Published by Wildlife Conservation Society, Papua New ...
Transcript of Published by Wildlife Conservation Society, Papua New ...
Published by Wildlife Conservation Society, Papua New Guinea Program under a
Creative Commons Attribution Non-commercial Share Alike 3.0 Unsorted License.
This license allows you to share, copy and redistribute the material in any medium or
format and adapt, remix, transform, and build upon the material for any purpose. You,
however, must give appropriate credit, provide a link to the license, and indicate if
changes were made. You may do so in any reasonable manner, but not in any way that
suggests the licensor endorses you or your use.
https://creativecommons.org/licenses/by-sa/3.0/legalcode
ISBN: 978-0-9943203-4-6
Cover Photo: Kavulik village, Tsoi Island, Lavongai LLG, New Ireland Province
Cover Photo: WCS PNG 2017
Cover Design: John Tagai Kuange
©Copyright 2017 Wildlife Conservation Society
Wildlife Conservation Society, Papua New Guinea Program
P O Box 277, GOROKA, Eastern Highlands Province, Papua New Guinea
Tel: + (675) 532 3494, Fax: + (675) 532 3180
Email: [email protected]
Website: www.wcspng.org
Contributions by;
John Takai Kuange
John Par Kagl
Elaine Vaina
INTRODUCTION TO CLIMATE
CHANGE:
Supporting Exsisting Education
Curricula in
Papua New Guinea schools
A supplementary resource for teachers
Produced by the
Wildlife Conservation Society
in-partnership with
Climate Change Development Authority and United Nations
Development Programme with financial support from
Adaptation Fund
Table of Contents Foreword .............................................................................................................. 1
Curriculum connections ....................................................................................... 2
Table 1. Knowledge gaps in existing school curriculum .................................... 3
Integrated Teaching ............................................................................................. 5
Some practical methods of teaching .................................................................... 5
Chapter 1: Weather and Climate ....................................................................... 7
Learning Objective .............................................................................................................. 7
Introduction ......................................................................................................................... 7
Activity ................................................................................................................................. 8
Forming ideas ...................................................................................................................... 8
Assessment of outcomes .................................................................................................... 8
Quick revision ...................................................................................................................... 8
Take home points ................................................................................................................ 9
Chapter 2: Global Warming and the Greenhouse Effect ................................ 10
Learning objective ............................................................................................................. 10
Introduction ....................................................................................................................... 10
Activity ............................................................................................................................... 13
Forming ideas .................................................................................................................... 13
Assessment of outcomes .................................................................................................. 13
Quick revision .................................................................................................................... 13
Take home points .............................................................................................................. 13
Chapter 3: Global Warming ....................................................................... 15
Learning objectives ........................................................................................................... 15
Introduction ....................................................................................................................... 15
Activities ............................................................................................................................. 17
Forming ideas .................................................................................................................... 17
Assessment of outcomes .................................................................................................. 17
Quick Revision ................................................................................................................... 20
Take home points .............................................................................................................. 20
Chapter 4: What is Climate Change? ......................................................... 21
Learning Objectives .......................................................................................................... 21
Introduction ....................................................................................................................... 21
Activities ............................................................................................................................. 22
Forming Ideas .................................................................................................................... 23
Assessment of Outcomes ................................................................................................. 23
Quick Revision ................................................................................................................... 23
Take home points .............................................................................................................. 23
Chapter 5: Impact of Climate Change .......................................................... 24
Learning objectives ........................................................................................................... 24
Introduction ....................................................................................................................... 24
Activity ............................................................................................................................... 26
Forming ideas .................................................................................................................... 27
Assessment of outcomes .................................................................................................. 27
Take home points .............................................................................................................. 28
Chapter 6: Mitigation and Adaptation. .............................................................. 29
Introduction ....................................................................................................................... 29
Activities ............................................................................................................................. 30
Forming ideas .................................................................................................................... 30
Assessment of Outcomes ................................................................................................. 31
Quick revision .................................................................................................................... 31
Take home points .............................................................................................................. 32
Chapter 7: What can we do now? ............................................................... 33
Learning objectives ........................................................................................................... 33
Introduction ....................................................................................................................... 33
Activities ............................................................................................................................. 35
Forming ideas .................................................................................................................... 35
Assessment of outcomes .................................................................................................. 35
Quick quiz .......................................................................................................................... 35
Take home points .............................................................................................................. 36
Glossary ............................................................................................................. 37
References .......................................................................................................... 39
Acknowledgments ............................................................................................. 42
Dedication .......................................................................................................... 42
Curriculum connections
This supplementary material was developed through consultation and surveys of
teachers, students, and boards of governors in selected schools across five provinces
(East Sepik, Madang, Morobe, New Ireland and Northern provinces). As a result, key
information gaps were identified relating to climate change impacts and adaptation
issues relating to: food security, health, and sanitation. Potential gaps where climate
change topics could be incorporated into existing school curricula were identified
(Table 1). These gaps in turn formed the blueprint for the activities and resources laid
out in this book.
