Climate change


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Climate change

  1. 1. UNIT 1
  2. 2. Climate Change1)Students will watch a video about climate change.They will answer:*What current issue is depicted in the video ?*What did the boys do to save the planet?2)Students will read the following groups of words and say which one they expect to find in thisdefinitiona)Social pressure-continent-culture-high-war-world-menB)rivers-technology-light-fire-mind-importancec)rise-temperature-atmosphere-gases-weatherwhile reading the text students will underline the words they find to check if they were right andthey will guess or look up their meaning.Definition of Climate ChangeWhat Is Climate Change?Climate change is the long-term shift in weather patterns in a specific region or globally. Unlikeglobal warming, which refers to just one aspect of climate change - a rise in the surfacetemperature of the earth’s surface – climate change refers to changes in a regions overallweather patterns, including precipitation, temperatures, cloud cover, and so on.According to the scientific experts in the field of climatology, climate change is caused byhuman activities that have resulted in an increased concentration of greenhouse gases in ouratmosphere, including carbon dioxide, water vapor, methane, ozone, and nitrous oxide.
  3. 3. Before the Industrial Revolution, levels of carbon dioxide (the main greenhouse gas) wereapproximately 280 parts per million (ppm) but have now risen to 386 ppm and are rising byabout 2-3 ppm more every year. When combined into what is known as the carbon dioxideequivalent with other greenhouse gases such as methane, current levels are actually around440 ppm. These levels are higher than any other level that can be accurately measured in theearth’s history.Some have argued that climate change is actually caused by natural occurrences. However,the earth’s average surface temperatures have risen by 0.4C since the 1970s, which is anirregular increase that is extremely difficult to explain by natural causes. Certain changes dooccur in the sun’s activity, volcanic eruptions, and other natural events which all contribute tochanges in the earth’s temperatures, but only an increase in greenhouse gasses can explainthe abnormal increases. Human activities that result in the release of these greenhouse gaseswell beyond natural levels include things like deforestation, burning of fossil fuels, changes inwetland construction, and so forth.Leading scientists believe that climate change on this scale could produce results such as thefollowing:Increased surface temperaturesRises in sea levelsRetreat of glaciers and melting of sea iceChanges in precipitationIncreases in intensity of extreme weather events such as heat waves, tornadoes, hurricanes,and heavy rainfallLonger, more severe droughtsExpansion of subtropical desertsSpecies endangerment and extinction and loss of biodiversityMelting of permafrost (which speeds global warming)Drops in agricultural yieldsSpread of vector-borne diseases because of increased range of insectsAcidification of oceans creating drops in fishing yields and death of coral reefsThese problems are serious and will likely have severe impacts on the more vulnerabledeveloping nations. Though global warming (i.e. a rise in earth’s surface temperatures) willhave an impact on human societies, this will be much less disruptive and destructive than theother changes mentioned above.3)Students will match concepts and definitionsa-Tornado 1- main greenhouse gasb-Global warming 2- one of the possible consequences of climate changec-Climate change 3- rise in Earth’s temperatured- Carbon dioxide 4- change in weather patterns
  4. 4. 4)Students will solve a True or False activity*“Climate change” does not only refer to a rise in Earth’s temperature*Scientifics say that climate change is caused by human activities*Deforestation and burning of fossil fuels contribute to reduce the greenhouse effect*Carbon dioxide emissions have diminished since the Industrial Revolution*More severe droughts and extreme weather events are two possible consequences of climatechange5)Students wil re write sentences using passive voiceTeacher will first explain how the passive voice is built .She will provide explanation andexamples.a)Scientist measure the greenhouse gasesb)Sun’s activity causes some changes in Earth’s temperaturec)the greenhouse gases explain the abnormal increases.d)climate change could produce increased sea levelsCarbon dioxide emissions contribute to the greenhouse effect which helps to increase Earth´stemperature6)Looking at the map…a)Students will make a list of the countries with the lowest carbon dioxide emissions andanother list including those with the highest levels.(students may implement another map tocheck the names of the countries)b)Students in groups will have to find information (surfing the internet) about the reasons forhigh carbon dioxide emissions in a country they choose and design a brief report
  5. 5. climate change is here7)Before reading students wil describe what they see in the image and say if they think thatsome people are more affected than others by climate change.
