teaching manual - Live and Learn

Transcription

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: [email protected]
Website: www.livelearn.org, www.thehexanh.net
PREFACE
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 first specific 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 field 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.
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CONTENTS
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
2
ABBREVIATION
EIA
Energy Information Administration, US
GHG
Greenhouse gas
Gt
Gigatonne (1000 million tonnes, or 1 billion tonnes)
HIV/AIDS
Human Immunodeficiency Virus/Acquired Immunodeficiency
Syndrome
IMHEN
Vietnam Institute of Meteorology, Hydrology and Environment
IPCC
Intergovernmental Panel on Climate Change
MONRE
Ministry of Natural Resources and Environment, Vietnam
NTP
National Target Program to Respond to Climate Change
PPM
Parts per million
SLR
Sea level rise
UNEP
United Nations Environment Program
UNFCCC
United Nations Framework Convention on Climate Change
UNESCO
United Nations Educational Scientific and Cultural Organisation
USGS
US Geological Survey
VNRC
Vietnam Red Cross
WHO
World Health Organization
3
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:
4
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.
Teaching Manual on Climate Change Education - Stucture
PART 1: TEACHING AND LEARNING
ACTIVITIES
SUPPORTING MATERIALS
FOR TEACHING AND
LEARNING
1. Weather, climate
and climate change
2. Causes of climate
change
Part 2. Teacher fact
sheet
3. Impacts of climate
change
4. Responding to
climate change
Part 3. Handouts
5. Practical Activities
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;
Main activities:
-
Warming-up: creates a positive teaching and learning atmosphere using educational
games or interactive activities;
5
-
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.
6
GLOSSARY OF TERMS
Definitions 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 definitions should be simplified in accordance with students’
background or levels of knowledge.
Adaptation
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 beneficial opportunities.
Carbon cycle
The natural processes that influence 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 CO2
concentration is influenced by the balance of geochemical processes
including organic carbon burial in sediments, silicate rock weathering,
and vulcanism.
Climate
Climate is often defined as the weather averaged over time (typically, 30
years as defined by the World Meteorological Organization).
Climate
change
Climate change refers to a change in the state of the climate that can be
identified 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.
Climate
change
senario
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.
7
Disaster
A serious disruption of the functioning of a community or a society
causing widespread human, material, economic or environmental
losses which exceed the ability of the affected community or society to
cope using its own resources.
Greenhouse
gases
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.
Hazard
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.
Mitigation
Actions resulting in a reduction of the degree or intensity of greenhouse
gas emissions.
Reservoir
A component or components of the climate system where a greenhouse
gas or a precursor to a greenhouse gas is stored (as defined in the
United Nations Framework Convention on Climate Change). Oceans,
soils and forests are examples of reservoirs of carbon.
Risk
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 specified future time period.
8
United Nations
Framework
Convention
on Climate
Change
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 ratification
of more than 50 countries. Currently 195 countries have ratified the
Convention. In March 1995, the Conference of the Parties (COP), the
governing body of the Convention, held the first meeting in Berlin. The
Convention Secretariat is based in Bonn, Germany.
Precautionary
Principle
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
of climate change and mitigate its adverse effects. Where there are
threats of serious or irreversible damage, lack of full scientific 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 benefits at the lowest
possible cost.
Vulnerability
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.
Weather
Describes atmospheric conditions at a particular place in terms of air
temperature, pressure, humidity, wind speed and precipitation etc.
9
PART 1:
TEACHING AND
LEARNING ACTIVITIES
Module 1: Weather, climate and climate change
Learning objectives: 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.
Time:
60 minutes
Supporting materials:
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.
Main activities
1. Warm-up
Time: 10 mins
1.1 Weather and climate game
The teacher introduces the following rule:
12
-
When the teacher says “light rain”, students clap two index
fingers 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 fists, 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);
The teacher can change the order of the questions to see if
students are able to quickly react or not. Then the teacher
explains that such events are known as “weather”.
Time: 10 mins
1.2 Distinguishing between weather and climate
-
The teacher introduces In order to understand climate
change, we should define “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 specific 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.
Time: 5 mins
1.3 Small exercise about weather and climate
Have the class discuss and fill 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. Problem studying
Time: 20 mins
2.1 Climate change concept.
-
The teacher asks: What is climate change?
13
-
The teacher jots down students’ ideas on the blackboard,
summarizing key points leading to an explanation of
concepts associated with climate change and distinguishing
climate change from “global warming”.
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.
Time: 10 mins
2.2 Observations of climate change
-
Preparation:
Handouts
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 (19582007).
1.1 Global average surface
temperature in the period
of 1880-2008
1.2 Melting glacier
Polar ice is melting at an increasingly rapid rate.
1.3 a, b and c - Disaster
and extreme weather
events.
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).
Teacher can collect more
pictures of climate change
impacts
Natural disasters and extreme weather events (such
as heat waves, cold snaps, storms, floods, droughts)
are occurring with more frequency and intensity, and
are becoming more difficult to predict.
-
3. Lesson reinforcement
Time: 5 mins
14
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 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 temperature 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 identified by changes in the mean and/or the variability of
its properties and that persists for an extended period, typically
decades or longer?
a. Global warming.
b. Greenhouse effect.
c.
Climate change.
d. Disaster.
Question 3: Is the following statement true (T) or false (F)?
Tick the right box.
Question 4: Choose the two most appropriate answers for
T
Throughout history the climate of the earth has
changed many times.
F
✓
Further information can be found in the teacher
fact sheet in part 2 - topic 1 - section 1.3
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.
15
3.2 Homework
The teacher asks students to collect idioms and proverbs about
weather, climate or changes in the weather or climate to share
with the class in the next lesson.
Other alternative
activities
1. Sea level rising game
Time: 10 mins
-
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 flooding 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, flooding 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.
Materials:
5 pieces of A1 paper or
old newspapers
2. Film show
Time: 10 mins
16
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 figures of climate change impacts
on Vietnam and the locality.
Module 2: Causes of climate change
Section 2.1 - Causes of climate change and the greenhouse gas effect
Objectives:
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.
Time:
60 minutes
Supporting materials: Teacher fact sheet part 2, topic 2.
Handouts 1.1, 2.1, 2.2, 2.3; Clip 2.1.1 and 2.2.1
Teaching activities
1. Warm-up
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 first 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 defines gestures symbolizing each
phenomenon. For example:
Time: 10 mins
“Sea level rising”: a student stands up and jumps; two
nearby students hold their hands around the student to
protect him/her.
17
“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. Problem studying
Time: 15 mins
2.1 Greenhouse effect
-
Materials:
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.
Handout 2.1 Greenhouse effect
The main cause of climate change is the increased
concentration of greenhouse gases (e.g. CO2, CH4) 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 (H2O), Carbon dioxide (CO2),
Methane (CH4), Halocarbons (e.g. CFC), Nitrous oxide
(N2O) and Ozone in the troposphere (O3) 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.
18
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.
-
Time: 10 mins
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
-
Materials:
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.
Handouts:
1.1 - Global average
surface temperature in
the period of 1880-2008
2.2 - Atmospheric CO2
concentration in the
period of 1000-2008
Since 1850, the Industrial Revolution has spread
throughout the world. This period was marked by
significant 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.
-
Time: 20 mins
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.
19
-
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.
Materials:
Handout 2.3 Greenhouse gases cards
Time: 5 mins
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 significantly enhanced the
greenhouse effect.
Answer: Industrial Revolution
following questions:
2.1. Where does the greenhouse effect take place?
a. In the forest.
b. In the soil.
c.
In the mountains.
d. In the atmosphere.
2.2. Of the following greenhouse gases, which one is entirely
produced by human activities?
a. Ozone.
b. Carbon dioxide.
c.
Nitrous oxide.
d. Halocarbons.
20
Alternative activities
1. Game: Fast
speaking without
tripping
-
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.
Time: 10 mins
2. “Who am I” game
Time: 20 mins
Materials:
The teacher divides the class into groups of 4-5 students. Each
round, each group assigns one representative to be a key
player.
Directions:
-
The teacher holds a greenhouse gases card and lets the
group see it. The key player is not allowed to see it.
-
Other members of that group have to say features of that
GHG to help the key player guess what GHG it is.
-
(Alternative rule: the teacher lets the key player see the
card. This student has to raise questions or explain key
features of the GHG. His/her group has to guess what
GHG it is).
-
Players are not allowed to use foreign languages or
chemical symbols.
Handout 2.3 Greenhouse gases cards
3. Film show
Time: 10 mins
4. Global warming
experiment
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.
(for secondary students)
Time: 3 hours
(the experiment should
start in the morning)
21
-
The teacher asks students to describe the appearance of
the seedlings after 3 hours.
-
The teacher lets the whole class discuss the result. What
were the differences between the one covered by the
“blanket of gases” (simulated by the jar) and the one that is
not covered? Note that the seedlings indicate temperature
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).
Materials:
2 small seedlings in small
pots, 1 large clear glass jar
(big enough to cover the
seedling)
22
Section 2.2 - Human activities and impacts on our climate and
environment
Objectives:
Identify human activities related to GHG emissions;
and
Understand individual and community activities to
reduce negative impacts on the environment and
mitigate climate change.
Time:
60 minutes
Supporting materials: Teacher fact sheet part 2, topic 2.
Handouts 2.4, 2.5, 2.6; Clip 2.2.3.
Main activities
1. Warm-up
Time: 10 mins
-
The teacher prepares color cards on which names of
different GHGs are written. Alternatively, the teacher may
use different colored balls to symbolize GHGs.
-
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. Problem studying
Time: 20 mins
Materials:
Handout 2.4 - Human
activities and GHG
emissions
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 fulfil the task “Tracking culprits”.
The groups have to find out what impacts the objects/
activities numbered in the picture of the handout have on
the environment and climate.
23
-
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
(CO2) into it’s leaves, and releases oxygen (O2). 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 fields 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 fly 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.
24
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 landfill. The decomposition
of waste produces carbon dioxide and methane (CH4).
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.
Time: 20 mins
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).
Materials:
Handout 2.4 - Human
activities and GHG
emissions
25
Suggestion for teacher:
Hugo and friends
Activities that increase GHG emissions
Activities that reduce GHG emissions
- Turn off the tap when
cleaning teeth (save
water);
3. Lesson
reinforcement
Time: 10 mins
Lan and friends
- Collect rain water for
cooking;
-
Feed animals with the
leftovers;
Go to school by bus;
-
Participate in the
Environmental Club at
school;
Water plants with
reused water;
-
Walk to school;
-
Collect rubbish for
recycling;
-
Classify rubbish;
-
-
Advise parents to buy
energy saving light bulb;
-
Buy local products;
-
Bring a reusable shopping
bag when shopping;
-
Grow fruits and
vegetables;
-
Turn off TV and computer
when going to bed;
-
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
as TV, CD players, etc.
- Buy sweets and water
with a lot of packaging
- e.g. plastic bags and
bottles;
-
Use plastic bags for
shopping;
-
Lan’s neighbour uses
a lot of pesticide and
fertilizer to grow food.
1. Suggested questions
Question 1. Choose the most suitable word for the following
sentence:
... footprint is used to measure the GHG emissions of an
individual person or a country.
Answer: Carbon.
Question 2: Are the following statements true (T) or false
(F)? Tick the right box.
T
a. Livestock produce GHG emissions.
b. Animal husbandry does not cause GHG emissions.
26
F
✓
✓
Question 3: Choose the two most appropriate answers for
Which activities enhance the greenhouse effect?
a. Transportation.
b. Reducing electricity consumption.
c. Livestock.
d. Afforestation.
2. Homework
The teacher asks the students to work in teams. They have to
observe the activities and behaviour of their friends, families and
neighbours at school, home and in the communities where they
live. Ask students to make a list of the activities and behaviours
which reduce the negative impact we have on the environment,
and the activities and behaviours which increase our negative
impact on the environment and contribute to climate change.
1. Game
Calling climate change
Time: 10 mins
2. Film show
(for secondary school)
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
specific 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 film explaining the market
economy and introducing problems of unsustainable production
and consumption.
Time: 10 mins
27
3. Carbon footprint
calculation
-
The teacher provides students with copies of handout
2.6. The teacher reads the questions and asks students
to answer and score themselves in accordance with the
questionnaire. Students then compare their total scores
and see who has the highest and lowest scores. Praise
those who have a low score (the score corresponds to
greenhouse gases generated from daily activities).
-
The teacher explains the concept “carbon footprint” from
the above example:
Time: 30 mins
Materials:
Handout 2.6 - Your carbon
footprint
Many human activities produce CO2 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
flying 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 CO2 equivalent. The carbon footprint of a person or
a country is the sum of all CO2 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.
-
28
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).
Module 3: Climate change impacts
Section 3.1 - Climate change impacts in the world and in Vietnam
Objectives:
Describe climate change impacts on human and
natural systems; and
Understand of climate change impacts on Vietnam
in general and local regions in particular.
Time:
60 minutes
Materials:
Handout 3.1, 3.2; Clip 3.1.1, 3.1.2.
Main activities
1. Warm-up
Time: 10 mins
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. Problem study
Time: 15 mins
2.1 Introduction about climate change impacts
-
The teacher asks: What impacts may climage change have
on our lives?
29
-
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, floods 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.
Time: 30 mins
2.2 Discussion about climate change impacts on the local
region
-
The teacher divides the class into groups of 5-8 students to
discuss specific 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
findings/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.
Materials:
Handouts 3.1 - Climate
change impacts (Picture
3.1a and Mindmap 3.1b)
30
Time: 5 mins
Suggested questions
Question 1: Are the following statements true (T) or false
(F)? Tick the right box.
T
F
a. Climate change will make all parts of
the Earth hotter.
✓
b. Scientists have calculated precisely all the
climate change impacts that will affect
humans.
✓
Question 2: Choose the two most appropriate answers
for the following question:
Climate change is likely to reduce ...
a. the number of fauna and flora species on the Earth.
b. the average global surface temperature.
c.
the number of storms.
d. the land mass of inland areas.
Other alternative
activities
1. Film show
Time: 15 mins
Clip 3.1.1 - “Xã Thuận”. This short film was produced by Plan in
Vietnam using the child centred participatory approach. During
the film development, children play an active role in all steps,
namely natural disaster and climate change risk assessment,
outline and script development, filming, communication and
sharing with other students and their communities and advocacy.
Time: 15 mins
Clip 3.1.2 - Climate change impacts.
2. Mind map drawing
A mind map of climate change causes, impacts and effects
-
Provide them with a card set in the handout 3.2.
Time: 20 mins
-
All groups discuss for five 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.
