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

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:
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.

1


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:

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).

Handouts
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

3. Lesson reinforcement
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
Question 2: Choose the most appropriate answer for the
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)

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-

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)

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

Objectives:

At the end of this section, students will be able to:
Identify human activities related to GHG emissions;
and
Understand individual and community activities to
reduce negative impacts on the environment and
mitigate climate change.

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.

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