  6. 6. DISPATCH15 October 2010Impacts of Climate Change on Daily Life in AfricaPre-meeting and forum examine human and social dimensions of climate changeADDIS ABABA, Ethiopia — Most climate change discussions and deliberations neglect theinterface between climate change and the day-to-day life of the ordinary African, a keynotespeaker said at a meeting that aimed to rectify this omission.These are the very people who are among the first to feel the effects of climate change andextreme climate events but with the least adaptive capacity to face the challenges and takeadvantage of the opportunities presented by those challenges, according to Ms. Fungayi JessieMajome, Zimbabwe’s Deputy Minister of Women Affairs, Gender and Community Development.She indicated that social protection can improve adaptive capacities to climate change.The additional burden of diseases and deaths caused by climate change strains already weakand under-funded health systems, according to representatives from UNFPA. Inhis presentation on climate change and health, Mr. Benoit Kalasa, UNFPA Representative toEthiopia, underlined the need to continue strengthening health systems’ functioning andpreparedness in order to cope with these additional challenges. He added that there is also aneed to evaluate existing infrastructure, interventions and human resource capacity, particularlyin areas of surveillance, response systems, risks communication, monitoring and informationuse.The pre-event meeting, which was organized by the United Nations Coordination MechanismCluster on Social and Human Development, was attended by ministers and high level expertsdrawn from various stakeholders in the field. UNFPA played a key role in organizing the pre-event. This week UNFPA also co-hosted a global meeting on population dynamics with respect toclimate change and adaptation possibilities in Mexico.8)After reading the text students will answera)What does the text say about climate change effects and African people?b)Explain why they possess “the least adaptive capacity”
  7. 7. Stop the change9)Before reading the text students will discuss about possible solutionsand If they think climate change can be stopped or not .PUBLICATIONState of World Population 2009Facing a Changing World: Women, Population and ClimateThis years flagship report argues that reproductive health care, including family planning, andgender relations could influence the future course of climate change and affect how humanityadapts to rising seas, worsening storms and severe droughts. Women, especially impoverishedwomen in developing countries, bear the disproportionate burden of climate change, but have sofar been largely overlooked in the debate about how to address problems of rising seas,droughts, melting glaciers and extreme weather, the report concludes.The report draws attention to populations in low-lying coastal areas that are vulnerable toclimate change and calls on governments to plan ahead to strengthen risk reduction,preparedness and management of disasters and address the potential displacement of people.
  8. 8. Research cited in the report shows that women are more likely than men to die in naturaldisasters—including those related to extreme weather—with this gap most pronounced whereincomes are low and status differences between men and women are high. The internationalcommunity’s fight against climate change is more likely to be successful if policies, programmesand treaties take into account the needs, rights and potential of women.The report shows that investments that empower women and girls—particularly education andhealth—bolster economic development and reduce poverty and have a beneficial impact onclimate. Girls with more education, for example, tend to have smaller and healthier families asadults. Women with access to reproductive health services, including family planning, have lowerfertility rates that contribute to slower growth in greenhouse-gas emissions in the long run.10)Students will highlight the main ideas of the text to write a summary.In order to do thissuccessfully teacher will scaffold the activity by showing them other texts with possiblesummaries for them to decide which is the best.To write a good summary they will have into account.*Including only key information*Not adding any extra one*Using their own words*Creating a text shorter than the originalReaching the solution“The only solution to climate change is to slow the flow, to stopaltogether, and re-absorb greenhouse gas emissions. Many solutionshave been suggested, such as cap and trade systems, carbon captureand storage, renewable energy, and geo-engineering. Likely acombination of all of these solutions must be tried if we are to protectour planet from the most severe predicted effects of climate change.”
  9. 9. 11)In groups students will investigate and lecture about every alternative to stop the climaticchange.Their lectures will be accompanied by posters that will be exposed around the school.