Materials:
Handout 3.2 - Causes,
impacts and effects of climate
change cards
31
3. Crossword
Fill in the crossword below using the clues given:
Vertical
Time: 10 mins
1. The increasing emission of these subtances has
caused climate change.
2. Warmer weather increases the risk of a disease
_______ to both humans and animals.
3. Natural and dangerous phenomena causing widespread
human, material, economic or environmental losses.
4. The phenomena of land degradation in arid areas.
Horizontal
5. This rain can corrode substances and destroy plant
and animal species.
6. When continental ice melts, the _______ will rise to
flood 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 _______
4
1
3
5
2
6
7
8
Answer:
4
1
6
32
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4. Plant growing game
1. Greenhouse gases
5. Acid rain
2. Epidemic
6. Sea level
3. Disaster
7. Biodiversity
4. Desertification
8. Salinity
-
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:
Time: 20 mins
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 fire”, 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.
-
Discussion questions:
What do students think about the game, about growing
plants?
Students discuss factors affecting the growth of plants,
particularly those factors affected by climate change.
5. Story telling with
pictures / photos
Time: 10 mins
-
and provides them with the handout 3.4 (each group will
receive 5-7 photos).
-
Based upon the pictures/photos provided, students will
create a story about climate change impacts.
Materials:
Handout 3.4 - Sets of pictures/
photos of climate change
impacts.
The teacher can collect more
pictures/photos of climate
change impacts.
33
Section 3.2 - Who will be the most affected by climate change?
The poor and vulnerable
Objectives:
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.
Time:
60 minutes
Materials:
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.
Main activities
1. Warm-up
“Flash flooding” game
-
The teacher invites 3-5 students to act as the ‘flash flood’.
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 floor, 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:
Time: 10 mins
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: “flash floods, flash floods”,
students who play the role of ‘flash flood’ appear, trying
to sweep away people, houses and trees. Villagers
34
have to quickly move to the safe place, otherwise they
are washed away.
The teacher speaks to students who play the role of
people living in poverty, the elderly, women, people
with disabilities and children or writes clearly in the
role-playing card that they can only move slowly to the
safe area.
-
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. Problem studying
Time: 10 mins
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.
35
Environmental vulnerability: Individuals or families
living in areas vulnerable to natural disasters.
Physical vulnerability: Individuals who are affected
by physical weakness and so have lower levels of
independence.
Time: 30 mins
2.2 Case studies - Climate change impacts on Vietnamese
people
-
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:
Materials:
Handout 3.3 - Stories climate change and impacts
(cases a, b, c, d and e)
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?
-
3.Lesson
reinforcement
Time: 10 mins
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.
Suggested questions
sentences:
People living in poverty, ethnic minorities, the elderly, women
and children are ... to climate change.
Answer: vulnerable.
Question 2: Choose the most appropriate answer for
Which elements contribute to vulnerability?
a. Social isolation.
b. Health.
c.
Experience.
d. Being well-off.
Question 3: Choose the two most appropriate answers
for the following question:
36
Who are likely to be most severely affected by climate change?
a. Children.
b. The rich.
c.
Male adults.
d. Ethnic people.
1. Film show
Time: 20 mins
2. Drawing a safe village
Clip 3.2.1 - “Living with floods”: a short film about the lives of
people in the South during floods. The film also introduces
situations to cope with such disasters.
-
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:
Time: 40 mins
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?
-
3. Who generates more
GHGs?
The teacher uses Handout 2.5 again, asking students to discuss
the following questions:
-
Time: 20 mins
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.
Who produces more GHG emissions and whose activities
result in more positive and negative environmental impacts
as previously discussed?
37
-
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
38
Module 4: Response to climate change
Objectives:
At the end of this module, students will be able to:
Understand activities responding to climate change;
Distinguish between climate adaptation and mitigation; and
Develop actions responding to climate change at
individual, school and community levels.
Time:
60 minutes
Supporting
materials:
Handout 4.1, 4.2; Clip 4.1, 4.2, 4.3, 2.2.2; A0 papers;
colour cards and markers.
Main activities
1. Warm-up
“Fighting climate change” game
-
Gather all students to stand in a circle, or divide them into
groups of 5-8 students standing in circles.
-
The teacher names different activities that increase
greenhouse gas emissions and activities that help respond
to climate change:
Time: 10 mins
For activities that increase greenhouse gas emissions,
students have to bend their bodies.
For activities that help respond to climate change,
students have to stand upright, putting their arms over
each others’ shoulders.
-
Those who make the incorrect action have to sit out (or the
whole group has to sit out).
-
Suggestion:
Activities contributing to climate change: forest fire,
deforestation, travelling by plane, travelling by car,
travelling by motor bike, burning coal and using an
air-conditioner.
39
Activities adapting to climate change: changing the
crops we grow on farmland, using less water on farms
and in towns and cities, preparing early when we hear
warning of storms and floods and building walls and
dykes to protect towns and farmland from storms and
floods.
2. Problem studying
Time: 10 mins
2.1 International efforts and efforts in Vietnam in response
to climate change
-
The teacher gives a presentation about international
efforts to address climate change including the Kyoto
Protocol and the United Nations Framework Convention
on Climate Change (see teacher fact sheet in part 2 - topic
4 - section 4.2).
-
The teacher introduces activities Vietnam has carried out
to respond to climate change and some key information
about the National Strategy on Climate Change (see
teacher fact sheet in part 2 - topic 4 - section 4.3).
Time: 15 mins
2.2 “Face to face” game - Response to climate change
-
Have students stand in a circle. The teacher stands in the
middle of that circle. Ask one or two students to voluntarily
be the judge and take note (they can jot down on small
cards).
-
When the teacher steps up, facing a student, he/she must
give an answer. If his/her answer is not correct or repetitive
he/she must leave the playing circle. The game continues
until the teacher finds the winner.
-
The teacher poses questions about:
Actions to respond to climate change carried out by
individuals (either adaptation or mitigation);
Actions to respond to climate change carried out at
school; or
Actions to respond to climate change carried out in the
community.
-
Time: 15 mins
2.3 A two pronged approach to cope with climate change
-
40
The teacher may provide more information to students on
activities that can be conducted at home, at school and in
the community for climate adaptation and mitigation (see
teacher fact sheet in part 2 - topic 4 - section 4.4).
The teacher explains the strategies to deal with climate
change, including adaptation and mitigation as follows:
Climate mitigation refers to any actions taken to
reduce greenhouse gas emissions and their impacts
on the global climate system.
Materials:
Handout 4.1 - Response to
climate change cards
Climate adaptation refers to any adjustments to
human activities that make us less vulnerable to
actual or expected climate change and associated
climate variability, or actions that take advantage of
opportunities presented by climate change.
Every nation should take action to both mitigate and
adapt to climate change.
-
The teacher divides the class into small groups of 3-5
students and provides them with a copy of Handout 4.1.
Have all groups categorize the activities listed in the
handout into climate mitigation and climate adaptation
in 10 minutes.
All groups stick the results on the blackboard. The
teacher asks all groups to explain or give comments
on the results if there are any differences (see climate
change response mindmap in the teacher fact sheet in
part 2 - topic 4 - section 4.1).
The teacher may add other action cards listed by the
students in the previous exercise..
-
3. Lesson
reinforcement
Time: 5 mins
It should be noted that some solutions belong to both climate
mitigation and adaptation, for example afforestation and the
adoption of new farming techniques.
Suggested questions:
sentences:
… of climate change is any action taken to permanently
eliminate or reduce the long-term risk to human life and property
associated with climate change.
Answer: Mitigation.
2.1. Climate adaptation is:
a. changing human activities to accomodate impacts of
climate change.
b. human activities that prevent global surface temperature
from increasing.
c.
human activities that reduce levels of greenhouse gas
emissions.
41
d. human activities to make us less vulnerable to
actual or expected climate change and variability,
or to exploit beneficial opportunities.
2.2. Out of the following actions, which one does not help
mitigate climate change?
a. Reducing the amount of cars and motorbikes on the
roads.
b. Using an air-conditioner to cool the temperature.
c.
Saving electricity around your home and school.
d. Riding a bicycle instead of motorcycle.
2.3. Among the following light bulbs, which one is most energy
efficient?
a. Incandescent light bulbs.
b. Fluorescent lamps (CFLs).
c. Light Emitting Diode lamps (LED).
d. High pressure sodium lamps.
Question 3: Choose the two most appropriate answers for the
3.1. Which of the following are important international efforts
towards solving climate change?
a. The Earth Charter on Sustainable Development.
b. The United Nations Framework Convention on
Climate Change.
c.
The Montreal Protocol on CFC reduction.
d. The Kyoto protocol.
3.2. Among the following, which activities mitigate climate
change and are cost effective?
a. Leaving the light turned on when going out.
b. Planting vegetables.
c.
Buying bottled water.
d. Traveling by bus.
1. Film show
Time: 20 mins
42
Clip 4.1 - “A super hero’s choice”. A comedy about a Vietnam
Superhero who always holds a philosophy “To do great work to
save the world”. The film highlights the message that you don’t
need to have supernatural powers to save the world. Change
can start with you.
Time: 30 mins
Clip 4.2 - “Hope in changing climate” is a documentary film
produced by Environmental Education Media Project (EEMP)
with impressive images of China, Ethiopia and Rwanda. The
film records interesting interviews from world leaders such as
President of the Republic of Rwanda - HE Paul Kagame to the
local people.
Time: 20 mins
Clip 4.3 - “What can I do?”. A short clip with interviews of
people discussing the action they have taken in the fight
against climate change. After showing this film, the teacher can
facilitate a discussion with the students to exchange ideas and
share experiences of what they can do to stop climate change
in their local areas.
Time: 10 mins
Clip 2.2.2 - “The bill”: A comedy with a humorous but profound
message about carbon dioxide emissions from developed
countries.
2. Group discussion
-
Time: 30 mins
The teacher prepares three paper sheets of A0 size hung
in three corners of the class with three topics for discussion
as follows:
Actions to respond to climate change carried out by
individuals
Actions to respond to climate change carried out at
school.
Materials:
Actions to respond to climate change carried out in the
community.
A0 papers, colour cards and
markers
-
Divide the class into six groups. Two groups will discuss
one topic. The groups will write each action on one colour
card. After 10 minutes all groups will stick their cards on
the paper sheets accordingly. Cards with the same ideas
or actions will be combined.
-
The teacher invites students from six groups to share
their ideas or contribute more actions. At the end of the
discussion, the teacher may ask students to vote for the
three most effective, practical and feasible actions.
-
The teacher can provide more information about actions
that individuals, families, schools and communities can do
to respond to climate change (see teacher fact sheet in
part 2 - topic 4 - section 4.4).
-
The teacher encourages students to share their action
plans with others, through which they can specify step-bystep plans with specific timing.
43
3. Global climate
change debate
-
Divide students into four groups. Each group will play the
role of one of four stakeholders who will participate in the
global climate change debate as described in handout 4.2.
Distribute to each group the relevant components of the
handout.
-
In order to prepare for the negotiations each group should
think carefully about the following questions:
Time: 60 mins
Materials:
What does your country want to get out of the
negotiations?
Papers and pens for
discussion;
Handout 4.2 - Global
climate debate role-play
Which countries are your allies, and why?
What is at stake if you do not achieve your goal?
Which countries stand in the way of you getting what
you want, and why?
-
Have students develop a list of key talking points (all
groups prepare in 15 minutes). Once the groups finish their
preparation, the teacher starts the negotiation with the
following statement:
“We have gathered here today to decide upon a global
agreement in response to the climate crisis. UN climate
change scientists have recommended that we reduce the
global atmospheric concentration of carbon dioxide to 350
ppm. It is up to you, as leaders of the world’s nations, to
decide how to proceed from here. We will now hear your
opinions”.
-
Have students share their ideas and then facilitate the
negotiations in 30 minutes.
-
At the end of the negotiations, the teacher engages the
whole class in a discussion to debrief their experience.
Suggested discussion questions are:
Why are some parts of the globe more affected by
climate change than others?
What changes will take place in different regions of the
globe if climate change persists?
Why are such international negotiations important?
What are some of the difficulties involved in creating an
international climate agreement? What are obstacles?
Which countries acted to support negotiations and
which countries tried to block progress? Why?
Is it fair to ask one country to sacrifice economic growth
to ensure the survival of another country?
•
44
In your opinion, which countries have to reduce carbon
dioxide emissions?
Module 5: Practicing skills to respond to climate
change
Objectives:
At the end of this module, students will be able to:
Take an active role in learning about the impacts of climate
change locally, particularly the impacts on vulnerable
groups; and
Develop action plans responding to climate change (for
individuals and communities, at home and at school) with
specific activities.
1. Collecting climate
stories
Impacts of disasters associated with climate change
-
The teacher guides students to conduct an interview
with their relatives or neighbours and write stories about
climate change and its impact on their commune, district or
province.
-
Have students work in groups of 3-5 (ideally form groups
with students who live in the same residential area). They
have to fulfill the following tasks:
Materials:
Pens and paper for discussion
and note taking
develop interview questions to collect information
about disasters/climate change;
practice interviews with a number of households or
individuals;
record the findings; and
share findings with the class.
-
Outputs of this exercise will be shared at the next lesson or
be compiled in book form.
Suggestions:
Start the interview by clearly stating the purpose of the
interview;
Ask the respondent about: name, age, gender, family
background, where they are from, etc.
How long have you lived and worked in this area?
How do you observe or experience climate? What
was the weather like when you were young? Do you
remember any remarkable events? What changes
45
have you noticed (this could be changes in seasonal
patterns, temperature, the number of sunny and rainy
days or the frequency and intensity of heatwaves,
droughts and floods)?
How have these changes affected your life and work?
What changes have you made to respond to this?
What difficulties do you have to face, e.g. has the
climate affected your health in any way?
2. Sharing experiences
and lessons from
people affected by
disasters / climate
change
-
Invite people with experience of natural disasters in the
locality to share with the class. Request that the guests
discuss:
Impacts on local people’s lives before, during and after
the disaster; and
Lessons learnt from preparation and response to
disasters.
Time: 45 mins
-
Encourage students to get more information about
the impacts of climate change/disasters on the local
community. At the sharing session, the teacher asks
students to summarize what they have learnt from the local
experiences.
-
The teacher gives handout 5.1 - “Climate Action Plan” to
students. Have small group discussions about possible
activities responding to climate change.
-
Invite students to share their activities with others and
continue to develop the “Climate Action Plan” for individuals
and the group. The plan must clearly specify the activities,
time and location.
Preparation:
Approach people with
experience of local disasters.
