UNDERSTANDING Climate Change

Transcription

1 Centre for Environment Education(CEE) & Samsung Engineering Co., Ltd. (SECL) 2013 UNDERSTANDING Climate Change September, 2013 The Eco-generation school kit has been developed by Centre for Environment Education (CEE), India with support from Samsung Engineering Co., Ltd. (SECL), Korea. If you have any feedback on this kit, please contact us at This work is licensed under Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

2 Acknowledgements and References Guidance Mamata Pandya, Madhavi Joshi Program Team Rajeswari Gorana, Jyoti Gopinathan, Erika Lim, Christy Lee Design Team Hardik Raval, Jogendra Rajora Support Services Sumegha Parmar Several activities and information in the Eco-generation School Kit have been sourced from Environmental Education Publications, Materials and Websites. We acknowledge the sources from where we drew inspiration and ideas. Publications Understanding Environment, Kiran B Chhokar, Mamata Pandya, Meena Raghunathan, CEE Climate Change 2007, Mitigation of Climate Change, Contribution of Working Group III to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change, Climate Change and Indian Perspective, Sushil Kumar Dash, CEE, Pick Right from Awareness to Action, Mamata Pandya, Rajeswari Namagiri, CEE, Websites Understanding Climate Change

3 Eco-generation School Kit for EmployeeVolunteers of Samsung Engineering and Teachers About Eco-generation School Kit Eco-generation School Kit project is a series of theme-based Environmental Education kit designed to assist Samsung Engineering's Employee volunteers and teachers around the world who will be reaching out to schools, and facilitating Environmental Education. Understanding Climate Change is the fourth in the Eco-generation School Kit series of four. The kit has been developed keeping in mind that Environmental Education is an instrument to enable participants from all ages to learn about the environmental issues, based on the two-way communication. The hands-on active learning approaches in the kit will assist in changing the perception that education is a one-way flow of information. Education when grounded in handson-learning dialogue becomes more effective, easier, instructive and successful. The education process becomes successful when learners head for action (IUCN, 1998). The active learning process helps students to build capacities of critical thinking and problem solving to take positive actions towards sustainable development can be built. It is important that the volunteer/teacher who carries out the 60-minute classroom session be enthusiastic and demonstrates commitment and personal involvement. The theme-based Eco-generation School Kit guides and supports you in this endeavor. Understanding Climate Change

4 Eco-generation Samsung Engineering established Korean Eco-generation (Kumpooh) in 1996 as one of the largest environmental education programs for children and youth in Korea. In 2006, Samsung Engineering expanded the program to the Asia-Pacific region by launching an English Ecogeneration website ( in partnership with the United Nations Environment Program (UNEP). It is a children's environmental education website that emphasizes learning and sharing knowledge about the environment. On September 27, 2011, Samsung Engineering and UNEP made steps to reach an international audience by launching tunza.eco-generation.org, a new environmental networking platform for children and youth. It is an interactive environmental education website that will serve as a platform to educate the community about the environment and create eco-friendly initiatives. With an 18-year history, Eco-generation is Samsung Engineering's largest running CSR program, which has been supported by Samsung Engineering's expertise in the environmental business. This will continue to be one of the company's core initiatives to support and contribute to the new generation via environmental education. Samsung Engineering Co., Ltd. Samsung Engineering is one of the world's leading engineering, procurement, construction and project management (EPC&PM) companies. With experience in over 30 countries, it operates worldwide, providing total project management from planning and financing through to construction and commissioning. It has built some of the world's largest and most complex hydrocarbon and industrial plants and facilities. Centre for Environment Education (CEE) CEE, established in 1984, is a Centre of Excellence, supported by the Government of India, Ministry of Environment and Forests (GoI MoEF). It is engaged in developing programs and material to increase awareness and concern, leading to action, regarding environment and sustainable development. CEE's programs and projects over two decades have explored the emerging models of development to identify and promote those which are contextually sustainable. The methods employed include working with communities, children, youth, sharing knowledge with policymakers, and capacity building at sub-national, national and trans-national levels. These have yielded opportunities to meaningfully bring learnings and insights from the grassroots to bear on policies and actions. CEE has developed a tool called Handprint that measure actions directed to decrease the human footprint and make the world more sustainable. Handprint analyses the positive impact on the three aspects of sustainability i.e. environment, society and economy. The Handprint concept was launched at UNESCO's 4th International Conference on Environmental Education held in The concept embraces the conference recommendations of hope, enthusiasm and commitment to action. The outcome document of the Intergovernmental Conference, Tbilisi +35 "Tbilisi Communique" has adopted the Handprint which is endorsed by 104 countries. Understanding Climate Change

