TÀI LIỆU HƯỚNG DẪN DẠY VÀ HỌC VỀ ỨNG PHÓ VỚI BIẾN ĐỔI KHÍ HẬU (BẢN TIẾNG ANH)

ài liệu hướng dẫn dạy và học về ứng phó với biến đổi khí hậu” là tài liệu tham khảo nhằm hướng dẫn cụ thể về hoạt động dạy và học về ứng phó với biến đổi khí hậu và từng bước nâng cao nhận thức, kĩ năng, thái độ để thích ứng với biến đổi khí hậu của giáo viên và học sinh

MINISTRY OF EDUCATION AND TRAINING

TEACHING MANUAL

This publication has been produced by Ministry of Education and Training in cooperation with Live & Learn for Environment and Community (Live&Learn),

Plan in Vietnam and the Australian Government’s Aid Program (AusAID)

Contact Information:

Live & Learn for Environment and Community

30, Lane 32/26 To Ngoc Van, Hanoi, Vietnam

Tel: +844 3718 5930 | Fax:+844 3718 6494

Email: vietnam@livelearn.org

Website: www.livelearn.org, www.thehexanh.net

Located in Southeast Asia, a region familiar with extreme weather, Vietnam is regarded as one of the countries most heavily impacted by, and vulnerable to, natural disasters and climate change.

In recent years, the Vietnamese government has developed guidelines and policies in order to enhance its capacity to respond to natural disasters and climate change, and has developed a National Strategy for Natural Disaster Prevention and Mitigation and a National Target Programme

to respond to climate change

The “Teacher Manual on Climate Change Education” is one of the fi rst specifi c and concrete

teaching manuals to help teachers and students raise their awareness and ability to respond

to climate change The material is a timely contribution to implementing the Education Sector’s Action Plan for the recently released National Strategy for the period of 2011-2020, in which

“responding to climate change” is a priority

This manual is designed for the “Child-Centred Climate Change Adaptation” project, funded

by the Australian Government’s Aid Program (AusAID) and developed by the Centre for Live and Learn for the Environment and Community (Live&Learn) and Plan in Vietnam The material has been approved by the Ministry of Education and Training It draws on various international and Vietnamese educational materials

In the process of writing this manual, we have pre-tested and piloted teaching at some schools The material has been supplemented by valuable contributions from teachers, education leaders and experts in the fi eld of climate change We welcome any input from stakeholders In the future,

we hope to develop further reference materials for teachers and students at different levels to help

in the implementation of the Action Plan

The authors would like to thank donors including AusAID, Live & Learn, Plan in Vietnam, the Department of Science, Technology and the Environment, Ministry of Education and Training, and the many teachers who have made valuable contributions to the process of writing this manual

PREFACE

PREFACE 1

ABBREVIATION 3

INTRODUCTION 4

GLOSSARY OF TERMS 7

PART 1: TEACHING AND LEARNING ACTIVITIES 11

Module 1: Weather, climate and climate change 12

Module 2: Causes of climate change 17

Section 2.1 - Causes of climate change and the greenhouse gas effect 17

Section 2.2 - Human activities and impacts on our climate and environment 23

Module 3: Climate change impacts 29

Section 3.1 - Climate change impacts in the world and in Vietnam 29

Section 3.2 - Who are the most affected by climate change? Poverty and vulnerability indicators 34

Module 4: Responses to climate change 39

Module 5: Practicing skills to respond to climate change 45

PART 2 TEACHER FACT SHEET 49

Topic 1: Weather, climate and climate change 50

Topic 2: Causes of climate change 56

Topic 3: Climate change impacts globally and in Vietnam 63

Topic 4: Responses to climate change 74

REFERENCES 80

PART 3 HANDOUTS 83

Vietnam Institute of Meteorology, Hydrology and Environment Intergovernmental Panel on Climate Change

Ministry of Natural Resources and Environment, Vietnam National Target Program to Respond to Climate Change Parts per million

Sea level rise United Nations Environment Program United Nations Framework Convention on Climate Change United Nations Educational Scientifi c and Cultural Organisation

US Geological Survey Vietnam Red Cross World Health Organization

INTRODUCTION PURPOSE

The purpose of the Teaching Manual on Climate Change Education is:

To raise awareness of climate change and the role of education in developing and maintaining safe and sustainable livelihoods and communities;

To assist teachers in implementing a participatory, or student centred, teaching approach that uses content and methodologies to actively involve learners, and to integrate climate change adaptation into subjects and extracurricular activities; and

To promote the application and sharing of educational materials, ideas and activities in climate change education

By doing this, teachers will help students to gain knowledge, skills and attitudes to respond

to climate change.