3. Climate action plan
Time: 20 mins
Materials:
Handout 5.1 Climate action plan
Individual/group action plan
Name of individual/group:
Activities
Time
Place
1.
2.
3.
-
46
The teacher encourages students to share their “Climate
Action Plan” with their family, and other classes.
Students should also regularly discuss and exchange
the results with their friends/groups.
4. Energy audit
-
The teacher introduces a checklist of electrical equipment
used at home (the teacher may draw it on the blackboard
or distribute handout 5.2 to each student).
-
Have students work individually or in groups to answer the
questions and offer solutions.
-
Each student (or group) will share the energy-saving
solutions they use at home.
-
This activity can be repeated periodically (e.g. weekly,
monthly, every 3 months) to compare results and draw a
lesson.
-
The teacher introduces the “Plastic bag diary” with the
following information:
Time: 20 mins
Materials:
Handout 5.2 - Energy audit
5. Plastic diary
This is a personal diary, but it can also be used for
groups (of 5-8 students) or for families.
Materials:
Handout 5.3 Plastic bag diary
Each time the student uses (or saves) plastic bags,
the student should note this down in the diary and
self-score.
In the last column, the students should think of how
to reduce plastic bags next time or to promote good
behaviors (recycling, re-using).
Plastic bag diary review can be done at the end of
each week and each month. Students should do this
with their groups or families to share experiences.
-
The students can work in groups to practice this activity in
class, for example, record the number of plastic bags they
have used in a day or a week. Then, they share the diary
with their group and make plans to improve the score in the
coming weeks and months.
-
The teacher or the class can develop an audit table to keep
track of scores and changes in plastic bag usage over time
to monitor progress.
47
PART 2.
TEACHER FACT SHEET
Topic 1: Weather, climate and climate change
1.1 The difference between climate and weather
WEATHER
CLIMATE
Weather is the meteorological state of the
atmosphere at a specific place and time,
possibly for an hour, a day or several weeks.
For example, the weather today is drizzly with
light winds.
Climate is the average state of the weather of
a region over a long period of time (typically at
least 30 years). Climate is relatively stable. For
example, Vietnam has a tropical monsoonal
climate.
Weather includes elements such as
precipitation, air pressure, temperature, wind,
humidity and other phenomena such as
hurricanes and thunderstorms. It can change
from hour to hour and day to day. For example
it could be raining for hours then suddenly
become sunny.
A region’s climate may be characterised by
certain elements of weather, including extreme
weather events, for example, storms, heavy
rains, heat waves in the summer and cold
snaps in the winter. These elements will occur
in specific geographic areas . Such information
helps distinguish the climate of regions that
have similar average weather conditions.
1.2 Climate change
The term “climate change” refers to a change
in the state of the climate that can be identified
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 forces, or to persistent
anthropogenic changes in the composition of
the atmosphere or in land use (MONRE, 2008).
50
A term often used synonymously with climate
change is global warming. But these terms
are not the same. 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, sea level rise and its
impacts on natural and human systems. When
scientists talk about climate change, they refer
to human induced climate change, or change
caused by human activities.
Some observations of climate change:
Average
temperature
WORLD
(IPCC, 2007b and IPCC, 2012)
VIETNAM
(MONRE, 2011)
The
global
average
surface
temperature has risen since the
begining of the Industrial Revolution
and the rate of warming is rising
sharply.
During the last 50 years (1958-2007),
the temperature in Vietnam increased
by about 0.5-0.7°C. The temperature for
the last four decades (1961-2000) was
higher than that of the three previous
decades (1931-1960).
According to IPCC, the global
average temperature has risen
by 0.74°C over the last 100 years
(1906-2005). Recent data shows
an even greater temperature rise.
The rate of warming averaged over
the last 50 years is nearly twice
the rate of warming for the last 100
years. The last decade (1991-2000)
was the warmest since 1861 in the
Northern hemisphere.
Rising sea
level
Sea level is rising due to the thermal
expansion of water and the melting
of continental glaciers (especially at
the two poles). The observed sea
level data of 1961-2003 shows an
increasing rate of rise for the average global sea level of about 1.8
mm/year. This has increased significantly in the period 1993-2003, with
the rate of 3.1 mm/year.
According to the climate change
scenario developed by MONRE in 2009,
by the end of 21st century the annual
mean temperature will have increased
by 1.6-3.6°C in the North and in the
South relative to the baseline period
1980-1999.
Data from tidal gauges along the
Vietnam coast show that sea level was
rising at the rate of about 3 mm/year
during the period of 1993-2008 which is
comparable with the global rate of sea
level rise.
According to the climate change
scenario developed by MONRE in
2009, by mid 21st century, sea level is
projected to have risen by 28-33 cm,
and by the end of 21st century, by about
65-100 cm, relative to the baseline
period of 1980-1999.
Disaster
and extreme
weather
events
Evidence has shown that, since
1950, there has been a change in the
frequency and intensity of extreme
weather events.
✓ There has been an observed
decrease in the overall number
of cold days and nights, and an
increase in the overall number
of warm days and nights in most
regions across the globe.
✓ Typhoons: In recent years, there were
more typhoons of higher intensity
affecting Vietnam. Typhoons are
tending to move southwards and
the typhoon season is lasting
longer. There are increasingly more
typhoons that are following unusual
tracks.
51
Disaster
and
extreme
weather
events
WORLD
(IPCC, 2007b and IPCC, 2012)
VIETNAM
(MONRE, 2011)
✓ There is a warming trend in daily
temperature extremes across much of
Asia, Africa and South America.
✓ Rainfall: Temperature rises
are causing rainfall patterns to
change. The average annual
rainfall has decreased over
Northern climate zones but
increased over Southern zones.
The overall number of heavy
rainfall events has increased
across the country.
✓ The number of heavy precipitation events
in some regions has increased.
✓ It is likely that there has been a poleward
shift in the main extratropical storm track.
✓ Due to a lack of adequate data, there is
limited certainty in prediction of trends
of phenomena including tornadoes and
storm events.
✓ It is likely that there has been an increase
in extreme coastal high tides related to
increases in mean sea level in the second
half of the 20th century.
✓ Cold fronts: The overall number
of cold fronts has significantly
decreased. Irregular events,
such as cold snaps are taking
place more frequently.
1.3 Climate change history
Throughout history the climate of the earth has changed many times.
Historical Past
70,000
years ago
Some researchers believe that humans were almost wiped out around this time due
to volcanic eruptions that emitted huge amounts of volcanic dust into the
atmosphere. This dust prevented sunlight from reaching the Earth’s surface, and
impacted global temperatures.
20,000
years ago
During this time the Earth was experiencing an Ice Age. Most of the North
American and Eurasian continents were covered with ice, and sea levels were
around 120 meters lower than they are today.
10,000
years ago
1000 CE
1850 CE
2000 CE
Following the Ice Age, the earth’s climate continued to warm, and was punctuated
with periods where the earth was cooler.
This time is known as the “Little Ice Age”. Multiple volcanic eruptions occurred,
causing ash and sulphuric acid to block solar radiation, cooling the Earth’s climate.
This marks the beginning of the Industrial Revolution when human activities
began to affect the global climate system. Since this time, the earth’s climate has
continued to warm at an unprecedented rate.
Scientists studying ice core climate records have discovered that the earth is warming
much faster than it ever has in the past. Rather than slowly warming over several
millennia, the earth’s climate is now changing over a matter of decades and years.
Present
(Discovery Channel)
52
1.4 Climate change trends in the 21st century
1.4.1 General information on climate change
scenarios
Climate change trends currently and projected
into the coming century are largely dependent
on the level of greenhouse gas emissions we
produce, and the degree to which our socioeconomic development is dependent on
fossil fuels. Future Greenhouse Gas (GHG)
emission pathways are the product of very
complex dynamic systems, determined by
driving forces such as: (i) demographic shifts
and consumption patterns, (ii) the levels and
nature of socio-economic development, and
(iii) technological change.
The future evolution of such driving forces is
highly uncertain, and it is difficult to predict
with any certainty how these factors will
change. Climate change scenarios are used
as a way of describing potential futures using
these driving forces as descriptive data.
Scenarios are neither predictions nor forecasts,
but are assumptions of the future, or
alternative futures. Each scenario is one
alternative image of how the future might be.
They enhance our understanding of how our
societal systems evolve and interact and are
useful tools to analyse how driving forces may
influence future emissions outcomes. They
assist in climate change analysis, including
climate modelling and the assessment of and
planning for impacts, adaptation and mitigation
(IPCC, 2000).
Basic information about greenhouse gas emission scenarios developed
by IPCC and selected climate change scenarios for Vietnam (MONRE,
2011)
In the Special report on emissions scenarios in 2000, IPCC provided 40 emissions
scenarios reflecting relatively diversified possibilities of GHG emissions in the 21st
century. These emissions scenarios are classified into 4 groups namely A1, A2, B1 and
B2 with the main characteristics as follows:
A1 family: Rapid economic growth; a global population that peaks at nine billion in 2050
and declines thereafter; the rapid introduction of new and more efficient technologies;
a convergence of world-income and way of life, a convergence among regions and
increased cultural and social interactions. The A1 scenario group develops into three
sub-groups based on their technological emphasis:
-
A1FI (A1 - Fossil Fuel Intensive): An emphasis on fossil fuel-intensive energy
production (high emissions scenario);
-
A1B (A1 - Balanced): An emphasis on balance across all energy sources (medium
emissions scenario);
-
A1T (A1 - Predominantly non-fossil fuel): An emphasis on non-fossil fuel energy
sources (low emissions scenario).
A2 family: A very heterogeneous world; an emphasis on self-reliance and preservation
of nations; a continuously increasing population in the 21st century; regionally-oriented
economic development; technological change and per capita economic growth are more
fragmented and slow (high emissions scenario, similar to A1F1).
53
B1 family: Characterised by rapid economic growth as in A1, but with rapid changes
toward a service and information economy; global population reaches a peak in 2050 and
declines thereafter; an emphasis on reductions in material intensity and the introduction of
clean and resource-efficient technologies; the emphasis on global solutions to problems
of economic, social and environmental sustainability (low emissions scenario, similar to
A1T).
B2 family: Characterised by a continuously increasing population, but at a rate lower
than A2; the emphasis is on local rather than global solutions to problems of economic,
social and environmental sustainability; intermediate levels of economic development;
less rapid and more diverse technological change than in B1 and A1 families (medium
emissions scenario, similar to A1B).
Sea level rise scenarios for Vietnam were developed and published in 2009 based on
different emissions scenarios, namely low (B1), medium (B2) and high (A2, A1FI). The
medium emission scenario, B2, is recommended as a guideline for the Ministries, sectors
(i.e. economic, environment, education, health, etc.) and localities to evaluate impacts
of climate change and sea level rise, and to build action plans to respond to climatic
changes. Based upon the existing studies and results from climatic models in Vietnam,
GHG emissions scenarios are selected to update climate change scenarios and sea
level rise projections for Vietnam in the report - Climate Change and Sea Level Rise
Scenarios for Vietnam 2011. Selected scenarios include B1 (low emissions scenario),
B2, A1B (medium emissions scenarios), and A2 and A1FI (high emissions scenario).
1.4.2. Proposed climate change and sea
level rise scenarios for Vietnam by the end
of 21st century
According to the Climate Change, Sea Level
Rise Scenarios for Vietnam (MONRE, 2011),
the following scenario predictions have been
developed:
a. Temperature:
In a low emissions scenario: by the end of
the 21st century, annual mean temperatures
would increase by 1.6-2.2°C in large
parts of the Northern climatic zones and
increase less than 1.6°C in the majority of
the South (from Da Nang southward);
In a medium emissions scenario: by the
end of the 21st century, annual mean
temperatures would increase by 2-3°C
over large parts of the country, from Ha
Tinh to Quang Tri in particular. The mean
54
temperature in this region is projected to
rise more rapidly than other areas. The
average daily low temperatures would
increase by 2.2-3.0°C; the average daily
high temperatures would increase by
2.0-3.2°C. The number of days with high
temperatures above 35°C would increase
by 10-20 days in most parts of the country;
In a high emissions scenario: by the
end of the 21st century, annual mean
temperatures would increase by 2.5-3.7°C
across most of the country.
b. Rainfall:
In a low emissions scenario: by the end
of the 21st century, annual rainfall is
projected to increase by over 6%, but the
increase will not be evenly distributed. For
example rainfall in the Central Highlands
is projected to increase by less than 2%;
end of the 21st century annual rainfall
would increase across most of the country.
The average increase is projected to
range from 2-7%, and less than 3% in
the Central Highlands and South Central
zones. The overall projected rainfall trend
is towards a decrease in the dry season
and an increase in the wet season.
Rainfall intensity is projected to increase
relative to the period 1980-1999 in the
North and North Central and to decrease
in the South Central, Central Highlands
and South of Vietnam. Precipitation
patterns are projected to shift, with rainfall
in some areas set to double.
In a high emissions scenario: annual rainfall
by the end of the 21st century is projected
to increase across most of the country with
the average increase between 2-10%; in
the Central Highlands in particular rainfall
is projected to increase by around 1-4%.
c. Sea level rise:
In a low emissions scenario: by the end of
the 21st century, the average sea level rise
throughout Vietnam is projected to range
from 49-64 cm. Sea level is projected to
rise highest from Ca Mau to Kien Giang,
with rises of between 54 and 72 cm; and
lowest in Mong Cai, with rises of between
42 and 57 cm.
end of the 21st century, the average sea
level rise throughout Vietnam is projected
to range from 57-73 cm. Sea level rise is
projected to be highest from Ca Mau to
Kien Giang, in the range of between 62
and 82 cm; and is projected to be lowest
in Mong Cai, in the range of between 49
and 64 cm.
In a high emissions scenario: by the end of
the 21st century, the average sea level rise
throughout Vietnam is projected to range
from 78-95 cm. Sea level rise is projected
to be highest from Ca Mau to Kien Giang,
in the range of between 85 and 105 cm;
and lowest in Mong Cai, in the range of
between 66 and 85 cm.
d. Other climatic variabilities:
Atmospheric pressure is projected to
increase across most of the country
and across the South China Sea region.
Humidity is projected to decrease across
most of the country, most significantly in
the North East and Southern regions.
With 1 meter of sea level rise, about 39% of the Mekong Delta, over 10% of the Red
River Delta and Quang Ninh, over 2.5% of the central coastal provinces and over 20% of
Ho Chi Minh City would be at risk of flooding. Nearly 35% of the population in the Mekong
Delta, more than 9% of the population in the Red River Delta and Quang Ninh, nearly 9%
of the population in the central coastal provinces and about 7% of the population in Ho
Chi Minh City would be directly affected. More than 4% of the railway system, over 9%
of the national highway system and as much as 12% of the provincial highway system
will be affected.