3
Table 1. Knowledge gaps in existing school curriculum
Subjects/Syllabus Grades-Level Resources Books NDOE Topic link to climate change Missing information
gaps
Strands Units
Pages
Other Resources
Making a Living: Upper Primary Upper Primary Gr 6,
7, 8
Teacher’s Guide Strands: Managing Resources
Sub strand- Land and water
Sub strand: environment
Sub strand: crops and animal management
Sustainability Conservation and protection
Food security
Gr 6 (6.1.2) Teacher
Resource Book
Gr 7 Gr 7 Teacher’s guide Consequences of Management. Management practice
Exploitation
Dynamite fishing
Benefit to environment
Clean water
Healthy environments
Reduction in diseases
Reduction in pollution
Identify appropriate management
Gr 7 (7.1.2) Teacher
Resource Book
Gr 7 Grade 7.(7.1.2) Teacher
Resource Book
Gr 6 Gr 6 Compare healthy and
unhealthy environment
Consequences and how it
affected
Gr 6 (6.1.2) Teacher
Resource Book
Land and water resources Gr 6 (6.2.3) Teacher
Resource Book
Gr 8 Gr 8 Friendly ways of managing the Environment Gr 8 (1.1.3) Teacher
Resource Book
Science Outcomes Grade Seven
Teachers Resource
Gr 7 A journey together
Traditional Calendar
Traditional Ecological Knowledge
PP 4-5 Teacher
Resource Book
Gr 7 Gr 7 Relationship between living things Ch. 9 Teacher
Resource Book
Selective logging
Erosion and preservation
P 41 Teacher
Resource Book
4
Responsible use of different sources like energy,
firewood, electricity
P 44 Teacher
Resource Book
Throwing rubbish
Gr 8 Science Teachers Resource
book
Gr 8 Gr 8 Conservation
Chemical Pollution
P 28 Teacher
Resource Book
5
Integrated Teaching
The four points below are key to teaching and learning climate change as a cross-
cutting issue:
1. Ensure that climate change is presented in a local context and experiences
2. Emphasise contemporary issues. What is happening in the lives of the students
now, in their communities, Province, PNG, and the world?
3. Link the past, the present, and the future. Allow students to decide for
themselves where the knowledge and skills they are learning fits into their lives
and their communities.
4. Understand that there are different ways of understanding the world around
us and the issue(s) affecting us.
Some practical methods of teaching
Students in Papua New Guinea, live lives in both traditional and modern ways. The
impacts of climate change are real, and they affect the communities in which these
students live. Our task now is to help the students to use all their experiences in the
learning process.
Provide opportunities for students to talk about or be involved in everyday
Papua New Guinea culture
Provide opportunities for students to talk about climate change and its effects
and relate these to their experiences and how they are affected by them
Encourage debate and information sharing with: others, in school, in their own
families, and the communities they live in.
Encourage students to link their local experiences to national and global climate
change effects
Encourage group work – it helps students gain confidence in expressing their
experiences
Use real-life situations and real-life problems related to climate change as a
resource material. This book can be another resource.
Use stories, games, models, video, posters, and quizzes related to climate
change
6
Allow students to engage with communities on projects that involve locals;
climate change and its mitigation program should be integrated and be carried
out in the communities as well as in school.
7
Chapter 1: Weather and Climate
This table shows the linkages found in the existing curriculum. Use this table as a
reference point to assist the teacher when teaching climate change-related topics. The
table clearly pinpoints the related grade, strands, and sub strands.
Subject Grade Strand Sub strand
Science 7, 8 Earth & Beyond Living things, earth
and beyond.
Making a Living 6 On land and water
resources
Compare healthy
and unhealthy
Science Outcome 7 A journey made
together
Relationship
between living
things
Learning Objective
The students should be able to:
1. Provide basic information about weather and climate
2. Explain the difference between weather and climate
Introduction
Weather. What is weather? Weather is a day-to-day state of the atmosphere in terms
of temperature, moisture content, rainfall, and air movements. It comes about from
the interplay of sunlight, oceans, landscapes, and the atmosphere. Often small changes
or disturbances will cause changes in the weather. For instance, it is raining today,
but yesterday we had a good sunny day in school.
Climate can be defined as the ‘normal/usual weather’. Climate is how the atmosphere
behaves in a place over a long period of time. In PNG, the people in coastal villages
live in hot climes and the people of the highlands have a colder climate.
What is the difference between weather and climate? Climate is what you expect and
what it was, weather is what you get. Weather is usually understood by people but
climate is a little more difficult as a concept.
8
There are different types of climates on Earth. Countries closer to the north and South
Pole have cold climates, while countries located in the centre of the globe facing the
sun (like PNG) have warm climates.
In Papua New Guinea, places in the highlands regions which are higher because of
mountain ranges are colder, while places in the lowlands and closer to the coast are
generally warmer. For example, Goroka in the Eastern Highlands Province would be
colder at night time while, Kavieng in New Ireland Province would be warmer at
night. This is the climate.
Even in the highlands they can get warm or sunny days. Sometimes on the coast they
can get rainfall, and it can feel cold. This is not climate. This is weather.
Activity
Divide the students in two groups. Ask one group to draw a picture which represents
weather and the other group to draw a picture that represents climate. Then ask each
group to explain the picture to the rest of the class.
Forming ideas
If the students’ pictures particularly focus on a sunny or windy day, or any event of
a day, then it can be concluded that it is weather, whereas if the picture shows the
expected condition of any particular area over a long period of time (i.e., warm, or
cold,) or etc. we can conclude that it is climate.
Assessment of outcomes
Use this quick revision (below) to test the knowledge of the students after each topic.
Put three relevant rapid questions to the students and make it open to answer by
anybody. Let them discuss in groups and share their answers or relate stories they
know.
Quick revision
1. What is the main difference between weather and climate?
2. Today is August 4th. It is a beautiful sunny day. Suddenly the sky is covered
with clouds and becomes windy. Is this weather or climate?
9
Take home points
1. Weather is a day-to-day state of atmosphere in terms of temperature, moisture
content, rainfall, and air movements; it is the result of short-term transience in
the atmosphere.
2. Climate can be defined as the ‘normal weather’. Climate is how the atmosphere
usually behaves in a place over a long period of time.
10
Chapter 2: Global Warming and the Greenhouse Effect
This table shows the linkages found in the existing curriculum. Use this table as a
reference point to assist the teacher when teaching a climate change-related topic. The
table clearly pinpoints the related grades, strands, and sub strands.
Subject Grade Strand Sub strand
Science 7, 8 Earth & Beyond Living
things
Living things, earth
and beyond.