Knowledge: Students will be able to explain climate change and it’s causes, explain climate change impacts globally and in Vietnam, and understand efforts at the international, national and local levels to mitigate and adapt to climate change;

Skills: Students can act personally to adapt to and mitigate climate change, contribute to the development of climate change adaptation and mitigation plans for their families, communities and schools, and enhance their ability to observe, analyze and evaluate the impact of climate change and other associated skills (including public speaking, active listening and group work); and

Attitude: Students can gain a sense of responsibility and develop a positive attitude, can

actively participate in the protection of the environment, in building green lifestyles and in promoting low carbon activities, and can develop a sense of sustainable consumption and an interest in low carbon systems for individuals, communities and business

USERS

This manual was developed for use by:

Teachers at all levels;

Experts involved in curriculum design and development;

Managers in the education sector; and

Student clubs, volunteer groups, and other individuals or organisations involved in climate change education

HOW TO USE THE MANUAL

This book consists of three parts:

Part 1 - Teaching and Learning Activities: introduces lessons and educational activities related to natural disasters and climate change Users can select information and activities appropriate to students

Part 2 - Information for Teachers: provides reference knowledge on natural disasters and climate change corresponding to the topics in part 1, and gives background knowledge to assist with lesson delivery

Part 3 - Handouts to Support Teaching and Learning Activities: includes pictures, photos and correlative materials supporting each of the lessons in Part 1

When implementing the teaching and learning activities in Part 1, teachers or instructors may:

Use the information in Part 2 to familiarise themselves with the content and reference materials

on natural disasters and climate change; and

Use the handouts (pictures and information) in Part 3 to teach and learn

HOW TO USE PART 1 - TEACHING AND LEARNING ACTIVITIES

For each topic, teachers can choose knowledge and activities appropriate to the locality and students’ backgrounds or levels of knowledge This section comprises suggested educational activities, with each topic taking 45-120 minutes for implementation

The Content of each topic consists of 3 parts:

Objectives: describes the knowledge and skills that students will require regarding the topic;

Part 2 Teacher fact sheet

4 Responding to climate change

- Problem studying: introduces the studied topics using interactive educational activities (group discussions, case studies, role-play and presentation);

- Lesson reinforcement: helps students reinforce the key points of the lesson and evaluate knowledge gained through quiz/questions Teachers can use additional practical exercises for students to make their lessons more relevant, useful and interesting

Other activity suggestions: offers other educational activities for teachers to supplement/replace some main activities where appropriate for students of different grades and regions These activities also provide practice opportunities to reinforce and evaluate students’ knowledge, skills and attitudes

ADVICE ON APPROACHES TO TEACHING AND LEARNING

Use a variety of educational games and interactive activities to create a positive participatory learning atmosphere;

Make knowledge concise and skills practical - avoid theory and learning-by-heart;

Enhance the role and participation of students using individual and group work, experience learning and participatory planning, action and evaluation;

Provide diversity with simple actions for learning activities - make full use of existing materials and combined activities using information technology with classroom and community activities; and

Link economic, cultural and environmental themes to promote a vision of sustainable development

Adjustment in natural or human systems to a new or changing environment

Adaptation refers to adjustments in natural or human systems, intended

to reduce vulnerability to current or anticipated climate change and variability or exploit benefi cial opportunities

The natural processes that infl uence the exchange of carbon (in the forms

of carbon dioxide (CO2), carbonate and organic compounds, etc.) between the atmosphere, ocean and terrestrial systems Major components include photosynthesis, respiration and decay between atmospheric and terrestrial systems (approximately 100 billion tons/ year), thermodynamic exchange between the ocean and atmosphere, carbon exchange in the deep ocean (approximately 90 billion tons/year) Deforestation and the burning of fossil fuels releases approximately 7 Gt carbon into the atmosphere annually The total carbon in reserve is approximately 2000

Gt in land biota, soil, and detritus, 730 Gt in the atmosphere and 38,000

Gt in the oceans (IPCC, 2001) On long-time scales, atmospheric CO2concentration is infl uenced by the balance of geochemical processes including organic carbon burial in sediments, silicate rock weathering, and vulcanism

Climate is often defi ned as the weather averaged over time (typically, 30 years as defi ned by the World Meteorological Organization)

Climate change refers to a change in the state of the climate that can be identifi ed by changes in the mean and/or the variability of its properties and that persists for an extended period, typically decades or longer Climate change may be due to natural internal processes or external forcing, or to persistent anthrophogenic changes in the composition of the atmosphere or in land use

A plausible description of how the future may develop, based on a coherent and internally consistent set of assumptions about key relationships and driving forces (i.e rate of technology change, prices) Note that scenarios are neither predictions nor forecasts, but are useful to provide a view of the implications of the social, economic and political drivers of change

Defi nitions of terms are cited from the following sources: National Target Program to Respond

to Climate Change (Ministry of Natural Resources and Environment - MONRE, 2008), Climate Change and Impacts in Vietnam (Vietnam Institute of Meteorology, Hydrology and Environment

- IMHEN, 2010), and terminology used by international organizations in Vietnam To teach and learn about climate change, these defi nitions should be simplifi ed in accordance with students’ background or levels of knowledge

Greenhouse gases are those gaseous constituents of the atmosphere, both natural and anthropogenic, that absorb and emit thermal infrared radiation entering the Earth’s atmosphere and being emitted from the Earth’s surface Water vapour, carbon dioxide, nitrous oxide, methane, ozone in the troposphere and halocarbons are the primary greenhouse gases in the atmosphere

A dangerous phenomenon, substance, human activity or condition that may cause loss of life, injury or other health impacts, property damage, loss of livelihoods and services, social and economic disruption, or environmental damage

Actions resulting in a reduction of the degree or intensity of greenhouse gas emissions