55
Topic 2: Causes of climate change
2.1 Causes of climate change and the greenhouse effect
The main cause of climate change is the
increased concentration of greenhouse
gases (CO2, CH4, etc.) in the atmosphere.
4. Greenhouse gases in the atmosphere trap
some of the heat.
According to scientists, the climatic changes
which have occurred over the past 150 years
have mainly been caused by human activities
such as unprecedented exploitation and
use of natural resources, especially fossil
fuels and other resources such as land and
forests. These activities have increased GHG
concentrations in the atmosphere.
GHGs and their effect on the Earth.
The Earth’s atmosphere contains some
special gases called greenhouse gases. Their
name refers to their capacity to warm the Earth
in the same way that warm temperatures are
maintained in greenhouses for plants. Water
vapor (H2O), Carbon dioxide (CO2), Methane
(CH4), Halocarbons (e.g. CFC), Nitrous oxide
(N2O) and Ozone (O3) in the troposphere are
the most common GHGs.
This process is called the “Greenhouse Effect”.
“The Natural greenhouse effect” plays a
very important role for life on Earth, without it,
the Earth would be too cold and humans and
other living things could not survive.
These gases act as a blanket for the Earth,
maintaining a temperature suitable for human
habitation. Without greenhouse gases, all of
the Earth’s heat energy would escape into
space, causing the average global temperature
to drop below a hospitable level.
“The Greenhouse Effect” is the natural process
of the atmosphere letting in some of the energy
we receive from the Sun and stopping it being
transmitted back out into space, trapping it in
our atmosphere as heat.
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.
56
GHGs and the greenhouse effect become
a big problem when the concentration of
these gases in the atmosphere becomes
too high. This is happening right now, with
industry, agriculture, transportation and even
landfills around the world dumping large
amounts of GHGs such as CO2, CH4, N2O
into the atmosphere. The greenhouse effect
caused by emissions of GHGs through the
human activities mentioned above is called the
“enhanced greenhouse effect”.
Global temperatures were largely stable
for the thousands of years prior to the
Industrial Revolution. During this time
human activities did not generate an
excess of GHGs.
Since 1850, the Industrial Revolution
spread throughout the world, being marked
by significant advances in technology,
mining, agriculture and transportation.
Humans started to use machines, powered
by fossil fuels, which emit GHGs into the
atmosphere. The global population explosion
in the last two decades has contributed to
the increasing GHG concentration in the
atmosphere. Consequently, our environment
has been degraded.
Gases produced by human activities have
made the blanket around the Earth thicker and
thicker. Consequently, over the past 150 years
the Earth has become hotter and hotter, making
the Earth’s climate change significantly.
2.2 Greenhouse gases
2.2.1 Main greenhouse gases
Although nitrogen (78%), oxygen (21%) and
argon (0.93%) make up 99.93% of the Earth’s
atmosphere, they play no role in regulating
the Earth’s climate. This role is left to the
remaining 0.07% - the greenhouse gases. As
mentioned previously, water vapor, carbon
dioxide, methane, nitrous oxide, ozone and
halocarbons are the most common GHGs.
Some GHGs occur naturally and are emitted
into the atmosphere through natural processes
while others are created and emitted solely
through human activities.
Sources
Water
vapor
Natural sources include the evaporation
of water.
The amount of water vapor generated
from human activities is negligible.
As the temperature rises, warm air can
hold more water vapor than cold air,
making the greenhouse effect stronger.
Features
Atmospheric concentration: levels
of atmospheric water vapor vary
throughout the world. At the poles
water vapor levels are very low
whereas in the tropics water vapor
can account for up to 4% of the
atmosphere.
Atmospheric lifetime:
(USGS, 2012).
9-10
days
Water vapour is the largest contributor
to the natural greenhouse effect
(IPCC, 2007b).
Carbon
dioxide
(CO2)
Natural sources
respiration, plant
eruption.
include animal
decay, volcanic
Anthropogenic
sources:
land-use
change and deforestation. Deforestation
not only releases the carbon dioxide
stored in trees but fewer trees also
reduces the Earth’s ability to remove
carbon dioxide from the atmosphere.
Atmospheric concentration: carbon
dioxide comprises a few hundred
parts per million in the Earth’s
atmosphere (before the industrial
revolution, atmospheric concentration
was around 278 ppm, and is currently
almost 400 ppm).
Atmospheric lifetime: 5-200 years
(IPCC, 2001).
It is a major contributor to the enhanced
greenhouse effect.
57
Sources
Nitrous oxide
(N2O)
Methane
(CH4)
Natural sources include bacterial
decomposition of the earth’s soils and
oceans.
Atmospheric concentration: less
than one-thousandth that of
carbon dioxide.
Human activities: land use change
(e.g. cutting down trees to make more
space for farming), the use of fertilizers
and burning fossil fuels increases
atmospheric nitrous oxide.
Atmospheric lifetime: 114 years
(IPCC, 2007c).
Natural
sources
include
the
decomposition of organic material by
bacteria. It is also found in wetlands.
Atmospheric
concentration:
exists in the atmosphere at a
lower concentration than carbon
dioxide.
Human activities: the majority of
methane emissions come from activities
like mining (coal, oil, natural gases) and
agriculture (rice cultivation in flooded
paddy-fields, and stomach fermentation
in animals).
Halocarbons
(CFC, HFC,
HCFC)
It is responsible for a warming
effect 298 times that of carbon
dioxide (IPCC, 2007c).
Atmospheric lifetime: 12 years
(IPCC, 2007c).
effect 25 times that of carbon
dioxide (IPCC, 2007c).
Produced by human activities only.
There are no natural sources of
halocarbons
Atmospheric lifetime: remains
for up to 1700 years in the
atmosphere (IPCC, 2007c).
Until the mid 1970s, Chlorofluorocarbons
(CFCs), a type of halocarbon, were
common in items such as spray cans
and cleaners, and as coolants in air
conditioners and refrigerators.
effect thousands of times that of
carbon dioxide (IPCC, 2007c).
From 1987 onwards, governments
began to regulate CFCs due to the
ozone layer depletion they were
causing. Other halocarbon - such as
Hydro fluorocarbons (HFCs), with global
warming potential, have now replaced
CFCs in many of these products.
58
Features
GHGs concentration in the period of 1750-2000
Since the Industrial Revolution the
concentration of carbon dioxide in the
atmosphere has increased 35% - the most
significant rate of increase in the Earth’s
history. The atmospheric concentration
of carbon dioxide increased from preindustrial levels of 280 ppm to 379 ppm in
2005 (IPCC, 2007c). Recent reports have
put this figure higher, at almost 400 ppm;
to sustain life as we know it. In order to
produce the energy required for survival,
humans and animals breathe in O2 and
breathe out CO2. On average, a person
will breathe out around 0.04 grams of CO2
in each breath. In contrast to humans and
other animals, plants are able to produce
the energy they need themselves through
photosynthesis. Using sunlight as energy,
plants absorb CO2 from the atmosphere,
storing it in the form of glucose which they
convert to energy. In addition, CO2 can
be emitted into the atmosphere through
natural events like volcanic eruptions and
the decomposition of animals and plants.
All of the activities mentioned above are an
integral part of the carbon cycle, a natural
circulation system that previously held
the absorption and emission of carbon
sources in balance.
Since the Industrial Revolution, atmospheric
nitrous oxide levels have increased 18%.
Due to its long lifespan, nitrous oxide
released today will still be contributing to
the greenhouse effect for many decades to
come. Current atmospheric methane levels
are approximately 2.48 times higher than
before the Industrial Revolution;
Whilst HFCs do not deplete the ozone
layer, they are greenhouse gases and
thus contributes to the greenhouse
effect. Furthermore, halocarbons that are
released today will have a long-lasting
impact on our climate due to the fact that
they can remain in the atmosphere for
thousands of years.
2.2.2 Is “Natural CO2” a bad gas?
Definitely not
Greenhouse gases, including CO2, occur
naturally in the environment, and play a
very important role for life on Earth. These
gases keep the Earth warm enough
The Carbon Cycle
(Source: http://www.windows2universe.org/earth/
Water/co2_cycle.html)
2.2.3 Carbon dioxide and the Industrial
Revolution
Although there are many greenhouse gases
in the atmosphere, CO2 contributes the most
to the greenhouse effect. The warming effects
of CO2 can continue in the atmosphere for
as long as 200 years, and it has a significant
Global Warming Potential.
59
Before the Industrial Revolution, CO2
concentrations in the atmosphere were
around 280 parts per million (ppm);
Since the Industrial Revolution, the
atmospheric concentration of CO2 and other
greenhouse gases has rapidly increased
up to the current level of 380 ppm. The
enhanced greenhouse effect caused by
these greenhouse gases has made the
planet’s surface temperature increase
rapidly, leading to many negative impacts
on the Earth’s human and ecological
systems.
The UNFCCC defines the threshold of
dangerous climate change as a two
degree increase in global average
temperatures above pre-industrial
levels. This is likely to be reached
when concentrations of greenhouse
gases in the atmosphere exceed 450
ppm. Beyond this threshold, it becomes
increasingly likely that we will see
“runaway climate change”, where climate
impacts themselves lead to further
warming. Once we pass this threshold,
major ecosystems will begin to collapse,
and climate change will become more
difficult, if not impossible to control.
According to the Intergovernmental Panel
on Climate Change (IPCC, 2007a), GHG
concentrations have been increasing rapidly in
recent decades. In 2004, anthropogenic GHG
emissions came from the following sources:
Energy supply, industry, transportation
and construction contribute the majority of
global greenhouse gas emissions:
Energy supply: 25.9%;
Transport: 13.1%;
Industry: 19.4%;
Commercial and residential buildings:
7.9%;
Forestry including deforestation, decay
of biomass (after deforestation) and fire,
contribute around 17.4%;
Agriculture processes including soil
preparation before planting, fertilizer and
other agricultural waste, etc . contributes
around 13.5%;
Other activities (including waste and
sewage management etc.) contribute
around 2.8%.
Global anthropogenic GHG emission in 2004
(Source: http://www.ipcc.ch/publications_and_data/ar4/syr/en/figure-2-1.html)
60
2.2.4 Who emits the most GHGs?
Top ten emitting countries by total carbon dioxide emissions
and per capita for 2009 (EIA, 2009)
Total CO2 emissions
estimates
(in thousands of
metric tonnes)
Nations
Nations
Total CO2 emissions
per person estimates
(in metric tonnes)
China
7,706.826
Gibraltar
151.9837
US
5,424.53
Virgin island, US
113.7142
India
1,591.126
Qatar
76.37635
Russia
1,556.661
Netherlands Antilles
44.76122
Japan
1,097.965
Bahrain
42.55268
Germany
765.5618
United Arab
Emirates
40.30058
Canada
540.9669
Trinidad and
Tobago
38.60476
Iran
528.6026
Singapore
33.56964
Korea
528.1344
Kuwait
31.0765
United Kingdom
519.944
Montserrat
28.85417
National GHG inventory in 1994 and 2000
by sector (MONRE, 2010)
(Unit: thousand tonne CO2 e)
Year
1994
2000
Sectors
Emission
%
Emission
%
Energy
25,637.09
24.7
52,773.46
35.0
Industrial processes
3,807.19
3.7
10,005.72
6.6
Agriculture
52,450.00
50.5
65,090.65
43.1
Land use, land use change
and forestry
19,380.00
18.6
15,104.72
10.0
Waste
2,565.02
2.5
7,925.18
5.3
Total
103,839.30
100
150,899.73
100
(These figures are updated annually, and are current as of 2010. If these figures are to be used
for education purposes, please find updated data available online at:
http://www.eia.gov/cfapps/ipdbproject/IEDIndex3.cfm?tid=90&pid=44&aid=8)
61
2.2.5 Carbon footprint
Many human activities produce CO2 and other
GHGs from either the production of goods
and services, or from day to day activities.
Depending on our lifestyle, and the way we
produce the goods and services we use,
people produce different amounts of GHGs.
For example, driving a car will generate less
GHGs than flying in an aeroplane; producing
62
electricity from solar energy will emit fewer
GHGs than energy produced from coal.
The calculation of our carbon footprint helps
us to understand the impact of our day-to-day
activities and the production of our goods and
services in terms of climate change, and can
help us to control GHG emissions and reduce
this impact.
Topic 3: Climate change impacts globally and in
Vietnam
Rising
temperatures
Rising sea
level
Melting
glaciers
OBSERVATION
Intensive natural
disasters that are
difficult to predict
Unusual change
of the weather
CLIMATE
CHANGE
Overexploitation
of fossil fuels
Unsustainable
land use
Deforestation
Energy
wastage
Loss of forest
and biodiversity
Reduced
water
security
Changing
ecosystem
IMPACTS
CAUSES
Unsustainable
animal
agriculture
Use of halocarbons
Salinization
Overuse of
chemicals
and
fertilizers
Decreased plant
productivity
Food
insecurity
Disease
outbreaks
Tourism and
transport
infrastructure
destruction
Climate change impacts mind map
3.1 Climate change impacts
3.1.1 Global climate change impacts
Climate change affects all aspects of life on
Earth, including the natural environment,
human society and human health. There are
two levels of impacts from climate change
outlined below (UNESCO, 2010):
The primary impacts due to rising temperatures
on the physical environment, for example:
Glaciers are now melting at an increased
rate;
Global sea levels are rising, this is
particularly dangerous in low lying river
deltas and for small island states;
Extreme weather events are becoming
more frequent and intense - e.g. the
number of Category 4 and 5 hurricanes
has almost doubled in the last 30 years.
We depend on the physical environment for
the resources we need to survive - water,
food, clothing, shelter, manufactured goods,
transport, energy, jobs and recreation. Primary
impacts that affect the Earth’s physical systems
thus impact the resources we need for survival.
Some of the systems that we depend on for
survival, and current and projected impacts on
these systems, include:
Water - current and projected climate
impacts include drought, reduced water
quality, threats to water supplies;
Food - impacts include extreme events
such as droughts or floods threatening
crops, diseases affecting crops and
livestock, and degradation of soil quality;
Ecosystems - impacts include habitat
loss associated with climatic change. This
63
threatens national reserves, survivability
of species and associated global diversity,
and the survivability of natural and
plantation forests;
Health - impacts include heat stress, vector
borne diseases, epidemics associated with
changing climatic zones, extreme weather
events and increasing vulnerability of at
risk groups.
3.1.2 How is Vietnam affected by climate
change?
