

One political means of accelerating the reduction of CO2 emissions is to put a price on CO2 (e.g. by increasing the CO2 tax). This often leads to higher energy costs, from which poorer sections of the population suffer more than people with middle and high incomes. How can a social balance be achieved here? One approach is to provide targeted support for needy groups; another proposal is equal repayment to everyone in the form of "energy money" or an "eco-bonus". Even more far-reaching would be the introduction of an ecological basic income, which could create economic livelihood security for everyone in the ecological transition. The approaches and their effects are presented and the advantages and disadvantages discussed.

Dr Ulrich Schachtschneider / Energy consultant and freelance social scientist

The video input and the climate talk are suitable for 11th-13th grade & BBS.

Topic area: Climate science / flora & fauna

What makes peatlands so important for climate protection? Peatlands store around twice as much carbon as all the world's forests combined in their biomass. In Germany, peatlands make up around 5 % of the country's surface area, worldwide it is around 3 % - small area, big impact! However, intact peatlands only make up around 1-2 % of peatland soils in Germany. So what about the rest?

The majority of Germany's peatlands are used for agriculture and drained for this purpose. This has consequences: 36% of greenhouse gas emissions from agriculture in Germany alone are caused by the use of organic soils as arable land or grassland. But why is this the case? The decomposition of peat begins with the drainage of peat soils, which is why they are transformed from a sink into a source of greenhouse gases and thus actively contribute to global warming. In order to meet the Paris climate targets, the peat soils must therefore become wet again. Peatland protection means climate protection!

Prof Dr Rainer Buchwald / University of Oldenburg, Vegetation Science and Nature Conservation Group

The video input and the climate talk are suitable for 9th-13th grade & BBS.

Topic area: Land use & nutrition / flora and fauna

Anja Proske and Sophie Lokatis from the German Wildlife Foundation take you on a digital tour of the capital's wild bees. Why are wild and flowering meadows important in the city? Which wild animals live in the city? The focus will be on wild bees, their importance for urban nature and our ecosystems. In the joint round of questions, the aim is to draw a line from the nesting and living habits of shaggy bees, dwarf wool bees & co, to the great responsibility of our cities in the context of the climate crisis and species extinction.

Anja Proske, Sophie Lokatis / German Wildlife Foundation

The video input and the climate talk are suitable for 9th-13th grade & BBS.

Topic area: Climate in everyday life

Figures on the internet show that the textile industry is responsible for a total of 10 per cent of global CO2 emissions. But what does this mean for our personal clothing style? In my article, I would like to take a critical look at the figures on the internet. Where do the figures come from and what is the textile industry?

Sustainable development plays a role in many areas of textile production. Many people make decisions at different points that have a greater or lesser impact on the climate. When it comes to clothing and consumption, there are a number of terms that we can define, explain or even scrutinise: Fast fashion, slow fashion or even minimalism. In my video contribution, I introduce basic terms and ideas of sustainable clothing consumption. In KlimaTalk, we can then discuss our own options for acting sustainably in our everyday lives.

Svenja Jessen / University of Oldenburg, Institute of Material Culture

The video input and the climate talk are suitable for 9th-10th grade.