A component or components of the climate system where a greenhouse gas or a precursor to a greenhouse gas is stored (as defi ned in the United Nations Framework Convention on Climate Change) Oceans, soils and forests are examples of reservoirs of carbon

The combination of the probability of an event and the scale of it’s negative consequences

Disaster risks are the potential disaster losses, in lives, health status,

livelihoods, assets and services, which could occur in a particular community or a society over some specifi ed future time period

It is often referred to as the Convention on Climate Change, signed

by more than 150 countries at the Earth Summit in Rio de Janeiro in

1992 Its ultimate objective is to achieve “stabilization of greenhouse gas concentrations in the atmosphere at a level that would prevent dangerous anthropogenic interference with the climate system” The Convention did not state the legal obligations on emission levels while only required countries in the Annex I to reduce emissions to levels of

1990 in 2000 The Convention took effect in March 1994 with ratifi cation

of more than 50 countries Currently 195 countries have ratifi ed the Convention In March 1995, the Conference of the Parties (COP), the governing body of the Convention, held the fi rst meeting in Berlin The Convention Secretariat is based in Bonn, Germany

The Precautionary Principle is cited from the Article 3 of United Nations Framework Convention on Climate Change The Parties should take precautionary measures to anticipate, prevent or minimize the causes

Weather

of climate change and mitigate its adverse effects Where there are threats of serious or irreversible damage, lack of full scientifi c certainty should not be used as a reason for postponing such measures, taking into account that policies and measures to deal with climate change should be cost-effective so as to ensure global benefi ts at the lowest possible cost

The characteristics and circumstances of a community, system or asset that make it susceptible to the damaging effects of a hazard.Vulnerability

to impacts of climate change is the degree to which a system (e.g a natural, social or economic system) is susceptible to and unable to cope with, adverse effects of climate change

Describes atmospheric conditions at a particular place in terms of air temperature, pressure, humidity, wind speed and precipitation etc

PART 1:

TEACHING AND

LEARNING ACTIVITIES

Learning objectives:

Time:

Supporting materials:

At the end of this module, students will able to:

Distinguish “weather” from “climate”;

Describe the concept “Climate Change” and distinguish it from “Global Warming”; and

Understand and explain some key impacts of climate change in Vietnam and around the world.

60 minutes Teacher fact sheet part 2, topic 1.

Handouts 1.1, 1.2, 1.3; Clip 1.1; other materials for educational games and the experiment.

Module 1: Weather, climate and climate change

1.1 Weather and climate game

The teacher introduces the following rule:

- When the teacher says “light rain”, students clap two index

fi ngers together and say “ti tach, ti tach” (imitating the sound of light rain);

- When the teacher says “strong wind”, students raise their hands, waving to the left and right, saying “ao, ao” (imitating the sound of blowing wind);

- When the teacher says “heavy rain”, students stay in their place, stamping their feet, saying “lop bop, lop bop” (imitating the sounds of heavy rain drops);

- When the teacher says “thunder”, students tap the table with their fi sts, saying “ung ung, ung ung” “(imitating the sounds of thunder);

- When the teacher says “lightning”, students open their palms, stretching their arms to the front, saying “doang doang”(imitating the sounds of lightning);

Main activities

1 Warm-up

Time: 10 mins

1.2 Distinguishing between weather and climate

- The teacher introduces In order to understand climate change, we should defi ne “Weather” and “Climate”

- The teacher takes some examples:

What is the weather like in your commune today?

Do the 3-day forecasts of storm, rain or sun on TV speak about the weather or climate?

What is the climate of the North, Centre and South of our country?

- The teacher then explains the differences between weather and climate:

Weather is the meteorological state of the atmosphere

at a specifi c time and place It includes factors such

as precipitation, air pressure, temperature, wind, humidity and other phenomena such as hurricanes and thunderstorms The earth’s weather has a high degree of variation

Climate is the prevailing meteorological conditions

that are typical for a certain region It is the average

of the weather over a long period of time (typically 30 years) Climate is relatively stable

1.3 Small exercise about weather and climate

Have the class discuss and fi ll in “weather” or “climate” in the following sentences:

a The … today is hot.

b Vietnam has a tropical monsoonal …

c The … in the South has two distinct seasons: wet and dry seasons

Answer: a weather; b climate; c climate

2.1 Climate change concept.

Time: 10 mins

Preparation:

Handouts

1.1 Global average surface

temperature in the period

Teacher can collect more

pictures of climate change

Climate change generally refers to the long-term

changes in climate patterns that have occurred over a long period of time The climate can become warmer

or colder.

Climate change may be caused by natural factors,

or human activities (e.g land-use change, pollution etc.) that change in the atmosphere’s composition The term “climate change” generally now refers to the climatic changes that are a direct result of human activities.

Global warming is the rising average temperature of the

Earth Climate change is a broader concept referring to the long-term changes in climate including temperature, precipitation and sea level rise, and the impacts of these phenomena on nature and humans

2.2 Observations of climate change

- The teacher explains some key phenomena associated with climate change in the world today Teachers can ask students about such changes in Vietnam and provide more information:

The average annual temperatures are increasing The average global temperature has risen by more than 0.7°C since the Industrial Revolution In Vietnam it has increased from 0.5 to 0.7°C over 50 years (1958- 2007).