Vietnam is one of the countries that will be
most seriously affected by climate change and
sea level rise. Impacts will be most significant
around the Red River Delta and Mekong
Delta (World Bank, 2007). As projected in
the Climate Change Scenario and Sea Level
Rise for Vietnam in 2009 (MONRE, 2011), if
the sea level rises 3 meters, as much as 25%
of the population will be directly affected and
Vietnam will experience a loss of around 25%
GDP.
Impacts on sea level
Vietnam has a long coastline of 3,260 km.
Over 80% of the Mekong delta and 30% of
the Red River delta - the Thai Binh province has an elevation of less than 2.5 m above sea
level. These areas, particularly the Mekong
Delta, will be most affected due to sea level
rise. Sea level rise not only causes inundation
of mainland areas, forcing people to relocate,
but also causes salinization and degradation
of soil and the water table, leading to crop
failure and loss of agricultural land.
The following scenarios describe potential
impacts in relation to projections of sea level
rise (SLR):
64
-
SLR of 0.25 m: up to 14% of the Mekong
delta provinces, 12% of Ho Chi Minh City
and 5% of Thua Thien Hue province will
be flooded;
-
SLR of 0.5 m: as much as 32% of the
Mekong delta provinces, 15% of Ho Chi
Minh City and 5.6% of Thua Thien Hue
province will be flooded. Other areas will
be at risk of inundation;
-
SLR of 1 m: Up to 67% of the Mekong
delta provinces, 21% of Ho Chi Minh City,
11.2% of the Red River Delta, 7.1% of
Thua Thien Hue province, and 5.7% of
Ba Ria - Vung Tau will be inundated. In
Ha Tinh, Quang Ninh, Quang Binh, and
Dong Nai, roughly 2.5% of the area will be
flooded. Flooding will affect less than 1%
of other coastal provinces and Ninh Thuan
province remains mostly unaffected.
A range of economic sectors will suffer from
climate change impacts. These include:
Agriculture: arable farm land is shrinking
due to salt invasion and soil erosion;
Forestry: ecosystem value is declining,
making sustainable forestry more difficult;
Aquaculture: coastal and marine resources
are declining, salt water will intrude
further inland with sea level rise, thereby
damaging fresh water ecosystems;
Transport: roads, waterways, railways,
ports will be affected by sea level rise,
flooding and an increase in extreme
weather events.
Tourism: beaches, sight-seeing and
accommodation facilities are at risk from
sea level rise and an increase in extreme
weather events.
Impacts on ecosystems and biodiversity
(Vo Quy, 2009)
Biodiversity is a precious resource in Vietnam,
however, it is at risk due to climate change.
Plants and animals can often only survive
within a narrow set of geographic and climatic
limitations, such as temperature, elevation
and precipitation. They also depend heavily
on the other plants and animals within their
habitat or ecosystem for food, reproductive
requirements, protection or other physiological
needs. With a shift in temperature, climate
change is causing the natural boundaries of
our ecosystems to change. Some impacts are
described below:
Vietnam’s primitive and new-growth forests
will be negatively affected with a change in
temperature and precipitation patterns;
Animals will be forced to migrate to cooler
areas, disrupting entire ecosystems.
Plants and wildlife will be forced to change
their breeding and habitation patterns in order
to survive:
Flowers will blossom earlier;
Birds will commence migration cycles
early;
Many species will begin breeding earlier
than before;
Insect species will migrate to colder
climates;
There will be increased competition for
food and consequently greater crop
spoilage due to pest encroachment.
Scientists have discovered that plants in
Hoang Lien Son Mountain have moved to
higher elevations (with cooler temperature
ranges) in order to survive. For example,
the Van San Hoang Lien pine, which used
to appear at 2200m-2400m can now only be
found at 2400m-2700m.
Climate Impacts - natural disasters and
extreme weather events
Natural disasters and extreme weather
phenomena are projected to occur with greater
frequency and intensity and become more
difficult to predict. These disasters include
heavy rainfall events, floods, heat waves,
storm events, droughts, wildfire, salinity, and
disease epidemics. Their impacts will become
more difficult to control (MONRE, 2011).
Typhoons: In recent years, intense typhoons
causing
widespread
devastation
have
appeared more and more often in Vietnam.
Typhoons are tending to move southward.
The typhoon season is becoming longer and
ending later. There have been more typhoons
that follow unusual tracks. Typhoons occur
when the moist, warm air from the surface
of the ocean rises and meets the cooler air.
When the surface temperature of the oceans
increases due to warmer temperatures at the
Earth’s surface, typhoons form more easily.
The air that rises from the ocean’s surface to
join the developing storm is hotter and more
humid, and as a consequence, the typhoons
that develop are becoming big typhoons, or
super typhoons.
Floods and droughts: Changing temperature
patterns are projected to change precipitation
patterns, making rainfall more difficult
to predict. In places where the rainfall is
abundant, precipitation is likely to become
more intense. In arid areas, droughts are likely
to become more severe. More frequent and
severe drought events in the dry season are
likely to increase the risk of forest fires.
Impacts on water resources
Although Vietnam has extensive natural inland
water systems, the river and delta regions are
likely to suffer growing water shortages due to
the fact that a large proportion of the surface
water that flows through Vietnam depends on
neighbouring countries. According to current
forecasts, 8.4 million Vietnamese people will
be affected by the reduction in flows of the Red
River and Mekong River (ADB, 2009).
Climate change and sea level rise will change
the distribution of Vietnam’s water resources.
The changes in precipitation patterns are
projected to cause severe floods during the
wet season and harsh droughts in the dry
season.
Droughts lead to water shortages that impact
agriculture and cause critical power shortages
in cities and regional areas. In summer
2010, high temperatures led to an increased
demand for electricity. The drought led to
water shortages, which meant less water was
available to be used to produce hydropower.
This led to severe power shortages throughout
the country, especially in big cities such as
Hanoi and Ho Chi Minh.
65
Freshwater is also projected to become more
limited as salt water intrudes into groundwater
with increasing sea level rise.
Impacts on agriculture and food security
The amount of available agricultural land
is likely to decline. Tens of thousands
of hectares of arable fields in lowland
coastal plains, the Red River Delta and
the Mekong Delta have been affected
by saltwater intrusion due to sea level
rise and droughts in the dry season. This
has a significant impact on agricultural
production and national food security;
Rising temperatures, prolonged drought,
an increase in disease epidemics and the
spread of climate-mediated weeds and
pests could all cause declining crop yields
into the future;
Livestock and poultry are more likely to
suffer widespread epidemics;
Pastures are likely to be negatively
affected by the shift in growing seasons;
and
The increase of natural disasters is likely to
lead to severe loss of crops and livestock
in many places. For example, the 2008
damaging cold snap lasted for 38 days
and killed 210,000 cattle.
These problems amplify the climate risk to
agricultural activities, accelerating food prices
and increasing poverty.
Vietnam is still an agricultural nation with
more than 70 percent of the population
earning their living from agricultural activities.
That agriculture is very vulnerable to the
effects of climate change presents a serious
threat to Vietnam’s future socio-economic
development.
Reduced access to water along with
increased frequency and intensity of heat
waves also increase the illness burden
and incidences of heat related deaths .
The World Health Organization estimates
150,000 deaths annually are due to the effects
of climate change, half of which are in the Asia
- Pacific region (WHO/UNEP).
Impacts on energy, industry, transport and
construction
The most vulnerable industrial activities
will be in coastal areas and deltas where
floods frequently occur, where the economy
is heavily dependent on climate-sensitive
resources, and where extreme weather
events are likely to occur, particularly in
rapidly urbanizing areas.
Higher average temperatures, together
with an increasing number of hot days,
escalates the demand for power for cooling
and ventilation in industrial activities and
transport and daily life, especially in cities
and industrial zones.
Changes in the rainfall distribution and
water evaporation due to increased
temperatures significantly affects water
resources and as such impacts on the
operation of reservoirs and hydroelectric energy systems.
Sea level rise and natural disasters,
including typhoons, heavy rain and
flooding, critically affect offshore oil and
gas drilling and transportation systems,
along with construction, ports, transport
and daily life in coastal areas.
3.2 Who are most affected by climate
change - people living in poverty and
at-risk groups
People living in poverty - who are they?
Impacts on health
Warmer temperatures facilitate the
migration of disease-transmitting insects
and parasites such as mosquitoes into new
areas, carrying with them such infectious
diseases as malaria and dengue fever.
66
Poverty is not a problem faced by any
particular country, but a problem affecting the
whole world. “Poverty is the state of one who
cannot sustain his/her needs (both physical
and mental) at its minimum”.
To measure poverty, some indices use income,
property, or access to basic social services.
into situations of poverty or distress after being
exposed to shocks affecting their livelihoods.
The World Bank has introduced two poverty
lines - US$ 1/day and US$ 2/day to ensure
international comparability. Based on the
poverty line US$ 1/day, 13.1% of Vietnam’s
population live in poverty. Based on the poverty
line US$ 2/day, 58.5% of Vietnam’s population
live in poverty. This means that over half of the
population cannot earn VND 40,000/day1.
What is “vulnerability”?
Who is vulnerable, and why?
A person or a group is considered vulnerable
when that individual cannot independently rely
on their own resoures, and when support is
required to enable safe and active participation
within the community.
In the face of climate change, vulnerability
should be understood as the set of
characteristics or conditions that adversely
affect individuals and communities in coping
with and responding to disaster events.
Vulnerability can be considered by looking at
different aspects of sustainable development.
People can be vulnerable:
-
Economically: at-risk groups have low
income, not enough or just barely enough
to meet basic living requirements; they live
in poor conditions or temporary housing;
they cannot afford basic public services
such as health services, education and
basic sanitation.
-
Socially: they are less involved in civic
organizations and activities in local
communities; they have a lower socioeconomic status, and are less able to
depend on the social structures available
to the broader community.
-
Environmentally: they have lived in areas
vulnerable to natural disasters for many
generations; their living spaces are
exposed to waste or sewage discharged
by local economic activities.
-
Physically: they are weak and/or lack
physical independence. They may also
experience, or be at risk of experiencing,
mental health issues.
In practice, vulnerable groups are often faced
with one or more the following barriers:
-
Lack of economic autonomy (e.g. children,
the elderly, women);
-
Being physically weak and in need of
help from others (e.g. pregnant women,
sick people, people living with disabilities,
people living with HIV /AIDS);
-
Lack of access to information, social
activities and other basic services (e.g.
ethnic minorities, people living in remote
and disadvantaged areas, people living
with disabilities).
These groups are vulnerable to shocks in
external systems - they can be easily pushed
1. In Vietnam, the definition of poverty is based on average income. According to Decision 09/2011/QD-TTg issued by
the Prime Minister on promulgation of poor households, near-poor households criteria to apply for the period between
2011 and 2015, the term ‘poor’ can be applied to those earning an average income of VND 400,000/month (or equivalent
to US$ 20/month) for rural areas, and VND 500,000/month (or US$ 25/month) for urban areas.
67
Climate change impacts on the vulnerable (VNRC, 2009)
Intrinsic factors
influencing
vulnerability
Children
Children are
dependent on adults
for physical and
emotional support;
In early stages
of development,
children have
limited emotional
or intellectual
awareness of
situations that may
lead to increased
risk;
They can be at
risk of becoming
emotionally exposed
to difficult situations;
Children require
intensive care and
a healthy positive
environment for
development - if
development is
occuring in a context
of disruption and
vulnerability to
external shocks - i.e.
extreme weather
events and disasters,
this has the potential
to cause harm to
children.
Women
Women have
reproductive health
requirements in
regard to pregnancy,
childbirth and sexual
health;
They have limited
opportunities for
further training and
working during the
maternity period.
68
Societal factors
influencing
vulnerability
Children often have
lower social status
than adults and their
needs are not fully
respected;
Children require
a comprehensive
education to
prepare them
physically, mentally
and emotionally to
become positive and
effective members of
society. If access to
appropriate education
and care is disrupted
for any reason,
this may mean that
children will suffer
developmentally.
Factors reducing
vulnerability
They are able to
assist their family
and community in
the event of natural
disasters and extreme
weather events;
Children play an
important role within
the family structure,
caring for younger
children and helping
the elderly;
They also play an
important role in
the community,
establishing networks
of children their own
age and strengthening
community ties and
social structures;
They can play active
positive roles within
their schools and
communities, often
driving activities
such as volunteer
groups and working
for positive change in
disasters and other
contexts;
Children are effective
and fast learners, with
flexible and creative
ways of thinking.
Women and girls
experience impacts of
gender inequality in
some areas;
They have reduced
employment
opportunities and
lower salaries than
male colleagues, and
are often excluded
from high paid jobs;
Women play active
roles in family and
society, and as
such are sensitive
to changes in the
environment;
Women often play
a major role in
emergency response
and disaster recovery;
Intrinsic factors
influencing
vulnerability
Societal factors
influencing
vulnerability
Social stigma exists
and impacts the lives
of single women,
widows and femalecentred households;
Women
Due to social
stigma women often
have limited social
capital and limited
opportunities to voice
concerns or play an
active role in social
and community
decision making;
Factors reducing
vulnerability
Women play a direct
economic role in
production and are
often economically
independent and
mobile;
Women hold their
own understandings
of gender which has
important implications
for decision making.
Women often have
restrictive family
commitments and
responsibilities;
Women often lack
access to social
services;
Some women are
at risk of becoming
victims of domestic or
sexual violence.
People
with
disabilities
People living with
disabilities are often
physically restricted,
and so are often
less able to access
support services;
People living with
socially restricted,
and so are often less
able to access support
services.
Without effective
support networks
and financial
stability, people
with disabilities can
become financially or
physically vulnerable
to external shocks or
disaster situations;
People with
disabilities often face
social stigma and
active discrimination
within society;
Lack of physical
mobility means
that people with
disabilities often face
social isolation;
Social and financial
isolation can limit
access to education
and economic
opportunities. This can
turn into a negative
feedback, and
exacerbate financial
problems;
People with disabilities
can play an active
and important role
in society and in
disaster management,
for example they
can contribute
to management
through activities
to raise awareness
and disseminate
information on climate
change;
With effective support,
people with disabilities
can maintain valuable
social networks;
69
Intrinsic factors
influencing
vulnerability
People
with
disabilities
There is still a
significant economic
disparity between
people living with
disabilities and the
general population;
Societal factors
influencing vulnerability
Due to limited social
capital, people with
unaware of their rights,
and the social support
structures available to
them.
There is a lack of
supportive physical
infrastructure, including
wheelchair access for
public buildings and
public transport, and
support services;
There is limited
planning and
support for people
with disabilities
in emergency
management and
disaster relief.