Making a Living 6 On land and water
resources
Compare healthy
and unhealthy
Science Outcome 7 A journey made together Relationship
between living
things
Learning objective
Students should be able to:
1. Explain the concept of the greenhouse effect and sources of greenhouse
gases
2. Demonstrate the connection between the greenhouse effect and global
warming
3. Explain the consequences of this warming for the Earth
Introduction
When the sun’s energy reaches earth, most of the energy is absorbed by the
atmosphere and the earth’s surface become warm. The earth then reflects some of this
energy back into space as infrared rays. Greenhouse gases in the atmosphere trap
some of the infrared rays before they escape outside the atmosphere. In this way,
greenhouse gases trap heat from the sun and warm the planet's surface. The earth’s
“natural greenhouse effect” is what makes this planet suitable for life. If there was no
greenhouse effect, the Earth’s temperature would be very cold and below the freezing
point. Without the greenhouse effect, it would be impossible for plants to grow and
animals to live on earth. Therefore, the natural greenhouse effect makes life possible.
11
What are gases? Gases are air-like substances which we generally can’t see directly;
wind is the movement of air, and we can see, feel, and hear it when it moves. Air is a
mixture of gases including oxygen, which we need to breathe.
What are greenhouse gases? When sunlight passes through the atmosphere (the
collection of gases surrounding the planet) and reaches the earth's surface, some of
this sunlight is captured as heat, and some of it is reflected back toward space. When
greenhouse gases are present in the right amounts, they trap just enough heat to keep
the earth warm enough for organisms to survive while letting excess heat back into
space.
The problem with greenhouse gases is that they need to be present in the right
amounts. When too little gas is present, not enough heat is trapped under the
atmosphere to keep the earth warm. When too much gas is present, too much heat
gets trapped, which warms the earth more than usual. The types and amounts of
greenhouse gases in the atmosphere are only useful when they are present in just the
right balance.
Carbon Dioxide: Carbon dioxide (also known by its chemical formula as CO2) is an
abundant greenhouse gas that is understood to be the main cause of global warming.
Carbon dioxide is a natural by-product of animal and plant breathing but is also
caused by human activities like using fossil fuels (e.g. petrol, diesel, coal, and natural
gas), cutting down trees, and burning wood. Over the last 150 years, the amount of
carbon dioxide in the atmosphere has increased rapidly.
Methane: Methane is second only to carbon dioxide in its impact as a greenhouse gas.
It comes from rubbish dumps, livestock, wetlands, and natural gas stores within the
earth.
Nitrous Oxide: Nitrous oxide is the third most influential greenhouse gas. It stays in
the atmosphere for an estimated 115 years, so the 40% contribution from human
activities adds up quickly. The human contribution comes from sources like fertilizer
and livestock, cars, and human and animal wastes.
Water Vapour: Water Vapour is always in the atmosphere, and it absorbs heat from
the sun. Some amount of water vapour is normal in the atmosphere. Without it, it
would never rain and we wouldn’t be able to go outside without dehydrating very
quickly. The amount of water vapour in the air has impacts on humidity, cloud
formation, and rain.
12
So in essence, a greenhouse gas is simply any atmospheric gas that traps heat within
the atmosphere. This trapped heat creates the greenhouse effect, making the world
become hotter, which further contributes to climate change.
Poster: “the greenhouse effect”
What is the greenhouse effect: If the amount of greenhouse gases increases, that
means more of the sun’s energy is trapped in the atmosphere than normal. This is
called the greenhouse effect and it causes an overall rise in the average temperature
of the planet (a process known as global warming). This warming upsets the normal
patterns of the climate e.g. storms become more frequent and powerful, the timing of
dry and wet seasons changes.
The end result of the greenhouse effect and the warming it brings is part of the process
called climate change.
13
Activity
1. Put this poster (“the greenhouse effect”) on the blackboard and explain the
greenhouse effect.
2. Divide the students into groups of 5-6, distribute butcher paper, and get them
working in group to discuss and make their presentation:
o Group 1. Draw the Greenhouse Effect
o Group 2. Draw the table on the different types of Greenhouse gases
o Group 3. Look at the different human activities that contribute daily to
the build-up of greenhouse gases and cause the earth to become warmer
(global warming).
Forming ideas
The students should draw what they see on the chart, and be able to label the processes
underlying the greenhouse effect. They should also identify different gases that make
up GHGs, discuss the different weather patterns, and relate these to their own areas
and lives. The human activities that contribute to global warming should now be
identified by the students.
Assessment of outcomes
Use this quick revision (below) to test the knowledge of the students after each topic.
Put 2-4 questions to the students and make them open to answer by anybody. Let
them discuss in groups and share their answers or relate stories they know.
Quick revision
1. What is the name given to the collection of gases surrounding the planet?
2. Where does the sun’s heat go when it comes to earth?
3. What is the name of an important greenhouse gas?
4. Name some of the activities people do that contribute towards the build-up of
greenhouse gases.
Take home points
1. The energy from the sun makes the earth and the atmosphere warm
2. Greenhouse gases trap some of the sun’s energy, thus making the earth warmer
3. Major greenhouse gases are: carbon dioxide, methane, nitrous oxide, and water
vapour
14
4. Greenhouse gases coming out of vehicles, boats, ships, aeroplanes, livestock,
smoke from bush fires, and felled trees all contribute to the overall greenhouse
effect.
5. The earth’s “natural” levels of greenhouse gas make it suitable for plants,
animals, and people to live on earth.
6. Modern human activities are increasing the amount of greenhouse gas and
consequently the planet is warming which in turn is causing climate change.
Extra notes for the teacher
The main sources of greenhouse gases in PNG
1. Forest fires/Deforestation: Plants take up carbon dioxide in the presence of
sunlight through the process known as photosynthesis in order to grow.
Forests therefore accumulate carbon dioxide and for this reason they are called
carbon sinks. When the forests decrease through logging, bush fires, or for
gardening activities, the amount of carbon stored in the trees/logs is released
back to the atmosphere thus releasing greenhouse gas.
2. Vehicles/Factories: Carbon dioxide and nitrogen oxide enter the atmosphere
as a result of burning fossil fuels in machines, cars, and industrial factories.