Polar ice is melting at an increasingly rapid rate.

Sea level is rising due to the thermal expansion of water and the melting of continental glaciers (especially at the two poles and polar ice caps).

Natural disasters and extreme weather events (such

as heat waves, cold snaps, storms, fl oods, droughts) are occurring with more frequency and intensity, and are becoming more diffi cult to predict.

- The teacher uses pictures and charts illustrating the impacts of climate change, and providing some additional data (see teacher fact sheet in part 2 - topic 1 - section 1.1)

3.1 Suggested exercises

Question 1 Choose the most suitable word for the following sentences:

a “This morning it is sunny in Hanoi The average

tem-perature is 25°C There may be thunderstorms in some

areas”- This is an example of …

Answer: weather

b The … of a region is that region’s weather conditions

averaged over many years

Answer: climate

c Climate change generally now refers to , or the increased average temperature of the earth … is a

direct result of human activities

Answer: global warming

Question 2: Choose the most appropriate answer for the

following question:

What do you call a change in the state of the climate that can

be identifi ed by changes in the mean and/or the variability of

its properties and that persists for an extended period, typically

Question 3: Is the following statement true (T) or false (F)?

Tick the right box.

Question 4: Choose the two most appropriate answers for

the following question:

Which of the following are phenomena associated with climate

change?

a Volcano

b Ice melting.

c Average temperature falling

d Sea level rising.

Throughout history the climate of the earth has

changed many times

Further information can be found in the teacher

fact sheet in part 2 - topic 1 - section 1.3

✓

- The teacher explains: when climate change occurs, the ice will melt and sea level will rise, causing loss of land for human agriculture and shelter and habitat for animals.

- Divide students into groups of 5-8 people, each group is provided with a piece of A1 paper (or an old newspaper or some A4 papers assembled)

- The teacher explains the rules of the game: the paper symbolizes the land where we live; outside is the sea To stay safe, you should have enough room for all members

to stand on the paper; no feet are allowed to touch the sea area outside.

- The teacher invites 3-5 students to be judges They will decide which team stays alive while their land is shrinking due to rising sea levels

- The teacher shouts: the ice is melting, causing sea level rise that is fl ooding one quarter of the land All teams will

fold their paper and reduce their “land” by a quarter The judges observe the groups standing in the reduced area

- The teacher continues: the sea keeps rising, fl ooding a quarter of the land The groups fold their paper again, and

the game continues until only one team is left the winner

- To sum up, the teacher links the game with reality Sea level rise, caused by climate change, can inundate some parts of Vietnam and around the world, making millions of people homeless

Clip 1.1 - Climate change impacts on Vietnam

The clip presents some climate change impacts on Vietnam Before or after showing the clip, the teacher may provide students with some facts and fi gures of climate change impacts

on Vietnam and the locality

Time:

Supporting materials:

At the end of this section, students will be able to:

Explain the greenhouse effect and describe the causes of climate change; and

Understand the main greenhouse gases and greenhouse gas emissions from human activities.

60 minutes Teacher fact sheet part 2, topic 2.

Handouts 1.1, 2.1, 2.2, 2.3; Clip 2.1.1 and 2.2.1

Module 2: Causes of climate change

Section 2.1 - Causes of climate change and the greenhouse gas effect

Game: Climate change is happening

- This game aims to help students remember the terminology and climate change phenomena It can be carried out outdoors (12-15 students stand in a circle) or in class (students sit in place)

- Rules: appoint a student to be a monitor in the fi rst round

of the game who points to any students in the class, saying

a phenomenon associated with climate change, such as

“sea level rising”, “temperatures increasing”, “ice melting”,

“extreme weather events”

- The student who is selected, along with 2 nearby students, must perform the correct gestures to illustrate the phenomena If any of students use the incorrect gesture for the phenomena, he/she will have to replace the monitor

to continue the game

- The teacher clearly defi nes gestures symbolizing each phenomenon For example:

“Sea level rising”: a student stands up and jumps; two nearby students hold their hands around the student to protect him/her

Teaching activities

1 Warm-up

Time: 10 mins

“Temperature rising”: a student sits and his/her hands cover his/her head; two nearby students stand, using their hands to fan him/her.

“Ice melting”: a student sits, his/her arms move like crawl swimming; two nearby students wave their hands calling for help

“Extreme weather event”: a student walks in a circle at his/her place; two nearby students join hands around him/her for protection

- The teacher may determine different gestures suitable for students’ ages and playing space

2.1 Greenhouse effect

- The teacher asks a question: Why does climate change happen? The teacher reviews the students’ answers,

leading to the explanation of climate change causes

According to scientists, the change in climate which has occurred over the past 150 years has mainly been caused by human activities such as unprecedented exploitation and use of natural resources, especially fossil fuels, and other human activities such as land use change and deforestation These activities have increased GHG concentrations in the atmosphere The main cause of climate change is the increased concentration of greenhouse gases (e.g CO 2 , CH 4 ) in the atmosphere.

