This topic develops students’ understanding of how climatic factors and climate change influence urban horticulture and the design of resilient green spaces.

By the end of this unit, students will be able to:

• Differentiate between weather and climate

• Identify the main meteorological elements affecting plant growth

• Understand water and energy exchanges in horticultural systems

• Recognize climatic risks affecting urban crop production

• Evaluate the role of protected cultivation and digital technologies in climate management

• Analyze the impacts of climate change on urban horticulture systems

• LO1 – Knowledge and Understanding: Students explain the main climatic factors and evaluate their influence on plant growth, plant selection and the performance of urban green spaces under changing climate conditions.

• LO2 – Analytical Skills: Students analyze urban microclimatic conditions and assess climate-related risks (e.g., heat stress, drought, extreme weather) affecting horticultural systems in urban areas in the climate change context.

• LO3 – Practical Application: Students apply climate-adaptive and sustainable horticulturalpractices in the planning and design of urban green spaces, including appropriate plant selection and site-specific management strategies.

• LO4 – Digital and Technical Competences: Students use digital tools and environmental monitoring technologies to collect, interpret and manage climatic data relevant to horticultural planning and maintenance.

• LO5 – Sustainability and Resilience: Students propose solutions that enhance the climate resilience, biodiversity and ecological performance of urban green infrastructure in line with European sustainability and green transition priorities.

EQF levels 3 and/or 4. 

Learning objective: To identify local microclimatic differences and to use sensors to collect and interpret environmental data.

Resources required: Thermometers, observation sheets, markers and a map of area. 

Activity procedure:

- To draw a poster of the area they wish to analyze, including buildings, trees, surface types, etc.

- Each team explores specific locations in the surrounding area: a tarmac car park exposed to the sun, a shaded area under the tree canopy, the south-facing wall of the building and a grassed area.

- To measure the air temperature, the temperature at the surface, air humidity and observe the level of shade or light, respectively the presence of wind.

- The ‘heat islands’ is colored in red and the cooler areas in green on the poster map.

- The activity concludes with a circle discussion (informal debriefing) in which participants analyze how these microclimates influence the choice of horticultural plants and where green spaces should be located to cool the city.

Learning objectives: To understand the difference between impermeable and permeable surfaces and to design green solutions for rainwater retention.

Resources required: Three plastic containers with holes in the bottom and a water collection gutter mounted along the top edges, gravel, sand, soil, plants, measuring jug, waterproof sheeting and sprinkler.

Activity procedure:

- Build three comparative miniature models, in identical containers, which will be watering with the same quantity of water (total volume of water (V0) will be 20% from volume of container):

Model A – Impermeable City: The first container simulates an urban area with impermeable surface. The container is full filled with soil and cover with 90 per cent impermeable surface.

Model B – City with Green Spots: The second  container  simulates a mixed-use urban space in which impervious and permeable surfaces alternate (50 per cent impervious surface and 50 per cent permeable surface - represented by soil covered with vegetation).

Model C – Rain Garden / City with Green Infrastructure: The same proportion of 50 per cent impermeable surface and 50 per cent permeable surface with permeable area is designed as a Rain Garden

- Students measure, for different times, the volume of water that runs off quickly through soil at the base (drained water) and the water collected by top gutters (runoff).

- Students will calculate the infiltrated water (Vi) and water retained (Vrt).

- The teams defend their prototype and explain how rain gardens, green roofs and mulching help to prevent flooding and retain moisture for plants.

Learning objectives: To develop critical thinking, negotiate sustainable solutions and apply practical measures to protect horticultural crops.

Resources required: Themed worktables, large sheets of paper, colored markers, role cards and climate crisis scenarios.

Activity procedure:

- The workspace is organized into 3 themed tables, with each table addressing a specific climate challenge:

Table 1: Prolonged drought and extreme heatwaves.

Table 2: Severe storms with hail and strong winds.

Table 3: Late spring frosts and sudden temperature fluctuations.

- Participants are given cards with specific roles (e.g. horticultural technician, urban planner, urban farmer).

- At each table, participants note down on large sheets of paper the practical solutions identified :

The use of shade nets (30%–50%) and drip irrigation systems to combat heatwaves.

Installation of anti-hail nets, sturdy greenhouses or windbreaks.

Use of protective covering materials (agrotextile) or greenhouses to prevent frost damage.

- After 15 min, participants rotate between tables (keeping a ‘host’), adding new perspectives.

- The teams compile all the ideas into a ‘Joint Guide to Climate Adaptation’, incorporating measures such as the selection of tolerant plants, rainwater harvesting and the use of greenhouses as tools for resilience. 

Reducing Crop Heat Stress in Urban Farms

The Impact of Climate Change on Urban Agriculture Navigating Challenges and Opportunities

The Growing World of Urban Agriculture

The Impact of Climate Change on Agriculture and Food Security

Climate Change Impacts on Agriculture and Food Supply