3. Uncontrolled Solid Waste and Burning: When rubbish rots in the absence of
air (oxygen), methane gas is produced. Methane is 21 times more powerful in
causing the greenhouse effect than carbon dioxide.
15
Chapter 3: Global Warming
This table shows the linkages found in the existing curriculum. Use this table as a
reference point to assist the teacher when teaching climate change-related topics. The
table clearly pinpoints the related grade, strands, and sub strands.
Subject
Grade Strand Sub strand
Science 7, 8 Earth & Beyond Living
things
Living things, earth
and beyond.
Responsible Use of
environment
Making a Living 6 On land and water
resources
Managing Resources
Compare healthy and
unhealthy
Science Outcome 7 A journey made
together
Relationship between
living things
Learning objectives
Students should be able to:
1. Explain in their own words how the energy from the
sun warms up the earth’s surface
2. Name the different types of gases in the atmosphere
3. Draw and explain the effects of global warming
Introduction
What is Global Warming?
When the sun’s energy reaches earth, most of the energy warms the atmosphere and
the earth’s surface. The earth then releases some of this energy back into space as
infrared rays.
Greenhouse gases in the atmosphere traps some of the infrared rays before they escape
outside the atmosphere. This leads to the addition of more solar energy and thus heat
to the earth’s atmosphere. Most of the rays are reflected back into the space but some
16
are retained and keep the earth warm to sustain life on earth. Now that there is more
GHG, more rays are trapped, and this makes the earth warmer. Thus global warming.
Global warming is the increase in the average temperature of Earth’s near surface air
and oceans since the mid - 20th century and scientist predict that it will it will continue
(see figures below).
Figures: the increase in global temperature and carbon dioxide level 1959 –2016 (based on CO2
data from Mauna Loa Observatory, http://scrippsco2.ucsd.edu)
17
Activities
Activity 1:
Things you and your class will need: 2 Students, 4 blankets
1. Ask two students to volunteer to participate in the activity
2. Let them come to the front and let one student sit on a chair
3. Give a blanket/ cloths to the standing student. Ask him/ her to cover the student
who is sitting on the chair
4. Add on the blanket to the sitting student one by one up to 4-5 blankets
5. Then ask the student who was covered to tell the class what he/she is feeling
and experiencing.
Activity 2.
1. Divide the students into groups of 5-6.
2. Let them do paper cuttings of the following: Earth, name of greenhouse gases,
the atmosphere, Sun, and arrow (drawing in papers); which are required to
show the global warming:
3. Ask them to arrange the pictures in correct order to represent greenhouse
effects.
4. Pictures can be attached to the board or wall.
5. Then ask them to explain briefly about the arrangement of their pictures and
the greenhouse effect.
Forming ideas
As more blankets are added, the student feels warmer and warmer. Similarly, the
earth gets warmer and warmer by the addition of greenhouse gases, which causes the
greenhouse effect and in turn causes global warming. Here, the blanket acts as the
greenhouse gases and the student as the earth. Whatever difficulty the student is
feeling, is also the same as being faced by the earth.
Assessment of outcomes
A series of “True of False” flash cards can be made or cut out from the support
materials to be used as teaching aid based on this. The teacher can also produce more
flash cards based on the information contained in this book.
18
True or False
Cutting down trees releases greenhouse
gases and adds to global warming
True
Greenhouse gas is released when the tree
is burnt or left to rot, and this contributes
to global warming
True or False
The amount of carbon dioxide in the
atmosphere is now the highest since people
have been on earth
True
Scientists have evidence that the level of
carbon dioxide is now the highest in
800,000 years
True or False
Nine of the 10 warmest years ever recorded
have occurred since 2000.
True
Global measurements have shown that
the world is getting much warmer.
True or False
China is cumulatively the biggest emitter of
carbon dioxide.
False
The United States of America,
historically, has been the biggest emitter
of carbon dioxide (although China is
currently the single largest emitter).
True or False
Bush fire is the world’s leading contributor
to the increase of greenhouse gases and
therefore global warming.
False
Burning fossils fuels is the world’s
leading contributor to the increase of
greenhouse gas and global warming.
19
True or False
Global warming means everywhere in the
world will become warmer.
False
Global warming will cause climate
patterns to change meaning some places
will be warmer but some may also be
cooler.
True or False
Climate change is too big a problem. What
I do won’t matter.
False
While the efforts of one person may be
small the collective efforts of all the
people on earth has a huge impact. So
everyone counts.
True or False
Papua New Guinea isn’t contributing to
global warming and climate change.
False
Papua New Guinea is contributing to
global warming especially through the
loss of its forests.
True or False
Deforestation (the loss of trees through
cutting and logging) is Papua New
Guinea’s main contribution to greenhouse
gases.
True
Papua New Guinea has very large
forests and by logging them a large
amount of greenhouse gas is released.
True or False
The melting of ice sheets at the north and
south pole won’t have any impact on
Papua New Guinea
False
The ice sheets are enormous. When they
melt this causes the amount of water in
the oceans to increase and leads to sea
level rise.
20
Quick Revision
1. Is global warming happening because of the greenhouse effect?
2. What are the major sources of greenhouse gases?
3. Is the greenhouse effect good or bad? Why?
Take home points
1. The Greenhouse Effect is the result of heat trapped due to increasing
greenhouses gases in the earth’s atmosphere.
2. Global warming means the earth’s temperature is increasing because of the
build-up of greenhouse gases in the atmosphere.
3. Human beings, from the 19th Century until today, have caused most of the
increase in greenhouse gases
21
Chapter 4: What is Climate Change?
This table shows the linkages found in the existing curriculum. Use this table as a
reference point to assist the teacher when teaching climate change-related topics. The
table clearly pinpoints the related grade, strands, and sub strands.