- The teacher explains the process of greenhouse gases trapping heat to warm the Earth, using handout 2.1:

The Earth’s atmosphere contains some special gases that are called greenhouse gases because of their ability to warm the Earth in the same way that warm temperatures are maintained in greenhouses for plants Water vapor (H 2 O), Carbon dioxide (CO 2 ), Methane (CH 4 ), Halocarbons (e.g CFC), Nitrous oxide (N 2 O) and Ozone in the troposphere (O 3 ) are the most common greenhouse gases.

The Greenhouse Effect is the natural process of the

atmosphere letting in some of the energy we receive from the Sun and trapping it before it is transmitted back out into space

1 Solar energy from the sun passes through the Earth’s atmosphere

2 Some solar energy is then sent back to space.

3 Most solar radiation is absorbed and warms the Earth’s surface.

4 Greenhouse gases in the atmosphere trap some of the heat

- The teacher explains why the greenhouse effect and

GHGs are important to human life: these gases act as a blanket for the Earth, maintaining a temperature suitable for human habitation Without greenhouse gases, all of the earth’s energy would escape into space, causing the average global temperature to drop below a safe level.

2.2 Causes of climate change

- The teacher introduces the warming process of the Earth, focusing on the period since the Industrial Revolution and the increased average surface temperature of the Earth

Global temperatures were largely stable for thousands

of years prior to the Industrial Revolution During this time human activities did not generate an excess of greenhouse gases There was no electricity; there were

no telephones, cars, planes, factories or televisions.

Since 1850, the Industrial Revolution has spread throughout the world This period was marked by signifi cant advances in technology, mining, agriculture, and transportation Since then, people started changing the environment by burning a lot of fossil fuels such as oil, coal and gas to generate electricity for transport, industrialised agriculture, and heating and cooling in our schools, homes, workplaces and factories.

Emissions of greenhouse gases into the atmosphere have increased, making the blanket of gases around the Earth thicker and thicker This blanket traps heat making the Earth hotter As a result, over the past 150 years, the Earth’s climate has become hotter, and has changed faster than usual.

- The teacher demonstrates the global warming process using the handouts 1.1 and 2.2

2.3 Learning about greenhouse gases

- The teacher divides students into groups of 5-8 children

- The teacher provides each group with a set of GHG cards cut from the handout 2.3 (depending on the knowledge level

of students, the teacher can cut the handout into smaller pieces) Ask students to discuss and group these cards into each greenhouse gas category, namely carbon dioxide, nitrous oxide, methane and halocarbon compounds Allow

7 minutes for the group discussion

- The teacher says the name of each gas, one by one All the groups show their results and explain their arrangement of GHG cards The teacher then summarizes information about these GHGs including emission sources, characteristics and human activities related to each GHG

Question 1 Chose the most suitable word for the following sentences:

a The greenhouse effect is the ability to keep the temperature

of the Earth at a safe level, due to absorbing heat from the Earth’s surface and from external sources like the sun, and trapping it in the atmosphere

Answer: Greenhouse gases

b Since the , humans have signifi cantly enhanced the greenhouse effect

Answer: Industrial Revolution

Question 2: Choose the most appropriate answer for the following questions:

2.1 Where does the greenhouse effect take place?

- Divide students into groups of 3-5 students Each round, each group assigns one key player

- The teacher chooses a term related to climate change and says part of the word, not the whole word Key players have to “say” the remainder of the word/term immediately

A player who says the correct word(s) will be rewarded a point (it is possible to have more than one correct word)

After each round the group will rotate their key player

- Suggestion: Nature - Natural disaster ; Climate - Climate change ; Green- Greenhouse effect - Greenhouse gases,

CO2, N2O, CH4, CFC

The teacher divides the class into groups of 4-5 students Each round, each group assigns one representative to be a key player

- Players are not allowed to use foreign languages or chemical symbols

Clip 2.1.1 - “None like it hot”: the animated clip explains vividly and simply about the greenhouse effect and global warming

Clip 2.2.1 - “Cutting down trees”: human activities will lead to a range of consequences and impacts on the environment

Experiment:

- The teacher tells students that they are going to undertake

a demonstration that aims to simulate global warming

- Place two small seedlings side by side on the same kind of surface outdoors

- The teacher explains to students that the glass jar acts like the blanket of gases that surround the Earth, and then asks students to cover one of the seedlings with a jar

(the experiment should

start in the morning)

Materials:

2 small seedlings in small

pots, 1 large clear glass jar

(big enough to cover the

by the level of wilting

- The teacher explains to students: The glass allows solar rays to penetrate but prevents heat from escaping, warming

up the temperature inside over time This is similar to the process in which green house gases warm the Earth (called the greenhouse effect) (Live&Learn, 2010).

Time:

Supporting materials:

At the end of this section, students will be able to:

Identify human activities related to GHG emissions;

and Understand individual and community activities to reduce negative impacts on the environment and mitigate climate change.

60 minutes Teacher fact sheet part 2, topic 2.