Logistics planning for
evacuation, emergency
rescue and emergency
shelter often does not
effectively provide for
the needs of people
living with disabilities.
Factors reducing
vulnerability
They are able to
contribute to the
policy development
for people with
disabilities;
They can play an
important role in
disaster response
and relief activities
(such as support
staff, etc.);
People with
disabilities have
a valuable insight
and experience
that can be utilised
when planning for
safer communities.
Through inclusion,
representation and
participation, safety
can be improved for
everyone living in the
community.
They often have
restricted access to
information - limited
social capital and
access to social
support networks
means that people with
disabilities often have
poor knowledge of
early warning systems;
there is an absence
of systematised
communication
channels for the
disabled, in particular
those with hearing or
visual impairment;
Ethnic
minorities
70
Ethnic minorities
often face barriers
that reduce
their access to
education and public
information;
Often living in remote,
disadvantaged and
isolated areas, they
have reduced access
to social services;
Ethnic minority
groups often
have a deep and
culturally embedded
understanding of the
natural conditions of
their environment;
Intrinsic factors
influencing
vulnerability
Ethnic
minorities
Societal factors
Compared with the
general population,
ethnic minority
groups experience
high levels of povery;
Ethnic minority groups
have low levels of
literacy and numeracy,
and often do not speak
Vietnamese;
Inhabiting mainly
rural and regional
areas, the income
and livelihood of
many ethnic minority
groups is tied directly
to weather conditions
and the environment,
thus increasing
their vulnerability to
economic shocks
associated with
extreme weather
events;
The infrastructure in
remote areas is often
underdeveloped;
They often face
economic isolation,
due to their being
physically removed
from business
centres and lower
levels of education
The areas where
ethnic minorities live
are prone to natural
disasters.
Ethnic minority groups
can be socially isolated
- many people outside
these groups have a
limited understanding
of the traditions and
customs of some the
minority groups;
Livelihoods in remote
communities are often
limited in diversity, and
so highly susceptible
to economic shocks
associated with
extreme events;
Individuals and
communities living in
remote areas often live
subsistence lifestyles,
and so have a lower
economic threshold
below which they can
withstand shock;
There remains a level
of discrimination and
prejudice directed
towards ethnic
minority groups, and
a misunderstanding in
the community about
the rights and value
of these groups in
contributing to society.
The
elderly
Elderly people
often suffer from
poor health and
are physically
compromised and so
are easily affected by
environmental factors
like heat stress;
Social isolation is often
associated with limited
opportunities for the
elderly to participate in
community activities;
Factors reducing
vulnerability
Ethnic minority
groups live close to
nature, with very low
impact lifestyles;
They have a rich
cultural identity
that is passed
from generation to
generation;
They have a high
level of social and
community capital
- individuals in
communities are well
supported;
Minority groups tend
to utilise natural
resources and the
local environment
effectively;
With strong, coherent
communities,
minority groups are
able to effectively
mobilize the whole
community;
They have invaluable
indigenous
knowledge with
highly developed
ways of coping with
natural disasters and
extreme weather
events.
Longevity and life
experience often
results in awareness
of environmental
changes over time,
and lived experience
of past extreme
weather events and
disasters;
71
Intrinsic factors
influencing
vulnerability
The
elderly
Elderly people are
often economically
vulnerable, which
can lead to feelings
of insecurity and
isolation;
Due to physical
restrictions, elderly
people may have
limited physical
mobility.
Societal factors
There is limited
active inclusion of the
elderly from the wider
community, resulting
in limited access for
the elderly to social
structures and services
that are available. This
includes health care,
entertainment and
public information.
Associated with social
isolation, elderly people
may feel uncomfortable
depending on their
families and children
for their basic needs.
People
living in
poverty
They face financial
hardship;
People living in
poverty often face
barriers to education,
access to health care
and social services,
and access to
economic systems.
This means that they
often face difficulty in
meeting their basic
living requirements;
Because of a lack
of access to basic
health care, people
living in poverty are
often at greater risk of
experiencing serious
illness;
People living in
poverty have a low
threshold below
which they can cope
with environmental
or economic
distruptions.
72
Because of financial
hardship, people
living in poverty often
live in inadequate or
temporary housing,
and often live or work
in environmentally
unsafe conditions,
and deal with factors
like exposure to poor
sanitation or exposure
to human or industrial
waste;
They face limited
access to and use of
social services.
Factors reducing
vulnerability
They often have
deep knowledge
of history, and the
community often
holds a depth of
experience in a wide
range of fields;
Elderly people have
a significant level
of respect and are
able to influence the
community;
People living in
poverty often have
strong communities,
and are able to
effectively connect
with each other;
Because of
necessity, people
living in poverty
are often flexible
and resourceful in
obtaining basic living
requirements;
They are often
adaptable and can
adjust to changing
conditions;
The urban poor
often have better
education than those
in rural areas.
Intrinsic factors
influencing
vulnerability
People
living with
HIV/AIDS
Societal factors
HIV/AIDS treatment
is costly and requires
high level medical
and technical
support;
People living with HIV/
AIDS often face social
stigma and social
isolation as a result of
their illness;
People living with
HIV/AIDS are
often physically
compromised and
experience poor
health, and so are
easily affected by
environmental factors
like heat stress;
They often face
barriers to accessing
social support services
including health care
and entertainment.
Factors reducing
vulnerability
With effective health
care and support
networks, people
living with HIV/AIDS
are able to function
as effective and
valuable members of
society.
Because of the long
term and chronic
nature of the illness,
people living with
HIV/AIDS often
experience issues
associated with
mental health and
wellbeing.
73
Topic 4: Response to climate change
4.1 Climate change strategies
Climate change is a global issue, and its
effects are already being felt by all nations and
their peoples. It has become an “emergency
situation”, hence we must take urgent action to
address it. The world has less than a decade
to change. If we act today, we can prevent
the risk of its projected catastrophic effects
for future generations into the 21st century
and beyond.
-
Climate Mitigation refers to any actions
to reduce greenhouse gas emissions and
associated impacts on the global climate
system.
-
Climate Adaptation refers to any
adjustments to human activities that make
us less vulnerable to actual or expected
climate change and variability, or better
able to exploit beneficial opportunities.
RESPONSE TO CLIMATE
CHANGE
MITIGATION
Plant trees
Reduce plastic
bag use
Use energy
saving light
bulbs
ADAPTATION
Walk, ride a
bicycle or
go by bus
Plant drought
resistant and
flood resistant
trees and crops
Turn off
lights when
not in use
Reduce GHG
emissions
Eat more
vegetables,
less meat
Use solar energy
Teach people in
flood hit areas
how to swim
Improve
irrigation
systems
Build and
reinforce
sea dykes
Control
population
increase
Change
farming
techniques
Change crops to
suit changing
weather
conditions
Climate action mindmap
74
Save water
Examples:
Mitigation
-
Improving energy efficiency:
using energy efficient devices;
avoiding energy wastage.
-
Promoting the use of new
energy sources and renewable
energy such as wind, solar,
hydroelectric,
tidal
and
geothermal energy.
-
-
Taking actions to protect and
enhance GHG reservoirs and
sinks, such as planting and
protecting forests, sustainably
exploiting forest resources,
preventing forest fires and
restoring natural ecosystems
like mangroves.
Reducing GHG emissions from
coal mines, oil mining, refining
and use, landfill, and other
industry.
Adaptation
-
Technological solutions: bio-technology (diversifying crops
with fast growing plants, plants resistant to floods, droughts
and high levels of salinity and plants with high yields); new
material technology (e.g. effective insulation and anti-heat
materials for buildings); early warning systems for weather
and climate change, innovations such as heat-protective
clothing.
-
Structural solutions: reinforcing breakwaters and sea dykes,
strengthening buildings and the construction of strong
permanent housing for people in flood-prone areas; improving
farming and irrigation systems; using new materials in
construction with relevant properties (light, sound and heat
insulation, improved durability, water resistance).
-
Institutional and policy solutions: restricting logging;
improving land-use planning to reduce floods and inundation;
upgrading infrastructure (relocating affected communities
and houses where necessary, organizing floating clinics);
developing favourable credit schemes and agricultural
insurance for affected workers.
-
Information - Education - Communication: awareness
raising. Communicating with people on climate change;
teaching swimming for women and children; encouraging
communities towards adaptive behaviours - increasing
awareness of the elements of people’s lifestyles (diet, shifting
industries, changing crop seasons etc.) that are relevant to
climate change and climate impacts.
4.2 International efforts combating
climate change
The United Nations has made great efforts in
the fight against global climate change. The
Framework Convention on Climate Change
(UNFCCC) and Kyoto Protocol are key political
frameworks through which global solutions are
negotiated.
The United Nations Framework Convention
on Climate Change (UNFCCC) has been
effective since March 19, 1994.
The Convention on Climate Change was
signed by 154 nations, including Vietnam, at
the Earth Summit in Rio de Janeiro (1992).
The Convention sets an overall framework
for intergovernmental efforts to tackle the
challenges posed by climate change.
“The ultimate objective of this Convention
is to achieve stabilization of GHG
concentrations in the atmosphere at
a level that would prevent dangerous
anthropogenic interference with the climate
system”.
In order to achieve this goal, the Convention
offers measures based on the principles
of equity, common but differentiated
responsibility, the respective capabilities
of each nation, taking into account the
socio-economic conditions of developed
and developing countries, the need for
preventive measures to address adverse
impacts of climate change and taking
into account that economic development
is essential for adopting measures to
address climate change.
So far 195 nations have joined this Convention.
75
Kyoto Protocol (KP) - effective since
February 16, 2005
► Approved the National Climate Change
Strategy in 2011.
This Protocol to the UNFCCC was adopted
at the third session of the Conference of
the Parties (COP 3) in Kyoto, Japan, on 11
December 1997.
With the commitment of the Communist Party
and Government, Vietnam has achieved some
significant success recognized by the regional
and international communities to respond to
climate change. Two important documents
that outline Vietnam’s policy response to
climate change and serve as the basis for
the development of strategies and planning
for the country’s sustainable development
are the National Target Program to Respond
to Climate Change and the National Climate
Change Strategy.
The main aim of the Protocol is to achieve
the common objectives of the UNFCCC
by assisting developing countries to
implement
sustainable
development
pathways and to provide a structure
to operationalise commitments from
developed countries to reduce GHG
emissions.
The main achievement of the KP has
been to develop and operationalise the
emission reduction targets of industrialized
countries and to establish three flexible
mechanisms for parties to the Protocol to
jointly implement in order to achieve the
common objectives. They are:
-
Joint Implementation (JI);
-
Clean Development Mechanism (CDM):
directly related to the developing
countries and prioritized; and
-
International Emission Trading (IET).
4.3 Vietnam’s efforts to respond to
climate change
Recognizing the current and potential future
impacts of climate change, Vietnam has
participated early in regional and international
actions to combat climate change. Vietnam:
► Signed the United Nations Framework
Convention on Climate Change on
November 6,1992 and ratified on
November 16,1994;
► Signed the Kyoto Protocol on December
3, 1998 and ratified on September 25,
2002;
► Approved the National Target Program to
respond to Climate Change in 2008;
► Approved the Law on Energy Saving and
Efficiency in June 2010;
76
National Target Program to Respond to
Climate Change (NTP)
The strategic objectives of the NTP are to assess
sectoral and regional climate change impacts
projected over specific periods, to develop
feasible action plans to effectively respond to
climate change in each short-term/long-term
period, to ensure the sustainable development
of Vietnam, to maximise opportunities to
develop towards a low-carbon economy, and
to join the international community’s efforts to
mitigate climate change impacts and protect
the global climate system.
Specific objectives of the NTP are as follows:
To identify aspects of global climate
change that will likely affect Vietnam,
and to assess climate change impacts
(including climate variability, sea level rise
and climatic extremes) in every sector and
region;
To identify measures to respond to climate
change;
To promote scientific and technological
activities to establish scientific and
practical foundations for climate change
response measures;
To enhance organisational structure,
institutional capacity and the development
and implementation of policies responding
to climate change;
To
enhance
public
awareness,
responsibility, participation and human
resource development in response to
climate change;
To expand international cooperation to
obtain external support in response to
climate change, take opportunities to
develop towards a low-carbon economy,
and join the international community’s
efforts to effectively protect the global
climate system;
To incorporate the NTP into socio-economic
development strategies, and strategies of
sectoral and local development;
To develop action plans for all ministries/
sectors and localities to respond to climate
change and to implement pilot projects to
respond to climate change.
The NTP is implemented nationwide in three
phases: Phase I - Start up (2009-2010); Phase
II - Implementation (2011-2015); and Phase
III - Development (2011-2015).
National Climate Change Strategy 2011
Overall objectives:
To ensure sustainable utilization of
national resources; carry out adaptation
measures and GHG emissions reduction;
safeguard life, livelihoods and property;
ensure sustainable development goals
are met;
Strengthen human and natural system
resilience to climate change; develop
the low-carbon economy to protect and
enhance quality of life; ensure national
security and sustainable development in
the light of climate change and work with
the international community to protect the
global climate system.
Specific objectives
Ensure food, energy and water security,
ensure poverty alleviation, gender equality,
social security and public health, enhance
living standards and conserve natural
resources in the context of climate change;
Consider the development of the lowcarbon economy and green growth
as principles in achieving sustainable
development; develop methods for
including GHG emissions reduction and
sequestration plans in plans for social and
economic development;
Raise awareness, involvement, and coping
capacity of stakeholders; strengthen
scientific and technological potential and
human resources; strengthen institutional
arrangements to utilise financial assistance,
enhance the economic competitiveness
and status of Vietnam; take advantage
of climate change opportunities for social
and economic development; and increase
awareness by promoting climate - friendly
behaviours; and
Work with the international community in
addressing climate change and increase
international cooperation to address
climate change effectively.
4.4 What you can do
Governments and International, National
and Local Organizations have been taking
leadership in mitigating and adapting to climate
change. Addressing climate change, however,
requires contributions from all of us. Below
are some things that you can do to make a
difference:
EDUCATE YOURSELF. Stay informed about
the latest technology and your government’s
policies and laws for addressing climate
change. This will help you to develop an
appropriate and targeted idea of how you
can be part of the solution to this urgent and
important problem.
BE THE CHANGE. Taking action on climate
change starts with you. Our greenhouse gas
emissions are a direct result of our activities
- our energy use, transportation choices and
shopping habits. However, you have the power
to act and reduce your emissions. At home and
at work, in the street and when shopping, you
can use your awareness of climate change to
77
reduce your emissions, and encourage others
to reduce their emissions too. Here are some
simple tips to help you save energy in your
home:
At home
-
At School/Work
-
Cut down on paper. Paper currently
accounts for 70% of office waste. Only
print if necessary. If you do have to print
or photocopy, remember to print doublesided;
-
Create a green culture: make signs
reminding people to save water and
electricity in wash-rooms, classrooms and
workplaces. Let people know how much
energy and water they can save through
these simple changes.