Subject Grade Strand Sub strand
Science 7, 8 Earth & Beyond
Living things
Living things, earth and beyond. Responsible Use of
environment
Making a Living 6 On land and water
resources
Managing
Resources Compare
healthy and
unhealthy
Science Outcome 7 A journey made
together
Relationship
between living
things
Learning Objectives
The students should be able to:
1. Explain how and why the climate is changing
2. Demonstrate the consequences of changes in climatic conditions
Introduction
Climate change is a long-term shift in weather conditions measured by sustained
changes in temperature, precipitation, wind, snow cover, rain falls, prolonged
drought, and other indicators. It can involve both changes in average conditions and
extreme conditions. The earth’s climate is not always the same, and has changed many
times over millions of years in response to a variety of natural causes. Climate change
can be caused by processes other than the amount of greenhouse gases, such as
changes in the energy output of the sun or the amount of volcanic dust in the
atmosphere.
Climate change can also be affected by human activities such as those which involve
the release of greenhouse gases such as burning fossil fuels (e.g. oil, coal, petrol, diesel,
and fuel), logging, bushfires, or creating large rotting masses (e.g. rubbish dumps).
22
Domesticated animals such as cattle also release methane gas when they digest food
and in this way also contribute to the build-up of greenhouse gases and therefore
climate change.
Climate change and the risks it posse to people may be different in different parts of
world. In Papua New Guinea, the effect of climate change is being experienced across
the whole country, but people might be worried about different effects in different
provinces. Some of the effects can include: coastal erosion, sea level rise, salt water
inundation, prolonged drought, landslides, river flooding, mosquito-borne diseases,
and crop damage from insect pests.
Activities
Activity 1: Display the “What is climate change poster”, and allow the students to
study it.
Poster: “What is climate change?”
23
Activity 2: Divide the students into four groups.
Group 1: Study and discuss ‘What causes climate change?’
Group 2: Study and discuss ‘What are the effects of climate change on PNG?’
Group 3: Study and discuss ‘What can we do?’
Group 4: Study and discuss ‘Act now!’
Make your points and present them to the class.
Forming Ideas
The teacher can give some examples at the regional or global level so that students can
know that climate change is happening at global level as well. It will show how
widespread the problem is and how it is part of a worldwide problem
Assessment of Outcomes
Allow students to:
1. Practice (teacher provides guide)
2. Guide, facilitate confidence building skills,
3. Supervise practical sessions
Quick Revision
1. What are the main causes of climate change?
2. Is climate change caused by nature or caused by humans?
Take home points
1. Climate Change is any change in the climatic conditions over time, whether
due to natural occurrence or as a result of human activities.
2. Climate change is real and it is happening all around the globe mainly because
of the heavy use of fossil fuel and deforestation
3. The major consequences of climate change include global temperature rise,
changes in the seasonality of weather patterns, and sea level rise (through
melting of the ice sheets around the north and south poles).
24
Chapter 5: Impact of Climate Change
This table shows the linkages found in the existing curriculum. Use this table as a
reference point to assist the teacher when teaching climate change-related topics. The
table clearly pinpoints the related grade, strands, and sub strands.
Subject Grade Strand Sub strand
Science 7, 8 Earth & Beyond Living things Responsible Use of
environment
Making a Living 6 On land sea, and water
resources
Managing Resources
Science Outcome 7 A journey made together Relationship between living things Earth and living things beyond Water Pollution Compare health and unhealthy environment Consequences when
one is affected.
Learning objectives
The students should be able to:
1. Identify the potential impacts of climate change on different regions of the
world.
2. Describe the impact of climate change specifically in Papua New Guinea
Introduction
The impacts and threats caused by climate change can be different from one place to
another. But similar places may experience similar impacts. Explained below are some
of the different impacts of climate change around the world and in Papua New
Guinea.
1: Change in the amount and timing of rain As a result of climate change, the seasonal
pattern and distribution of rainfall has changed. Some areas are now receiving more
rainfall, whereas some areas now receive very little or no rain. Because of too much
water, some areas are experiencing floods and landslides, while other places with too
little rainfall are experiencing drought
25
2: Health effects from too much or too little water: In PNG, droughts and wet seasons
have been observed occurring with greater intensity and lasting longer. Such events
can make safe drinkable water scarce. Flooding can cause wells and streams to become
polluted, making them unsafe for drinking, while droughts can make water sources
dry up and disappear. During flooding events, people are at risk from water-borne
diseases such as diarrhoea, cholera, and typhoid, because water sources become
contaminated with human and animal waste. After flooding, pools of still water can
become home to mosquitos which can then transfer malaria to people.
3: Our seas and marine life: Melting of ice at the north and South Pole is making the
volume of water in the sea increase thereby leading to sea level rise. Sea level rise can
result in coastal erosion, increased soil salinity, and low lying islands being
permanently covered by sea water; all of which can lead to the loss of agricultural
land. If the level of salt (salinity) in the soil increases too much it can cause food crops
to die off (like sago). Such difficulties place a lot of pressure on families who depend
on their gardens for survival.
Another effect of climate change is causing the sea to become warmer than before. As
a result of the greenhouse effect, more heat is being absorbed by the sea. When
combined with certain weather patterns the sea temperature can increase too much
for coral to live. The result is known as coral beaching (coral reefs dying). Because the
coral is an important part of a reef system, many fish will die without coral, and fishing
families may suffer.
6: Fruiting and flowering seasons: The unpredictable weather patterns also affect the
timing of plants and their flowering cycle. This makes it confusing and hard for local
people who depend on forests and gardens to feed themselves.
7: Food security and families: For some families, the difficulty of finding food is
increasing because of the effects of climate change. Some families have to spend longer
hours and travel further out into the sea to fish. If the crop yield from their gardens is
low, communities that live in forests and valleys may have to travel long distances to
look for food. In recent years, lowland provinces like East Sepik, Madang, Morobe
and Northern provinces have lost crops due to flooding, while at the same time a
number of highland provinces have been severely affected by drought. In some case
26
the change in climate is also making insect pests more common, which in turn further
reduces crop yields.