- Divide the class into groups of 5-8 students When the teacher says a GHG name (or throws a ball), each group has to introduce one human activity that results in the emission of that GHG

- At the end of the game, the group who says the most correct activities will win (See the teacher fact sheet in part

2 - topic 2 - section 2.2)

2.1 Game “Tracking culprits”

- The teacher divides the class into groups of 5-8 students and provides copies of Handout 2.4 to each group

- Groups have 10 minutes to fulfi l the task “Tracking culprits”

The groups have to fi nd out what impacts the objects/

activities numbered in the picture of the handout have on the environment and climate

- The teacher uses the points below as a guide:

1 Trees (or forest) are made up of plants that have

‘woody’ bodies The wood is mostly made from carbon Trees have a special ability of getting their energy from the Sun When a tree breathes, it draws carbon dioxide (CO 2 ) into it’s leaves, and releases oxygen (O 2 ) The carbon dioxide is stored in the wood and underground

in the roots Each tree can store many tonnes of carbon dioxide, therefore a forest can store many thousands

or millions of tonnes.

2 Irrigated rice fi elds are a large source of methane emissions According to scientists, we will need to improve farming techniques to reduce the emissions produced through growing rice.

3 In many regions, vast areas of forests have been cut down This happens because people want to sell the timber, or to clear the land to make way for agriculture

or other purposes When trees are cut down, they release their carbon dioxide back into the atmosphere This may happen slowly as the tree rots (decomposes),

or rapidly if the trees are burned When a forest is cut down, the many thousands of tonnes of carbon dioxide that were stored in the trees are released back into the atmosphere.

4 Petrol-powered motors are used to drive trucks, cars, motorbikes and aeroplanes Petrol is made from oil, which is a fossil fuel Fossil fuels are actually the remains of forests that existed hundreds of millions

of years ago, and were buried deep in the Earth Like living trees, fossil fuels are made of carbon When fossil fuels are burned, they release their carbon dioxide back into the atmosphere.

5 Humans generate electricity by burning fossil fuels (coal, gas or oil) in power stations Fossil fuels are burned to generate most of the electricity used in cities across the world This process causes huge amounts

of carbon dioxide to be released every day.

6 Aeroplanes can fl y at incredible speeds - hundreds

of kilometers per hour, thousands of feet above the ground This takes a huge amount of power, which comes from fuel being burned for engines When this fuel is burnt, it releases carbon dioxide into the atmosphere.

7 Waste and rubbish is discharged by humans and animals The increase in human population has resulted

in an increase in the amount of waste we produce

Waste is usually buried in landfi ll The decomposition

of waste produces carbon dioxide and methane (CH 4 )

The more waste discharged, the more GHGs will be emitted into the atmosphere.

8 Livestock - in addition to carbon dioxide produced via the respiration process, livestock such as cattle and buffaloes also produce methane when they digest their food, due to enteric fermentation and waste The growing demand of meat and diary products leads to

an increase in farming and associated deforestation

to clear land for grazing Both deforestation and meat and dairy production emit a huge amount of GHGs each year.

2.2 Story telling - Who emits more GHGs?

- The teacher invites two students to tell a story using the handout 2.5 One student plays the role of Hugo who is living in a rich country, and one student plays the of role Lan who is living in a developing country

- The teacher asks other students to listen to the story and write down daily activities of the two characters in the story

- At the end of the story, the teacher asks the whole class to

disscuss which activity creates more GHGs and which one creates less.

- The teacher summarizes the discussion ideas on the blackboard

- The teacher may conclude that developed countries are producing more GHGs The teacher provides information

of the top ten GHG emitting countries (see teacher fact sheet in part 2 - topic 2 - section 2.2.4).

- For secondary students, the teacher provides them with more information about sectors causing the most GHG emissions in Vietnam (see teacher fact sheet in part 2 - topic 2 - section 2.2.4)

Suggestion for teacher:

- Turn off the tap when cleaning teeth (save water);

- Classify rubbish;

- Go to school by bus;

- Participate in the Environmental Club at school;

- Advise parents to buy energy saving light bulb;

- Bring a reusable shopping bag when shopping;

- Turn off TV and computer when going to bed;

- Collect rain water for cooking;

- Feed animals with the leftovers;

- Water plants with reused water;

- Walk to school;

- Collect rubbish for recycling;

- Buy local products;

- Grow fruits and vegetables;

- Turn off all electrical appliances when going to bed;

- Leave the light on when not in use;

- Buy products with too much packaging;

- Go to school by private car;

- Use heater and hot water;

- Buy imported food;

- Use electric devices such

- Lan’s neighbour uses

a lot of pesticide and fertilizer to grow food

a Livestock produce GHG emissions ✓

b Animal husbandry does not cause GHG emissions ✓

Question 3: Choose the two most appropriate answers for the following question:

Which activities enhance the greenhouse effect?

The teacher uses this game to help students remember terms for positive or negative behaviours associated with environmental

or climate impacts

Rules:

- The teacher asks one or two students to be volunteers to play the role of “GHGs” GHGs will run and touch other students (if playing outdoors) or call the name of/point to other students (if playing in the classroom)

- If touched/called, that student will have to say loudly a specifi c phrase related to the requested topics, such as climate change phenomena or activities that impact on the environment or climate If a student reacts slowly or says

an incorrect phrase, they will have to replace the current GHGs

- The teacher can let the class play with different topics to help students remember terms related to climate change

Clip 2.2.3 - “Story of stuff”: a short fi lm explaining the market economy and introducing problems of unsustainable production and consumption

- The teacher explains the concept “carbon footprint” from the above example:

Many human activities produce CO 2 and other GHGs from either production of goods and services or from day-to-day activities Depending on the methods of production of the goods and senvices we buy and the way we live, people emit different levels of GHGs For example, driving a car will generate less GHGs than

fl ying in an aeroplane; producing electricity from solar energy will emit less GHGs than energy from coal The concept of a carbon footprint is used to measure the GHGs produced by a person or a country A carbon footprint is the total amount of GHGs produced

by an individual in his/her daily life, calculated in tons

of CO 2 equivalent The carbon footprint of a person or

a country is the sum of all CO 2 emissions generated

by the activities of the person or country over a certain period (usually a year).