-
Lights: use natural light whenever you can
during the day. At night, use energy saving
light bulbs;
-
Electronics: unplug your TV, computer and
mobile phone charger. They still use power
even when they are not in use. Unplugging
these devices helps both to save electricity
and to lengthen their lifespan;
-
Hot water: turn the water-heater to medium
rather than high and be aware that waterheaters consume a lot of electricity. Where
possible, install solar water heaters;
When you shop
-
Air conditioning: avoid using air
conditioning on cooler days - use fans
and natural ventilation wherever possible.
If you do use air conditioning, set it at
26°C or warmer. Air conditioning is the
fastest growing use of energy in Vietnam,
often contributing to power failures in hot
weather;
Don’t use plastic bags: they can take
decades to break down and accumulate in
the environment, choking waterways and
damaging wildlife. Always remember to
bring your own shopping bag;
-
Choose energy-saving devices: many
electrical appliances such as refrigerators,
air-conditioners and computers now carry
energy-saving labels;
-
Buy locally produced products: the
things we buy, from food to clothes and
electronics, all result in greenhouse gas
emissions. By purchasing locally produced
goods, you support local industries and
cut down on transport emissions.
-
-
Keep your house green: refrain from using
chemicals harmful to our health and the
environment. Replace these with plantbased products and environmentally
friendly alternatives;
-
Change your diet: include more vegetables
in your meal. This is both better for your
health and helps reduce greenhouse gas
emissions;
-
Reduce waste: when it breaks down,
waste releases methane. Use recyclable
packaging and buy long-lasting products.
Compost organic waste or use it as
fertilizer.
Within your community
-
Plant trees and help to protect forests and
oceans. Trees help to slow climate change
because they absorb carbon dioxide.
Oceans also absorb large quantities of
carbon dioxide;
-
Teach children and women to swim
because it will help them protect
themselves during rainy seasons;
-
Learn about and apply climate change
adaptation activities in your local area.
Support vulnerable groups and regions;
On the Street
-
78
Share rides with friends and colleagues (to
work or when socialising) where possible.
Go Green: walking or cycling short
distances saves fuel and helps to reduce
greenhouse gas emissions;
-
Check information and prepare well before
any activity/event to adapt to the changes
of the weather.
GREEN YOUR OCCUPATION. Find out how
to apply sustainability principles in your work.
If you are a teacher, discuss these concepts
with your students. If you work in building
and construction, think about how to apply
sustainability concepts to your constructions
and designs. If you work in an office, think
about your energy and paper use. Does your
company produce goods or deliver services?
Think about the way you do business, and how
you could change it to reduce your impact on
our environment and the climate.
COMMUNICATION - EDUCATION. Share
your ideas and knowledge with friends, family
and teachers to promote environmentally
friendly behaviors.
VOLUNTEER. Contribute your knowledge,
skills and labour to environmental activities.
Your involvement has the potential to
profoundly impact sustainable development
efforts in your local community.
CONNECT AND MOBILIZE COLLECTIVE
ACTIONS FOR POSITIVE CHANGE.
“Together we can change the world”
79
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http://www.ipcc.ch/publications_and_data/ar4/wg1/en/faq-1-1.html
http://suckhoedoisong.vn/201003241025252p0c19/bien-doi-khi-hau-va-suc-khoe.htm
http://occa.mard.gov.vn/Content/Can-co-bien-phap-cham-dut-canh-trau-bo-chet-vi-giar%C3%A9t/2011/2/13/29096.news
82
PART 3.
HANDOUTS
Handout 1.......................................................................................................... 1
Handout 2.......................................................................................................... 6
Handout 3........................................................................................................ 13
Handout 4........................................................................................................ 30
Handout 5........................................................................................................ 34
1
Degrees celsius
13.0
1880
13.5
14.0
15.4
15.0
1920
1940
1960
1980
2000
Source: NASA GISS
Global average surface temperature in the period 1880-2008
1900
Handout 1.1
Handout 1.2
Melting glacier
The famous Muir Glacier in US in 1976 (above) and in 2003 (below)
Source: Windows to the Universe, http://windows2universe.org/National Earth Science
Teachers Association
2
3
Drought
Handout 1.3a
4
Flood
Handout 1.3b
5
Disaster and extreme weather events
Handout 1.3c
Handout 2.1
Greenhouse effect
6
7
Parts per million
250
1000
270
290
310
330
350
370
390
1200
1300
1400
1500
1600
1800
1900
2000
Source: NOAA/ESRI; Worldwatch
1700
Atmospheric CO2 concentration in the period 1000-2008
1100
Handout 2.2
8
Water vapor
Carbon dioxide (CO2)
Natural
sources: animal
respiration, plant
decay, volcanic
eruption.
Largest
contributor to
the natural
greenhouse
effect.
Deforestation not only
releases this gas stored
in trees but fewer trees
also reduce the Earth’s
ability to remove it from the
atmosphere.
Atmospheric lifetime: 5-200 years9.
Global warming potential: major contributor
to the enhanced greenhouse effect.
Human activities: the burning
of fossil fuels, land-use
change and deforestation.
Human activities: have only
a small influence on the
concentration.
Atmospheric concentration: makes up a few
hundred parts per million of the atmosphere
(currently around 400ppm).
Plays an important role in regulating the
Earth’s climate
Atmospheric lifetime: 9-10 days
Atmospheric concentration: levels of
concentration vary throughout the world.
At the poles it is very low whereas in the
tropics it can account for up to 4% of the
atmosphere.
(cut the cards separately)
Greenhouse gases cards
Handout 2.3
9
Methane (CH4)
Nitrous oxide
(N2O)
Halocarbons
(CFC, HFC, HCFC)
Produced by: these
GHGs have no
natural source,
and are produced
entirely by human
activities
Sources include:
bacterial
decomposition of
the earth’s soils and
oceans.
Sources include
organic material
decomposition by
bacteria, fugitive
emissions from gas
and coal mining
and emissions from
wetlands.
Global warming potential: responsible for a
warming effect up to thousands of times that of
carbon dioxide.
Atmospheric lifetime: remains in the atmosphere
for up to 1700 years.
Atmospheric concentration: much lower than
carbon dioxide.
warming effect 298 times that of carbon dioxide.
Atmospheric lifetime: 114 years.
Atmospheric concentration: less than onethousandth that of carbon dioxide.
warming effect 25 times that of carbon dioxide.
Atmospheric lifetime: 12 years.
Atmospheric concentration: exists in the
atmosphere at lower concentrations than carbon
dioxide.
Greenhouse gases cards
Handout 2.3
CFCs, an example of this
group of GHGs, were
common in items such
as spray cans, cleaners
and coolants up until the
1970s.
Human activities: land
use change, the use of
fertilizers and burning
fossil fuels increases
its concentration in the
atmosphere.
Human activities: the
majority of its emissions
come from activities like
mining (coal, oil, natural
gases) and agriculture
(flood-irrigated rice
cultivation, stomach
fermentation in animals).
10
Human activities and greenhouse gas emissions
Handout 2.4
Handout 2.5
A story about Hugo and Lan
Hello, I will tell you a story about two little friends. One friend is Hugo living in a big European city.
The other is Lan, living in a beautiful mountainous village in Asia. Let’s see what today is like for
the two friends.
A new day begins! Hugo wakes up, brushing his
teeth and cleaning his face. There is a basin in
his bathroom. He turns off the tap while brushing
his teeth. When Hugo leaves his room, he forgot
to turn off the lights.
This morning it rains. Lan wakes up early. She
uses water stored in the bucket for brushing her
teeth. Lan’s parents store rain water in a lot of
buckets for daily use. After cleaning her face,
Lan uses the water for watering the vegetable
garden.
For breakfast, Hugo and his sister like milk and
cereal, which his Dad buys wrapped in plastic
packaging. There are two dustbins in his house,
one for the food scraps and the other for nondegradable waste.
Her mother cooks rice for Lan and her brother
and uses vegetables from the garden. It is
delicious! Lan puts the leftovers into containers
to feed the pigs and chickens.
Time to go to school! Hugo goes to school
by bus, while many of his friends are taken
to school in their parents’ cars. It is very cold
outside but very warm in his class as the school
uses a heater.
The rain stops. Lan walks to school. Today her
class organizes a party celebrating the end of
the school year. They have a lot of candies and
soft drink packaged in plastic bottles and packaging.
In the afternoon, Hugo and friends attend an
energy audit session run by the Environment
club at school. Hugo understands that there are
many ways to save energy. For example, Hugo
will ask his parents to buy energy-saving bulbs
to replace the light bulbs at home.
After the party Lan collects the leftover plastic
cups and tin cans with friends. They sell them to
people who recycle them. They have earned a
small amount of money contributing to the class
fund.
The lesson is over. Hugo’s mother picks him up
by car and goes shopping. She always carries a
cloth bag when shopping. Wow, she buys a lot
of things. The refrigerator is filled with processed
foods and foods imported from other countries.
Lan walks home with her friend. She helps her
mother cook and do gardening. Every day her
mother goes to the market to buy fresh meat.
She uses plastic bags to carry the shopping
because of its convenience.
Lan grows some vegetables for daily meals.
She sees some of her neighbors use fertilizer so
that their plants grow quickly and produce more
fruit that can be sold.
In the evening, after he has finished his exercises,
Hugo is allowed to watch television. Hugo’s sister
is listening to music on her CD player given to her
by her parents.
It is after 10 pm and Hugo feels sleepy. Fortunately,
Hugo remembered to turn off the television and
lights before going to bed.
Lan helps her mother wash dishes and clean
the house. In the evening, especially on the full
moon day, neighbors and friends gather at Lan’s
house to watch TV or dance together. They have
a lot of fun.
When it gets late, Lan and her family turn off all
the lights and go to bed.
Well, the two friends have a very different life, don’t they? Class discussion - “who produces the
most carbon dioxide”? Why?
(Adapted from the story “Our planet under water”, ADEME)
11
12
b. Motorbike (5)
c. Bus (1)
b. Fan (2)
c. Natural ventilation (your room keeps cool by itself
because it is well designed and insulated) (0)
c. Frequently (0)
a. Do not have any energy saving devices in your house (3)
c. All or most of the devices in your house are energy
saving (0)
b. There are some energy saving devices in your house (1)
b. Sometimes (2)
a. Never (3)
6. You re-use old stuff or recycle:
d. Mostly vegetarian food (0)
c. A lot of vegetables and sometimes vegetarian food (1)
b. Both meat and vegetables (2)
a. A lot of meat and not many vegetables (3)
5. Your diet consists of:
3. Do you have energy saving devices or use solar
energy? You:
d. You always turn them off and unplug them (0)
c. You leave them in stand-by mode (1)
b. Sometimes you turn them off or leave them in stand-by
mode (2)
a. You usually leave them running (3)
2. When you are not using the electrical devices at
home (TV, fans and computers):
a. Private car (10)
a. Air conditioner (3)
d. Bicycle or walking (0)
4. For getting around, you usually use:
1. When it is hot, you cool your room by:
Calculate your carbon footprint!
Handout 2.6
Your carbon footprint
13
Climate change impacts
Handout 3.1a
Handout 3.1b
Climate change impacts mind map
14
Handout 3.2
Causes, impacts and effects of climate change cards
CAUSES
IMPACTS
EFFECTS
Exploitation and
use of
fossil fuels
Rising temperature
Reduced crop yields
Unsustainable
land use
Melting ice
Transport
infrastructure put
under pressure
Deforestation, burning
of forests
Rising sea level
Destroyed tourist
infrastructure
Unsustainable
livestock production
Disasters and extreme
weather events
become
more frequent and
intense, and more
difficult to predict
Saltwater intrusion
and inundation
Overuse of chemical
fertilizers
Changes in rainfall
patterns
Deforestation and
forest degradation
Inefficient use of
energy
Changes in monsoon
patterns
Increasing levels of
water insecurity
Use of halocarbons as
coolants in industrial
processes
Changes in
ecosystems
Increasing levels of
food insecurity
Rising incidences of
epidemics
15
Handout 3.3
Stories of climate change and its impacts
Case study A
46 year-old Ho Si Thuan and his wife
Nguyen Thi Theo live in the lowland village
of Luong Dien in the Hai Son commune.
They have a rice paddy but they also farm
a second rice paddy for another family and
grow some vegetables. They have five
sons. All their sons can swim. Thuan can
swim because he says that if you live in
Luong Dien and don’t know how to swim,
there is a risk you may have an accident
and drown. Theo cannot swim. She says
she is too scared to get into the water to
learn.
The frequency of the flooding is worse
compared to ten years ago. 1999 was the
worst year, but last year was pretty bad.
In October we had water up to our knees
for four days. It used to only flood twice a
year, but now it happens four times a year.
It starts earlier in the year too.
Last year we made sure we harvested the
rice before the main flooding season, but
we lost our cassava, sweet potatoes and
beans.
It was so cold in February that we lost this
years rice crop. We planted again but it
rained heavily in April so we lost it again.
When the flooding comes, we put
everything up on the platform-food, things
to cook with, even the pigs and chickens
we put in cages up there. Unfortunately
last year we lost the cage with the chickens
in it when the floods came.
The children were very frightened because
the wind and the rain were so strong.
Someone from the rescue team came
Photo Nguyen Thi Hoang Yen/Oxfam
with a boat and took them to the school,
which is stronger and made of concrete.
We have training every year for the floods.
The trainers are from the commune. We
take enough food for seven days. We know
we have to prepare well for the floods.
But we could do with more boats and life
jackets. We cannot move from the area
because it is too expensive to buy land
elsewhere.
We don’t know why the weather is changing.
We don’t know why our farming is being so
badly affected. We are very worried about
losing our home, about losing our crops,
about going hungry’.
(Source: Oxfam, 2008. Vietnam: Climate
change, Adaptation and Poor people).
16
Handout 3.3
Case study B
Part of the year we now plant sweet
potatoes in the field where we were
growing rice. There are several reasons
for this: we can eat half of them and keep
half for the winter, and we can feed the
leaves to the pigs. Sweet potatoes can
survive the dry season better than rice but
even they cannot survive severe flooding.
Photo: Nguyễn Thị Hoàng Yến/Oxfam
58-year-old Le Thi Nay lives with her
family in the highland village of Tram Son,
which belongs to the Hai Son commune.