Activity
Guided discussion with video. Watch the series of five videos showing how the
impacts of climate change have affected different people in Papua New Guinea. The
video cards (below) can be used to guide the class in a discussion.
Video Card 1
Title: The importance of mangroves
Themes: The high tide from cyclone Guba destroyed mangroves resulting in shortage
of building materials and firewood making life more difficult.
Discussion questions:
1. What happened to the mangrove when there was high tide?
2. What was the impact of the sea current?
3. Name two uses of mangroves?
4. Is it easier now to cut building materials to build a house? Explain.
Video Card 2
Title: Culture, nature, and climate change
Themes: Traditional knowledge is dying out slowly. Carving for men, and women
weaving baskets, mats, and necklaces to sell. Food from gardening and fishing for
consumption or to sell and make extra money for school fees.
Discussion questions:
What is happening to the coconut trees on the island?
What do men do to make money?
What do women produce to make money?
Describe what is happening to the culture as a result of climate change.
Video Card 3
Title: Drought makes water unsafe to drink
Themes: Drought causes food crops to dry out, as soil was dry. Drought causes
shortages of good drinking water. People travel long distances to fetch water. Water
is boiled for children. People and children get sick from drinking water.
Discussion questions:
1. What happened to the garden food?
2. What is another problem caused by drought?
3. Why does she boil water?
27
Video card 4
Title: Good and Bad sides of the Wet Season.
Themes: There are two seasons in Sepik River - Wet and Dry. Wet season brings a lot
of mosquitos, which makes children sick. There are no medicines at clinics so they use
herbs. Wet season brings a lot of fish to sell to make money. Wet season too brings lots
of fish for family to eat.
Discussion questions:
1. Wet season brings a lot of mosquitos. More people get sick. What medicine do
they use?
2. Why do they clean around their house?
3. What are two good benefits of the wet season?
Video Card 5
Title: Importance of Backyard Farming
Themes: Backyard farming helps minimize food insecurity and climate change
challenges at Karkar Island Madang Province. A retired agriculture officer has started
planting food in front of his house to adapt to the challenges that Climate Change
brought via increased population, land shortages, and prolonged drought.
Discussion questions:
1. Why did the people move inland?
2. What happened to all the good land?
3. Why is backyard farming useful?
Forming ideas
This activity will help students understand other vulnerable people’s situation and
realise the extent of how climate change is affecting many people around them and
the wider world.
The activity will also allow students to identify the impacts of climate change and how
they see it from their own experience.
Assessment of outcomes
1. Give two examples of climate change impacts in your community.
2. How will sea level rise affect your village?
3. When there is flood in your village, what will happen to your gardens?
4. What should you do when the days are getting so warm during the school
year?
5. What are two activities your school and the community can work on together
to address climate change-related effects in your community?
28
Take home points
1. Floods are caused by too much water, which is in turn caused by increased
rain coupled with sea-level rise.
2. Because the sea is becoming warmer, fish are moving further out to open seas
where it is cooler. As a result, people spend more time travelling out to the
open sea to fish, which is often dangerous.
3. Gardens are destroyed by floods and droughts, reducing food supplies and
causing starvation.
4. More sicknesses now than before, placing a lot of pressure on families
5. The cost to get medicine and health services are very high. Climate Change
causes disease outbreaks, straining existing facilities and causing deaths.
Picture: typical surface flooding of a village
29
Chapter 6: Mitigation and Adaptation.
This table shows the links found in the existing curriculum. Use this table as a
reference point to assist the teacher when teaching climate change-related topics. The
table clearly pinpoints the related grade, strands, and sub strands.
Subject
Grade
Strand
Sub strand
Science
7, 8 Earth & Beyond Living
things
Living things,
earth and beyond.
Responsible Use
of environment
Making a Living 6 On land and water
resources
Managing
Resources
Water Resources
Science Outcome 7 A journey made
together
Learning objectives
The students should be able to:
1. Discuss practical suggestions for adaptation and mitigation approaches
2. Describe how these approaches are important for Papua New Guinea
Introduction
There are two important ways to address the impacts of climate change: Mitigation,
and Adaptation
What is Mitigation? Mitigation simply means activities that will reduce the impact of
climate change, including ways to reduce greenhouse gas sources and emission.
Mitigation activities contribute to long-term results.
A very good example of mitigation is planting trees for those in the mountains. The
people on the coast may plant mangroves, or build seawalls.
30
What is Adaptation? The effects of climate change are dealt with by taking actions to
adjust to the negative impacts. A very good example of this is by moving houses to
higher grounds when sea level is rising. The people in the highlands of PNG now use
mosquito nets to sleep at nights as the mosquitos are becoming more numerous and
widespread, because the highlands are warming.
In drought stricken areas, people change their way of gardening by planting drought
tolerant crops.
But the impacts of the climate change are impossible to avoid entirely. An intermediate
measure is to lower the risks of the negative impacts. This can be done by adopting
necessary approaches or measures at local or community levels. Adaptation can
reduce high risks, both in the short and the long term. It is an important way to address
the impacts of climate change for developing countries, like PNG. There are some
organizations in PNG who are implementing Community Based Adaptation Practices.
For example:
Building stone walls, planting mangroves, raising awareness and producing
educational materials on climate change programs are some of the mitigation
measures. Introduction of new varieties of disease resistant, drought tolerant crops,
and moving houses to higher grounds, are some examples of adaptation measures.
Activities
1. Hang the three posters for the class to see.
2. Allow students to brainstorm which actions are adaptation and which ones are
mitigation, and state their reasons. Follow this with discussion.
3. Hear from the students, and take note of their points.
4. Ask the students what would be an activity the school could do together with
the community every month as a community-based project to address the
effects of climate change.
Forming ideas
Using an umbrella while walking in the hot sun is a form of adaptation.
By using an umbrella we are blocking the heat from the sun from hitting us directly
as we cannot change the sun form shinning. We are managing what we cannot avoid.