The calculation of our carbon footprints will help us to understand the impact of our day-to-day activities on climate change, and will help us to control our GHG emissions and reduce our negative impact on the planet.

- The teacher introduces the carbon footprint data of some

countries around the world (see teacher fact sheet in part

2 - topic 2 - section 2.2.4).

Time:

Materials:

At the end of this section, students will be able to:

Describe climate change impacts on human and natural systems; and

Understand of climate change impacts on Vietnam

in general and local regions in particular

60 minutes Teacher fact sheet part 2, topic 3.

Handout 3.1, 3.2; Clip 3.1.1, 3.1.2.

Module 3: Climate change impacts

Section 3.1 - Climate change impacts in the world and in Vietnam

Group work: review climate change concepts, causes and impacts

- The teacher divides the class into groups of 5-8 students

- Each group discusses one or two questions to revise content from the previous lessons such as:

What is climate change?

Why is climate change happening?

What are climate change impacts?

What is the greenhouse effect?

How many key GHGs are found in the atmosphere?

What kind of anthropogenic activities generate GHGs?

- Have group representatives present their group discussion results and summarize

2.1 Introduction about climate change impacts

- The teacher asks: What impacts may climage change have

- The teacher summarizes students’ answers (by using the climate change mind map in the teacher fact sheet in part

2 - topic 3):

Climate change affects our entire planet, including all the natural systems and humans living on it Some of its impacts are due to rising temperatures:

Glaciers and ice at the two poles on the polar ice

caps are melting at an increasingly rapid pace;

Sea level is rising due to the thermal expansion of

water and the melting of continental glaciers (especially

at the two poles);

Natural disasters and extreme weather events (such

as heat waves, cold snaps, storms, fl oods and droughts) are tending to increase, both in frequency and intensity and are becoming less predictable.

Such primary effects are putting more pressure on the environmental and human systems that our planet needs to survive These systems include our water, food, ecological, health and energy systems

2.2 Discussion about climate change impacts on the local region

- The teacher divides the class into groups of 5-8 students to discuss specifi c impacts of climate change in the following

areas: health, agriculture, water resources, ecosystems, energy, construction and transport Primary climate change impacts include sea level rise, average global surface temperature increases, and increasing frequency and intensity of extreme weather events

- For primary students, the teacher can ask them to draw pictures, perform a play, or describe pictures (as in the handout 3.1) For secondary students, the teacher can ask them to collect information related to the above mentioned topics in their localities in particular or in Vietnam in general

by observing, conducting a survey or gathering information from television, radio, newspapers and the internet

- The teacher can encourage students to present their

fi ndings/results in different ways including pictures, drama

or exhibitions

- The teacher summarizes the key information and poses

some more questions, for example: which impact of climate change is the most feared by students? Which impact is the most unexpected by students? The teacher can conclude:

to be able to avoid a climatic hazard in the future, we all need to take as many positive actions as possible.

Time: 30 mins

Materials:

Handouts 3.1 - Climate

change impacts (Picture

3.1a and Mindmap 3.1b)

2 Mind map drawing

(for secondary students)

Climate change is likely to reduce

a the number of fauna and fl ora species on the Earth.

b the average global surface temperature

c the number of storms

d the land mass of inland areas.

Clip 3.1.1 - “Xã Thu n” This short fi lm was produced by Plan in Vietnam using the child centred participatory approach During the fi lm development, children play an active role in all steps, namely natural disaster and climate change risk assessment, outline and script development, fi lming, communication and sharing with other students and their communities and advocacy

Clip 3.1.2 - Climate change impacts

A mind map of climate change causes, impacts and effects

- The teacher divides the class into groups of 5-8 students

Provide them with a card set in the handout 3.2

- All groups discuss for fi ve minutes how to arrange these cards as causes and impacts of climate change

- The teacher invites group representatives to tell these

stories while sticking these cards on the blackboard (see the climate change mind map in the teacher fact sheet part

2 - topic 3).

- Students can collect information and pictures to make a collage on the causes and impacts of climate change

a Climate change will make all parts of

b Scientists have calculated precisely all the climate change impacts that will affect humans

✓

Fill in the crossword below using the clues given:

6 When continental ice melts, the _ will rise to

fl ood parts of the coastal land area

7 When many species become extinct, this causes the loss of _

8 In an area where sea water invades, the groundwater will be at risk from _

2 6

7

8

D E S E R

2 6

7

8

4 Plant growing game

Handout 3.4 - Sets of pictures/

photos of climate change

- Have students to stand in a circle

- The teacher calls loudly a phrase related to different steps

in plant growth, students repeat it and make gestures in accordance with the following:

When the teacher says: “Sowing seeds”, students sit low or sit on the ground

When the teacher says “Germination”, students rise a bit higher

The teacher continues: “Water”, “Fertilizer”, “Water”

Each time students must rise a little higher The teacher can also say different phases of plant growth, such as

“Blooming” or “Fruits”, and students can stand upright and wave their hands

During the game, at each stage, if the teacher shouts out an adverse effect associated with climate change, such as “Flooding the seeds”, “Drought”,

“Soil contamination”, “Storm has caused fallen trees”,

“Forest fi re”, etc., the students will then have to shout

“Dead plant” and sit down back to the original position

The game starts again from the beginning

- Based upon the pictures/photos provided, students will create a story about climate change impacts

5 Acid rain

6 Sea level

7 Biodiversity

8 Salinity

Time:

Materials:

At the end of this section, students will be able to:

Identify groups of people who are vulnerable to climate change;

Explain the impact of climate change on poor and vulnerable people; and

Raise awareness of communities about climate change impacts on poor and vulnerable people.

60 minutes The teacher fact sheet part 2, topic 3, section 3.2.

Handout 3.3, Clip 3.2.1, Paper size A0, coloured pens and colour cards.

Section 3.2 - Who will be the most affected by climate change? The poor and vulnerable

“Flash fl ooding” game

- The teacher invites 3-5 students to act as the ‘fl ash fl ood’ The remaining act as villagers living in mountainous areas, among whom 7-10 students act as the elderly, women, children, people with disabilities and people living in poverty The teacher draws an outline on the fl oor, or uses paper to symbolise a small area called a “safe place”, which is about 2-3 m away from the students’ seats The safe area should

be smaller, or the number of paper sheets should be fewer than the number of players

- The teacher explains the context and the rules of the game:

The game takes place in a peaceful village situated at the foot of a mountain

When the teacher shouts “Go to work, go to school”, players have to walk around as if they work on the farm or go to school When the teacher shouts, “Go home, go home”, the players come back their chairs When the teacher shouts: “fl ash fl oods, fl ash fl oods”, students who play the role of ‘fl ash fl ood’ appear, trying

to sweep away people, houses and trees Villagers

Main activities

1 Warm-up

Time: 10 mins

- The game is played for 2 or 3 rounds

- The teacher poses questions to discuss:

Which groups are not able to reach the safe place?

Why?

Are these groups vulnerable to climate change?

If you do not want this to happen, what should we do?

- The teacher concludes the game and introduces the next lesson

2.1 Vulnerable groups: who are they and how are they affected by climate change?

- The teacher introduces the concept of the interaction between vulnerability (for people living in poverty etc) and

climate change: we can see that there are people seriously affected by natural disasters Today we will learn who they are and how climate change impacts on their lives.

- The teacher provides some knowledge:

Vulnerable groups include people living in poverty, people with disabilties, women, children, the elderly, ethnic minorities, people living with HIV/AIDS The people in these groups are often faced with one or more of the following forms of vulnerability:

Economic vulnerability: Individuals or families with low incomes, earning just enough or not enough to meet their basic living needs These groups of people often live in poor conditioned or temporary housing and cannot afford health services, education or access to basic sanitation.

Social vulnerability: individuals or families who are less connected with social structures - they are less likely

to be involved in organizations and activities in local communities, and can depend less on the support that these structures provide This may include individuals experiencing mental illness.

Physical vulnerability: Individuals who are affected

by physical weakness and so have lower levels of independence.

2.2 Case studies - Climate change impacts on Vietnamese people

- The teacher divides the class into groups of 5-8 students for discussion The teacher provides each group with a case study in handout 3.3 Groups can double up if there are more groups than case studies

- The teacher asks the groups to read the case study carefully, discuss together and answer the following questions in 15 minutes:

What happened to the people in the case studies? What problems did they face?

To cope with climate change, what are their capabilities and strengths?

Have you seen this happen to people you know in your community or any other areas?

- After the group discussion is complete, the teacher holds

a discussion with the whole class The teacher can write ideas on the board, review and sum up

Who are likely to be most severely affected by climate change?

- The teacher divides the class into groups of 5-6 students

The teacher asks the groups to discuss and draw a picture

of a village safe from natural disasters and climate change

It is noted that the groups have to play the role of the groups assigned to them in the previous activity (people living in poverty, children, the elderly, people living with disabilities and women)

- The groups are given 20 minutes for discussion/drawing

- The teacher invites representatives of the groups to present their picture in 3 minutes Other groups can ask questions

- The teacher can ask strategic questions such as:

When drawing, did you encounter any problems?

Do you think the village is safe for the group that you are acting? Have you ever observed or talked to people from these groups before?

What can you can do to help vulnerable people to lead a safe life free from natural disasters and climate change?

- The teacher, together with the whole class, selects the most complete and reasonable picture The pictures can

be saved to make a collage or for other activities later on

The teacher uses Handout 2.5 again, asking students to discuss the following questions:

- Who produces more GHG emissions and whose activities result in more positive and negative environmental impacts

- Do the GHGs emitted by the friend living in the developed country affect the life of the friend living in the developing country? Or vice versa?

- Who will suffer more, the friend living in the developed country (Hugo) or the friend living in developing country (Lan)? Why?

Materials:

Handout 2.5 - A story about

Hugo and Lan