She has lived all her life in the village, and
can see the weather changing. In the last
three years, the weather has been more
extreme than she can remember.
‘Twenty years ago, being a farmer
seemed extremly easy as the weather
was predictable - it wasn’t so hot in the
dry season and there was less flooding.
Lately, we can only harvest about 200
kgs, and it is poor quality so we have to
feed it to the pigs. This year, it was very
cold and the rice seedlings died.
We have had a special wooden platform in
our house since 1990. About a third of the
households in this village have a platform,
but in the lower-lying villages, all of them
have it. We make sure we store enough
food on the platform for ten days when the
main flooding season comes.
We are very concerned about the weather.
We may not have enough food to eat this
year because we haven’t had a rice crop.
Many people in our village now go up to
the forest because they can’t grow enough
rice. They go up to collect wood, or to try
and find the scrap metal and artillery left
by the Americans during the war. I haven’t
been there for several years, but they say
it is much more difficult now to find any
metal. You can earn up to 100,000 dong
(US$6) a day doing that, but it can be very
dangerous. Our sons work as labourers,
so we can live off their income, and we
don’t have to go to the forest’.
(Source: Oxfam, 2008. Vietnam: Climate
change, Adaptation and Poor people).
17
Handout 3.3
Case study C
When can I come back to school?
“We live in a place that floods regularly.
After each typhoon, we find it very hard to
go to school because it takes a long time
for the floodwater to recede. The road is
filled with mud and strewn with fallen trees.
Often, during a school year we have to miss
7-10 days just because of the flooding. The
houses leak. Books get wet and damaged.
Sometimes we have to buy new ones, which cost a lot, and many of us cannot afford to.
So we have to wait for aid before we can go back to school. Some of us have already
left school because of such difficulties. After the typhoon in 2006, many of us lost our
belongings, our houses collapsed or the roofs on our houses were blown away. We lost
books and clothes”.
(Students in cluster 37, Hoa Hiep Bac ward, Lien Chieu district, Da Nang city).
Case study D
The disabled become more vulnerable in the face of climate change
Mr. Nguyen Van Rot is unemployed because he is blind and was injured in an accident
in 1974. His injuries led to a disability. Without any income, he must rely on his brother
who is a construction worker. He said: “In the future, there will be more rain, heat waves
and typhoons. I am afraid of the cold snaps most because I am old and weak. The elderly
have special needs, particularly if they are poor and alone. They need to be provided
with mosquito nets, blankets, medicines and food at the right time”.
18
Handout 3.3
Case study E
The increased concerns of the elderly for their property and livelihoods in natural
disasters
Mrs.Nguyen Thi Buoi (65 years old) and her family are living in Dai Dong commune,
Dai Loc District, Quang Nam province. Their family was affected by typhoon number
9 in September 2009. Mrs Nguyen lost rakes and hoes, the only farming tools that she
owned, and which she needed for her family to earn a living. Her four sons have two plots
of land which sometimes crop well, sometimes not. Her family has had a hard life, and it
has become more difficult in the aftermath of the typhoon. The heavy rain had washed
away her house, furniture and all her belongings overnight. Now she has nothing. With
the help of her neighbours in the village, she has put up a temporary tent, though it does
not shelter her from the wind and rain. Her whole family lives in this one cramped tent. At
the moment, to have something to eat and a place to sleep is good enough for her family.
http://dantri.com.vn/c167/s167-355489/chia-se-kho-khan-voi-nguoi-dan-noi-bao-lu-diqua.htm
19
Handout 3.4
Sets of photos on climate change impacts
Source: Hoang Chien/PanNature
20
Handout 3.4
Source: Nguyen Thi Hoang Yen/Oxfam
21
Handout 3.4
22
Handout 3.4
Source: Plan in Vietnam
23
Handout 3.4
24
Handout 3.4
25
Handout 3.4
26
Handout 3.4
27
Handout 3.4
28
Handout 3.4
29
30
Increase afforestation, particularly in watershed forest areas and
mangroves.
Conserve indigenous species.
Use energy saving appliances in households
Use solar energy for industrial and household equipment and
machines.
Use biogas in household cooking.
Limit the use of agricultural chemicals.
Apply SRI (system of rice intensification).
Walk or ride bicycles for short distance travel.
Plant trees, take care of forests and prevent forest fires.
Practice water saving techniques, and provide reminders or signs in
restrooms, kitchens, and in workplaces.
Carpool with friends or colleagues to school or work where possible.
Reduce plastic bags when shopping.
Establish environmental clubs/groups at school to carry out initiatives
for environmental protection.
Teach women and children in flood prone areas how to swim.
Ensure effective early warning systems and prepare well for disasters.
Plant and maintain mangrove forests.
Build safe and strong houses to protect against floods in coastal areas
of Central Vietnam and the Mekong Delta.
Use water resources effectively.
Build and reinforce sea dykes.
Improve the efficiency of irrigation systems.
Plant species resistant to floods and droughts.
Change cropping seasons and farming techniques.
Use machines and equipment that improve productivity and reduce
energy use in manufacture.
Control population growth.
Wash hands before eating.
Reduce, reuse and recycle - limit waste/rubbish. Classify waste/
rubbish for reuse and recycling. Buy durable, nondisposable goods
that have a longlife.
Response to climate change cards
Handout 4.1
Handout 4.2
Global climate debate role-play
(Source: Tread lightly, 2009)
Group 1: The United States
-
The United States is one of the world’s leading producers of GHG emissions.
American automobiles, numbering approximately 130 million in total, constitute
around 25% of the world’s vehicles.
-
It has been one of the least cooperative players in international climate change
negotiations. It chose not to ratify the Kyoto Protocol - a legally binding treaty under
the UNFCCC developed in 2005.
-
For the United States to ratify the legally binding climate change instrument, it’s
international commitments would have to align closely with domestic policies
focused on job creation and energy independence and balance both environmental
and economic aims.
-
As one of the world’s richest countries, the United States is also one of the least
vulnerable to climate change impacts, with abundant resources available to fund
adaptation measures.
Group 2: China, India and emerging economies (Russia, Brazil, Korea,
Mexico)
-
China and India are among the fastest growing economies in the world.
With considerable populations and large geographic areas, these countries are
gaining considerable power in international trade and political systems. Their
growing populations aspire to reach levels of affluence, with the associated increase
in private consumption.
-
The rapid economic development that has taken place in China and India has had
the benefit of lifting incredible numbers of people out of poverty. However, this has
come at a huge environmental cost, as both countries have been relying heavily on
burning coal to produce energy, releasing a considerable amount of GHGs into the
atmosphere.
-
China and India both have extensive greenhouse intensive energy infrastructure,
like coal-fired power stations. These investments tend to be long-term and capitalintensive, therefore, China and India are likely to continue burning coal in order to
meet their rising energy needs.
-
Both countries are making some efforts to reduce their GHG emissions. India has
been working to develop renewable energy programs, while China is working to
slow the rate of increase in its emissions through population stabilization efforts,
transitioning from coal to natural gas, and afforestation.
-
While both countries would like to move away from fossil fuel consumption altogether,
this cannot happen without substantial financial investment. Despite the economic
growth that these countries have experienced, significant proportions of their
populations are still living in poverty. They maintain the right to develop and provide
for the needs of their populations, as they see fit.
31
Handout 4.2
Group 3: Alliance of Small Island States
-
The Alliance of Small Island States (AOSIS) is a coalition of 43 small island and low-lying
coastal countries.
-
AOSIS works to advocate for and negotiate on behalf of its members and plays both an
observational and an active role within the UN system.
-
Their GHG emissions account for only 0.5% of total global emissions.
-
Although AOSIS countries are among those least responsible for climate change, they
are extremely vulnerable, especially to sea level rise. Some countries face the threat of
inundation of their land and water table, and their islands face the serious prospect of
becoming uninhabitable in the near term.
-
Sea levels are currently rising at a rate of over 2mm per year. IPCC estimates that over
the course of the next 100 years, levels could rise by as much as 880mm. In AOSIS
countries, rising sea levels will contribute to:
Soil erosion and land loss;
Human displacement;
Increases in the frequency and intensity of extreme weather events;
Reduced resilience of coastal ecosystems;
Saltwater intrusion into freshwater reserves;
Bleaching and reduced calcification of coral reefs;
Loss of mangrove forests; and
Damage to coastal ecosystems and associated loss of biodiversity.
-
Most small island states are in a poor position to adapt to and deal with the impacts
and implications of climate change. This is due to small land areas, limited resources,
low incomes, rapidly expanding populations, and a high susceptibility to natural
disasters and extreme weather events.
-
The AOSIS group holds relatively little influence in international negotiations. They
have little bargaining power, can afford to send few delegates, and struggle in
negotiations with well-resourced teams sent by richer countries.
-
AOSIS believes that developed countries should and must take the lead in reducing
GHG emissions and quickly provide financial support to its members, not only to
help support environmental sustainability but also to help AOSIS member countries
adapt to the impacts of climate change which are already being seen.
32
Handout 4.2
Group 4: Least developed countries
-
Least developed countries (LDCs) are those which, according to the UN Human
Development Index, have the lowest indicators of socio-economic development in the
entire world. They include 33 countries in Africa, 15 in the Asia Pacific region, and 1 in
Latin America.
-
They are characterized by:
Extreme poverty - almost 50% of the population in LDCs live on less than 1
USD per day, and live in slum conditions.
Weak economies, often with heavy debt burdens.
Lack of basic infrastructure and social services - less than 60% of the
population in LDCs have access to clean and safe drinking water and
sanitation.
Poor health- the average life expectancy in LDCs is the lowest in the world,
at 51 years of age.
Rapid population growth - the average annual population growth rate in
LDCs is the highest in the world, at 5%.
-
LDCs are struggling to combat diseases such as malaria and HIV/AIDS, raise
education levels, literacy and numeracy rates, and tackle environmental problems
like desertification, soil erosion, and loss of biodiversity.
-
LDCs are sensitive to climate change and less capable of adapting to impacts.
-
LDCs have contributed very little to the problem of climate change. Unless global
trends in GHG emissions are reduced significantly and rapidly, these struggling
countries will pay the price of the fossil fuel intensive development and prosperity
enjoyed by industrialised countries.
-
Only recently have many LDC leaders started to see addressing climate change
as a priority issue on the same level as pressing development concerns. However,
they are more concerned about what can be done to adapt to the impacts of climate
change as their emissions are already minimal.
-
Like AOSIS countries, LDCs believe that developed countries should take strong
steps to reduce GHG emissions while also providing necessary financial support to
impoverished countries ill equipped to deal with the climate impacts that are already
being seen.
-
LDCs hold very little power in international climate negotiations.
33
34
I will do
…
3.___________________
2.___________________
1.___________________
Other activities that I can do: (specify)
…
3.___________________
2.___________________
1.___________________
Participate in local activities to protect the environment and local responses to disaster events with
friends and community: (specify)
I will not litter, and will pick up litter that I see on the ground.
Save energy, water and other natural resources in day-to-day life.
Plant trees and protect forests to safeguard water resources.
Raise animals and grow plants that are suitable for local and changing conditions.
Be aware of local safe shelters, and talk to my friends and family about them in case of disaster
events.
Take an active role in raising awareness in my community, supporting people to participate in
responses to changes in weather patterns and events.
Listen to/watch the weather forecast to keep updated on extreme weather events and disasters.
Activities
Climate action plan
Handout 5.1
Frequency
35
Others
Fan
Air con
Refrigerator
Cooking
Lights
Devices
Are these devices cleaned regularly?
Are these devices checked regularly to ensure there is no electricity leakage?
Which devices can be used less often, or changed to reduce electricity consumption?
Which devices are turned on when not in use?
What other electrical devices do you have in your house?
Where can you use natural ventilation instead of airconditioners or fans?
Where can fans be used instead of airconditioners?
Are there any fans turned on when not in use?
How many fans are there in your house?
Can you adjust the temperature of the airconditioner to save power?
What temperature do you leave the airconditioner set to?
Do you ever leave any airconditioners turned on when not in use?
How many hours per day do you have the air conditioner turned on?
How many airconditioners are there in your house?
What temperature can you adjust the refrigerator to in order to save power?
What temperature is the refrigerator set at currently?
What appliances could be replaced with energy efficient alternatives?
What electrical appliances do you use for food processing?
Where in your house can you use natural light?
How many light bulbs could be replaced with energy saving lightbulbs?
How many lights are left on when not in use (when you are not at home, at night
etc.)?
How many lights are there in your house?
Items
Energy audit
Handout 5.2
Result
My actions
36
Use new, big plastic bags
Use new, small plastic bags
Re-use plastic bags
Refuse plastic bags
-
-
-
-
0 points / bag
1 point / bag
2 point / bag
3 points / bag
Total
End of
month
Points:
What did I use plastic bags for?
Date
Plastic bag diary
Handout 5.3
Points
What did I do to reduce my plastic bag
usage?
Compiled by
Do Van Nguyet, Pham Thi Bich Nga, Nguyen Quang Thanh, Dao Thu
Hien, Jane Stabb
With the contribution of: Hoang Duc Minh, Nguyen Trong Ninh, and
colleagues at Live&Learn, Plan in Vietnam and Save the Children.
Appraised by
MA Khieu Thi Nhan - Science Technology and Environment Dept.,
Ministry of Education and Training
Prof Ass. PhD Nguyen Minh Phuong - Vietnam Institute of Educational
Sciences
Prof Ass. PhD Dang Duy Loi - Hanoi National University of Education
PhD Dao Van Tan - Hanoi National University of Education
MA Pham Thi My - Nguyen Tat Thanh High school, Hanoi National
University of Education
Prof. PhD Tran Thuc - Vietnam Institute of Meteorology and
Environment, Ministry of Natural Resource and Environment
MSc Tran Phong - Centre of Environment Training and Communication,
Vietnam Environment Administration, Ministry of Natural Resource
and Environment
Copyright
Ministry of Education and Training, Live&Learn and Plan in
Vietnam.
Published
In June, 2012
Printing License
76-2012/CXB/13-150/LĐ
Compass Printing Company
MINISTRY OF EDUCATION AND TRAINING
49 Dai Co Viet, Hai Ba Trung, Hanoi
Tel: +844 38695144 - 38697215
Fax: +844 3869 4085
Email: bogddtmoet.edu.vn
Website: www.moet.gov.vn
LIVE AND LEARN FOR ENVIRONMENT AND COMMUNITY
30, Lane 32/26 To Ngoc Van, Hanoi, Vietnam
Tel: +844 37185930 | Fax: +844 37186494
Website: www.livelearn.org; www.thehexanh.net
PLAN VIETNAM
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teaching manual - Live and Learn

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