31
Planting trees are a form of mitigation because they absorb carbon dioxide, a
greenhouse gas. Forests act as a carbon sink; when we plant trees we are reducing the
level of carbon dioxide as more trees absorb carbon dioxide and reduce the amount of
GHG.
Assessment of Outcomes
Allow students to study the posters of carbon cycle and see if they can redraw it from
memory in groups.
Poster: “The work of a tree”
Quick revision
1. Which of these two approaches is better for your community, Adaptation or
Mitigation?
2. Give an example of Mitigation.
3. Give one example of Adaptation you could do at home.
32
Take home points
Adaptation is making adjustment to natural or human systems to meet the threats or
effects of climate change. Adaptation reduces harm or develops practical approach to
the impacts of climate change. Adaptation also entails changing the way we manage
our environment so we are better prepared.
Mitigation is an activity carried out by people to reduce greenhouse gases. Future
climate change can be reduced if less carbon is released into the atmosphere from
things such as cars, boats, burning of bush lands, logging, and cutting down forests to
make gardens. Mitigation activities also help to absorb greenhouse gases, such as
through the planting of trees.
33
Chapter 7: What can we do now?
This table shows the links found in the existing curriculum. Use this table as a
reference when teaching climate change-related topics. The table clearly pinpoints the
related grade, strands, and sub strands.
Subject Grade Strand Sub strand
Science 7, 8 Earth & Beyond
Living things
Living things, earth and
beyond.
Responsible Use of
environment
Making a Living 6 On land and water
resources
Managing Resources
Compare healthy and
unhealthy
Science Outcome 7 A journey made
together
Responsible us of
environment.
Relationship between
living things
Learning objectives
Students should be able to:
1. Identify different ways to contribute to mitigating climate change
2. Identify practical things that can be done at home or in their communities
to reduce the effects of climate change
Introduction
Can climate change be addressed? Carbon dioxide is the main cause of human induced
climate change. It is a very long-lived gas, which means levels of carbon dioxide build
up in the atmosphere over time. Stopping climate change can only be brought about
by reducing global emissions of greenhouse gases, especially from human combustion
of fossil fuels and industrial processes. Climate models have shown that to limit global
warming to two degrees Celsius, a major reduction in human emissions needs to be
accomplished by around the middle of this century. It will be a difficult the challenge.
In order to reduce the amount of greenhouse gas in the atmosphere, everyone has a
part to play.
34
What can we do to stop Global Warming and Climate Change?
Poster: “Act now a climate change story”
We can slow down global warming, reduce greenhouse gas emissions, improve
ambient air quality, and reduce effects of climate change by adopting better
environmental practices in our daily routines.
It starts at home. Simple decisions can help minimise the amount of greenhouse gases
we release. For example, don’t make fires that will lead to bush fires, make more
people aware of the situation (e.g. set up environment clubs in schools), where
possible use solar lamps instead of kerosene lamps, compost all degradable rubbish
like vegetable peels, keep engines well maintained so they use fossil fuels efficiently,
plant trees around your village, and only engage in sustainable forestry practices. You
35
can also promote climate change adaption by ensuring you have safe water in times
of flooding and drought, make people aware of sanitation issues connected with
extreme weather events (e.g. toilets flooding and contaminating water supplies),
additionally you can promote the retention of trees around streams and rivers, and
mangroves around shorelines to prevent erosion.
Activities
1. The class can have a discussion and plan on how you want to celebrate World
Environment Day this year by inviting the community to come and take part
in the celebration. The class can then write a letter to the head teachers and the
schools board of management to seek their approval.
2. Do a brain storming exercise of activities the school can do. Assign different
tasks to groups, and choose a theme for the day.
3. Decide on activities that will involve the students and staff.
4. Draw up a program in which the community can be involved to celebrate
World Environment Day together with the community.
5. Write a letter of invitation to the ward counsellor and ask for a discussion with
him/her and the ward development committee members.
Forming ideas
Each group can prepare:
1. Posters
2. Dramas
3. Talking points
Assessment of outcomes
Allow students to
1. Brainstorm and come up with their own suggestions on how
to implement activities they want to do at home, in their
community and in school
2. Guide, facilitate and encourage confidence building skills
3. Conduct practical sessions in class
Quick quiz
1. Whose job is it to help solve the threats of climate change?
36
2. What can you do now in your class, your school, your family, and your
community?
Take home points
1. Be Active, and live by example
2. Learn: Find information and learn about issues and find ways to solve it
3. Share: Correct information and facts with family and friends to change
attitudes
4. Take part: in communities, join groups, contribute ideas towards the common
good
5. Protect and Plant trees: Planting trees is fun and it reduces greenhouse gas from
the air.
37
Glossary
Adaptation Actions taken to help communities and ecosystems cope with
impacts of climate change
Atmosphere The gases that surround astronomical objects such as the earth
Carbon dioxide CO2. A chemical compound. It is made of one carbon and two
oxygen atoms. People and animals release carbon
dioxide when they breathe out. Also, every time something
organic is burnt (or a fire is made), it gives off carbon dioxide.
Plants use carbon dioxide to make food.
Century A period of a hundred years.
Climate Long-term trends or averages in weather such as rainfall,
temperature, humidity, and wind.
Competency An ability to do something, especially measured against a
standard.
Conceptual An idea based on what we think to be real
Deforestation Clearing of forest or trees from an area of land
Environment The sum total of all surroundings of a living organism, including
natural forces and other living things, which provide conditions
for development and growth as well as of danger and damage.
Fossil The remains of an animal or plant preserved from an earlier era
inside a rock or other geological deposit.
Global warming An increase in the world’s temperature caused in part by the
greenhouse effect.
Goroka The Capital town of Eastern Highlands Province in Papua New
Guinea
Greenhouse
effect
Warming of the earth’s surface caused by the pollution of gases
into the atmosphere.
