This is a series of lessons I designed for teaching the Environment unit of work in the Sociology UOL IFP. Readings refer to OUL Sociology coursebook, the Giddens text and the National Geographic. Videos on Palm Oil can be found easily on Youtube.

7. To begin to understand the
impact of human activity on the
natural world

8. Deforestation is clearing Earth's forests on a
massive scale, often resulting in damage to
the quality of the land. Forests still cover
about 30 percent of the world’s land area, but
swaths the size of Panama are lost each and
every year.
Source; National Geographic

10. Watch the video clip and answer the following
questions:
What impact does deforestation have on the
natural life of Borneo?
Who/what is responsible for deforestation?
Who is responsible for preventing this
becoming an environmental disaster?

11. Read the extract from the National
Geographic, and answer the following
questions:
What is palm oil?
What drives the huge demand for palm oil?
Why is it a problem for the indigenious people
of Borneo?
Discuss this problem and create a solution.

16. Penan People in developed
countries
Food
Tools, equipment
Shelter
Clothing
10 minutes

17. Production and Consumption
15 minutes

19. More recently, many people in the developed
nations in particular (but also in developing
countries) have been questioning this approach.
Instead of seeing industry as a sign of progress, they
point to the negative effect this is having on nature.

20. What does this picture represent

21. What is the problem caused by consu
Why is it so difficult to stop?
What are the consequences of t
15
minut
es

26. Secondly, we need to understand the impact that the
environment is having on humans. Droughts, floods,
tsunamis and earthquakes are examples of
environmental issues that have an impact on human
beings. Sociologists cannot explain the causes of
earthquakes (that is best left to geologists) but there are
also social consequences of earthquakes and other
environmental hazards that sociologists can help to
explain.

27. Read;
Research another environmental hazards that
cause problems
Create an infographic or poster containing
essential information about the social
consequences of earthquakes, hurricanes or
floods

29. e.g.
1)List all the words you associate with Global
Warming.
2) Now join these words together to make a
definition for Global Warming

37. In groups of three there is one farmer, one slum
dweller and one housewife
Group1 Group 3 Group 4 Group 6
Farmer
Slum Dweller
Housewife

38. Each person from each group is to gather with the
other slum dwellers/ housewives/ farmers
In these large groups discuss how you may be
affected by each of the five consequences of global
warming and complete your sheet
10 minutes

39. Return to your original groups
Take turns to interview each other about how
you (in your role) are likely to be affected by
global warming in the future, and collect as
much information as you can
10 minutes

43. Sceptics of Global warming refute the science
and suggest it is not happening and if it is, it
is a natural fluctuation in the earth’s
temparature
They instead point to alternative research that
suggests global warming is not happening

44. Carry out research using either your text book
on page 181-183, and/or look online
Find out as much as you can about climate
change denial, why they deny that climate
change is happening and who funds the research
Produce one report for each side of the
argument
Each group will present their key findings and
debate one side of the argument with another
team

47. 15minut
es

48. Sustainable development is development that
meets the needs of the present without
compromising the ability of future
generations to meet their own needs.

51. NGO stands for Non Governmental Organisations
NGOs are classified as any non-profit, voluntary
citizens group which is organised on a local, national
or international level
They perform a variety of service and humamitarian
functions, bring citizens concerns to governments,
advocate and monitor policies and encourage
political participation
Examples: UNICEF, OXFAM, AMNESTY
INTERNATIONAL, FRIENDS OF THE EARTH<
GREENPEACE

52. 15minutes

54. What would functionalists have to say about
the environment?
What view would they take on the issues
covered so far in this unit of work?

56. The interpretivist view is connected to looking
at individuals and why we consume as much
as we do
In other words the key to understanding and
preventing climate change is human action

57. Malcontented
Motorists
Complacent
car addicts
Die hard
drivers
Aspiring
Environmentali
sts
Car-less
crusaders
Reluctant
Riders

58. Students design a survey designed to find out
what kind of drivers people are

59. Answer the following questions in your groups
Were you findings what you expected?
How did they compare to the findings of other
groups?
If they were different why do you think this
could be?
Overall, how valid do you think your findings
were?
Suggest ways to improve your research