ài liệu hướng dẫn dạy và học về ứng phó với biến đổi khí hậu” là tài liệu tham khảo nhằm hướng dẫn cụ thể về hoạt động dạy và học về ứng phó với biến đổi khí hậu và từng bước nâng cao nhận thức, kĩ năng, thái độ để thích ứng với biến đổi khí hậu của giáo viên và học sinh
MINISTRY OF EDUCATION AND TRAINING TEACHING MANUAL This publication has been produced by Ministry of Education and Training in cooperation with Live & Learn for Environment and Community (Live&Learn), Plan in Vietnam and the Australian Government’s Aid Program (AusAID) Contact Information: Live & Learn for Environment and Community 30, Lane 32/26 To Ngoc Van, Hanoi, Vietnam Tel: +844 3718 5930 | Fax:+844 3718 6494 Email: vietnam@livelearn.org Website: www.livelearn.org, www.thehexanh.net 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 CONTENTS PREFACE ABBREVIATION .3 INTRODUCTION .4 GLOSSARY OF TERMS 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 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 HANDOUTS 83 ABBREVIATION EIA Energy Information Administration, US GHG Greenhouse gas Gt Gigatonne (1000 million tonnes, or 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 INTRODUCTION PURPOSE The purpose of the Teaching Manual on Climate Change Education is: To raise awareness of climate change and the role of education in developing and maintaining safe and sustainable livelihoods and communities; To assist teachers in implementing a participatory, or student centred, teaching approach that uses content and methodologies to actively involve learners, and to integrate climate change adaptation into subjects and extracurricular activities; and To promote the application and sharing of educational materials, ideas and activities in climate change education By doing this, teachers will help students to gain knowledge, skills and attitudes to respond to climate change Knowledge: Students will be able to explain climate change and it’s causes, explain climate change impacts globally and in Vietnam, and understand efforts at the international, national and local levels to mitigate and adapt to climate change; Skills: Students can act personally to adapt to and mitigate climate change, contribute to the development of climate change adaptation and mitigation plans for their families, communities and schools, and enhance their ability to observe, analyze and evaluate the impact of climate change and other associated skills (including public speaking, active listening and group work); and Attitude: Students can gain a sense of responsibility and develop a positive attitude, can actively participate in the protection of the environment, in building green lifestyles and in promoting low carbon activities, and can develop a sense of sustainable consumption and an interest in low carbon systems for individuals, communities and business USERS This manual was developed for use by: Teachers at all levels; Experts involved in curriculum design and development; Managers in the education sector; and Student clubs, volunteer groups, and other individuals or organisations involved in climate change education HOW TO USE THE MANUAL This book consists of three parts: Part - 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 - 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 - Handouts to Support Teaching and Learning Activities: includes pictures, photos and correlative materials supporting each of the lessons in Part When implementing the teaching and learning activities in Part 1, teachers or instructors may: Use the information in Part to familiarise themselves with the content and reference materials on natural disasters and climate change; and Use the handouts (pictures and information) in Part to teach and learn Teaching Manual on Climate Change Education - Stucture PART 1: TEACHING AND LEARNING ACTIVITIES SUPPORTING MATERIALS FOR TEACHING AND LEARNING Weather, climate and climate change Causes of climate change Part Teacher fact sheet Impacts of climate change Responding to climate change Part Handouts Practical Activities HOW TO USE PART - 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 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; - 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 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 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 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 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 of United Nations Framework Convention on Climate Change The Parties should take precautionary measures to anticipate, prevent or minimize the causes Handout 3.4 Sets of photos on climate change impacts Source: Hoang Chien/PanNature Source: Plan in Vietnam 24 Handout 3.4 Sets of photos on climate change impacts Source: Nguyen Thi Hoang Yen/Oxfam Source: Nguyen Thi Hoang Yen/Oxfam 25 Handout 3.4 Sets of photos on climate change impacts Source: Nguyen Thi Hoang Yen/Oxfam Source: Nguyen Thi Hoang Yen/Oxfam 26 Handout 3.4 Sets of photos on climate change impacts Source: Nguyen Thi Hoang Yen/Oxfam Source: Nguyen Thi Hoang Yen/Oxfam 27 Handout 3.4 Sets of photos on climate change impacts Source: Nguyen Thi Hoang Yen/Oxfam Source: Nguyen Thi Hoang Yen/Oxfam 28 Handout 3.4 Sets of photos on climate change impacts Source: Hoang Chien/PanNature Source: Hoang Chien/PanNature 29 Handout 4.1 Response to climate change cards (cut the cards separately) Teach women and children in flood prone areas how to swim Increase afforestation, particularly in watershed forest areas and mangroves Ensure effective early warning systems and prepare well for disasters Conserve indigenous species Plant and maintain mangrove forests Use energy saving appliances in households Build safe and strong houses to protect against floods in coastal areas of Central Vietnam and the Mekong Delta Use solar energy for industrial and household equipment and machines Use water resources effectively Use biogas in household cooking Build and reinforce sea dykes Limit the use of agricultural chemicals Improve the efficiency of irrigation systems Apply SRI (system of rice intensification) Plant species resistant to floods and droughts Walk or ride bicycles for short distance travel Change cropping seasons and farming techniques Plant trees, take care of forests and prevent forest fires Use machines and equipment that improve productivity and reduce energy use in manufacture Practice water saving techniques, and provide reminders or signs in restrooms, kitchens, and in workplaces Control population growth Carpool with friends or colleagues to school or work where possible Wash hands before eating Reduce plastic bags when shopping Reduce, reuse and recycle - limit waste/rubbish Classify waste/ rubbish for reuse and recycling Buy durable, nondisposable goods that have a longlife Establish environmental clubs/groups at school to carry out initiatives for environmental protection 30 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 Global climate debate role-play (Source: Tread lightly, 2009) 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 Global climate debate role-play (Source: Tread lightly, 2009) 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 in Latin America - They are characterized by: Extreme poverty - almost 50% of the population in LDCs live on less than 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 Handout 5.1 Climate action plan I will Activities Listen to/watch the weather forecast to keep updated on extreme weather events and disasters Take an active role in raising awareness in my community, supporting people to participate in responses to changes in weather patterns and events Be aware of local safe shelters, and talk to my friends and family about them in case of disaster events Raise animals and grow plants that are suitable for local and changing conditions Plant trees and protect forests to safeguard water resources Save energy, water and other natural resources in day-to-day life I will not litter, and will pick up litter that I see on the ground Participate in local activities to protect the environment and local responses to disaster events with friends and community: (specify) 1. _ 2. _ 3. _ … Other activities that I can do: (specify) 1. _ 2. _ 3. _ … Frequency 34 Handout 5.2 Energy audit Devices Items How many lights are there in your house? Lights How many lights are left on when not in use (when you are not at home, at night etc.)? How many light bulbs could be replaced with energy saving lightbulbs? Where in your house can you use natural light? Cooking Refrigerator What electrical appliances you use for food processing? What appliances could be replaced with energy efficient alternatives? What temperature is the refrigerator set at currently? What temperature can you adjust the refrigerator to in order to save power? How many airconditioners are there in your house? How many hours per day you have the air conditioner turned on? Air Do you ever leave any airconditioners turned on when not in use? What temperature you leave the airconditioner set to? Can you adjust the temperature of the airconditioner to save power? How many fans are there in your house? Fan Are there any fans turned on when not in use? Where can fans be used instead of airconditioners? Where can you use natural ventilation instead of airconditioners or fans? What other electrical devices you have in your house? Which devices are turned on when not in use? Others Which devices can be used less often, or changed to reduce electricity consumption? Are these devices checked regularly to ensure there is no electricity leakage? Are these devices cleaned regularly? Result My actions 35 Handout 5.3 Plastic bag diary Date What did I use plastic bags for? End of month Total Points: - Use new, big plastic bags points / bag - Use new, small plastic bags point / bag - Re-use plastic bags point / bag - Refuse plastic bags points / bag Points What did I to reduce my plastic bag usage? 36 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/L 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 Email: vietnam@livelearn.org Website: www.livelearn.org; www.thehexanh.net PLAN VIETNAM 10th Floor, Capital Building 72 Tran Hung Dao, Hanoi, Vietnam Tel: +844 8220 661 | Fax: +844 3822 3004 Email: Vietnam.co@plan-international.org Website: plan-international.org/where-we-work/asia/vietnam