Greenhouse
gases
A gas that contribute to the warming of the earth’s atmosphere
by trapping radiation from the earth’s surface, e.g. carbon
dioxide, methane, or water vapour.
Hazards Something that is potentially very dangerous.
Internal Originating, operating or located within a country’s boundaries
Livelihoods Something that provides income to live on.
Logging The job of felling, trimming, and transporting trees
38
Malaria An infectious disease that is caused by a parasite that is injected
by the bite of infected mosquitos. Common in tropical countries,
the sickness is characterized by chills and fever.
Marine Relating to, found in, or living in the sea.
Methane A colourless, odourless, flammable gas that is the main
constituent of natural gas. It is used as a fuel.
Mitigation Dealing with the causes of climate change by reducing the
amount of carbon dioxide produced.
Photosynthesis A process by which green plants and other organisms turn
carbon dioxide and water into carbohydrates and oxygen, using
light energy trapped by chlorophyll.
Resilience The ability to recover quickly from setbacks.
Statistical The process of treating somebody or something as part of a
dataset.
Supplementary Making up for something that is lacking.
Temperature The degree of heat as an inherent quality of objects as hotness or
coldness relative to something else.
Typhoid A serious and sometimes fatal bacterial infection of the digestive
system, as a result of eating food or drinking water that is
contaminated with the bacillus Salmonella typhi. It causes severe
abdominal pain, and sometimes intestinal bleeding,
Volcanic Relating to or originating from volcanoes.
Vulnerable Open to physical or emotional harm
Weather
The mix of events that happen each day in our
atmosphere including temperature, rainfall, and
humidity.
39
References
Some useful sources/website the teacher can look for to improve the teaching and
learning of climate change in Primary schools.
Topics Website
Climate change http://www.climatechange.gc.ca
Climate Change and
Development Authority
https://www.facebook.com/www.occd.gov.pg/
Climate change causes https://www.epa.gov/climate-change-science/causes-
climate-change
Global Footprint Network http://www.footprintnetwork.org/en/index.php/GFN/page/
world_footprint/
World Development
Indicators
http://databank.worldbank.org
Population Reference Bureau http://www.prb.org
United Nations Development http://www.undp.org/content/undp/en/home/ourwork/envir
onmentandenergy/strategic_themes/climate_change/focus_
areas/adapting_to_climatechange/
Programme -climate change
adaptation
World’s autos http://www.huffingtonpost.ca/2011/08/23/carpopulation_n_934291.html http://www.greencarreports.com/news/1093560_1-2-
billionvehicles-on-worlds-roads-now-2-billion-by-2035-
report
Water power www.practicalaction.org
What is weather http://www.econet.org.uk/weather/whatis.html
Wildlife Conservation
Society
www.wcspng.org
40
Book titles Author
How We Know What We Know about Our
Changing Climate: Lessons, Resources, and
Guidelines about Global Warming
(Teacher's Guide: Grades 6-9)
Carol L. Malnor
Climate Change Youth Guide to Action Taking IT Global
The UNESCO climate change initiative UNESCO
Introduction to Mangroves, A teaching
resource for lower primary
Climate Change Adaptation, Teachers
Resource Book
Sangion A.Tiu, Sheebah Mirisa, Igsie
Jimiki.
Poster titles Work of a tree- The Carbon Cycle English
Wok bilong diwai-The Carbon Cycle (Tok Pisin)
Adaptation
Act Now
Impacts of climate change
What is Climate change
Kitchen/backyard/organic garden
Floating garden
Video titles Organisation
1. Telling Our Stories: Importance of Mangroves
Northern Province – Katuna www.wcs.org
2. Telling Our Stories: Culture, Nature and Climate
Change
Morobe Province – Tami Island www.wcs.org
3. Telling Our Stories: Drought makes drinking water
unsafe to drink
New Ireland Province – Ungakum www.wcs.org
4. Telling Our Stories: Good and Bad side of Wet Season
East Sepik Province – Angoram www.wcs.org
5. Telling Our Stories: Importance
of Backyard farming
Madang Province – Karkar Island www.wcs.org
6. Climate Change-Everyone’s
business
Live and Learn
7. Global Warming-Carteret Island
Part 1
http://edition.cnn.com/CNNI/Programs/untoldstori
es/blog/2007/05/carteret-islands-that-sinking-
feeling.html
41
Organisations in PNG who work on climate
change Website
Climate Change Development Authority www.occd.gov.pg
Conservation and Environment Protection
Authority
http://pngcepa.com
PNG Eco Forestry Forum www.ecoforestry.org.pg
PNG Forest Authority www.forestry.gov.pg
PNG Institute of Biological Research www.pngibr.org
Research & Conservation Foundation http://www.rcfpng.org
Wildlife Conservation Society www.wcspng.org
Acknowledgments
The following individuals and organizations supported the development of these
supplementary curriculum materials to be used in support of the existing curriculum for
Primary Schools in the five climate change prone provinces in Papua New Guinea. In
particular we would like to thank: United Nations Development Programme (UNDP),
Adaptation Fund, Climate Change and Development Authority (CCDA), Derek Warakai,
Esau Kabin, Alice Daniel, Miranda Amean, Arthur Forepe, Robin Kiki-Jack Lapauwe, Pius
Mungkaje, Maino Vegoli, Moses Sariki, Keith Jiram. We also would like to thank the head
teachers, teachers, students, board of governors of the participating schools.
Dedication
This book is dedicated to the memory
of Peter Anga, who was the Provincial
Project Assistant for UNDP/Adaptation
Fund Projects in Madang.
Peter played a pivotal role in
identifying sites for both curriculum
and media teams, and linked WCS staff
to the site managers, local communities
and other partners. He
organized logistics, accommodation,
sought approval from the education
authorities, and provincial disaster and
emergency services for WCS activities
in Madang to be carried out.
Peter travelled with both teams in collecting data, and offered advice and support to
ensure we carried out our tasks with favourable results. We will remember you for a long
time.