5 The Eco-generation School Kit Plan Program Plan Volunteer School Kit Plan The School Kit Components Volunteer s Handbook Handouts Feedback Theme-Based Activities of the Eco-generation School Kit Program Plan Volunteer s Handbook Theme-Based Activities Setting The Tone Hands-on activity Power Point Presentation Handouts Debriefing, Interaction, Discussion Feedback For Student For Volunteer For Student For Volunteer Understanding Climate Change

6 Index 1. Program Plan 1 2.Volunteer's Handbook 4 a) Introduction to Climate Change 5 b) Welcome to the Eco-generation School Kit Program 6 c) Starting the Session 7 d) Setting the Tone The Seasonal Challenge 7 e) Power Point presentation Climate Change 7 f) Hands-on Activity Balancing Carbon 8 g) Debriefing 9 h) Closing the Session 11 3.Slide Notes 12 (See accompanying file Climate Change.pdf) 4.Factsheet for Volunteers 28 5.Handouts for Students 31 6.Feedback 36 a) For Volunteers 37 b) For Students 40 Understanding Climate Change

7 Understanding Climate Change Program 1Plan

8 Program Plan 1. Program Plan Children must be taught how to think, not what to think Margaret Mead In case you are wondering how you go about facilitating the 60-minute session with studentsyou might find this Program Plan useful. All the theme-based activities in the Climate Change module to be covered in 60 minutes duration are based on hands-on active learning approach. The interactive session has been designed in a manner so that it remains interesting, fun and also makes students more receptive towards the issues related to Climate Change. The Program Plan is an overview of the activities for the theme Climate Change. The Plan will provide details of: Flow of activities Time allotted for each activity Objectives of the activity Learning outcomes Before you begin with the session, introduce yourself, invite the students and dignitaries who are present in the class. Inform the class about theeco-generation programof Samsung Engineering. The Structure of the 60-minute Program Plan 1. Setting the Tone 5 minutes Probably for some of you it might be the first time that you are going to a school and interacting with the students. An ice-breaking is a fun way to develop a bond between you and students in a short period of time. The objective is to establish a comfort zone between you and thestudents and also to introduce the theme of the session. Once the comfort zone is established it is easy to carry out the activities and stir the discussion amongst your audience. This activity 'The Seasonal Challenge' will help you to start a conversation between you and the students. Faster the interaction, it is easy to carry out the activity. The detail of carrying out the activity 'The Seasonal Challenge' is provided in the Volunteer's Handbook on page Power Point Presentation 25 minutes An important component of the Program is the power point presentation on the theme Climate Change. The Climate Change.pdf file of the presentation is provided separately. Slide notes have been provided for volunteers and teachers. The presentation covers information about: 1. Climate and factors responsible for Climate on earth 2. Atmosphere 3. Climate and Weather 4. What is Climate Change? Understanding Climate Change 2

9 Program Plan 5. Greenhouse Effect 6. Climate Change and its Impact 7. Handprint/Positive Actions 8. Mitigation and Adaptation The objective of the Power Point Presentation is to enable you to effectively introduce the theme and contemporary issues related to the theme through visuals, diagrams, photographs and graphics. While making power point presentation you can refer to the slide notes on page Hands-on Activity 25 minutes Hands-on-activity is the best opportunity where you have maximum student's participation, information sharing, and interaction within the group. The objective of carrying out the activity is to give a hands-on exposure to the challenge that students face in understanding the concepts. Here the students will be participating in the activity 'Balancing Carbon' which will make them understand that the modern lifestyles are very much dependent on the resources available in nature. Utilizing these resources unsustainably will contribute to the greenhouse gas emission that leads to climate change which is a serious threat to the environment, living system and planet earth. Taking positive actions or changing one's lifestyle will help to reduce the carbon footprint. 4. Feedback 5 minutes For any program to run successfully it is important for you as a facilitator to understand what worked well and what did not work. The objective of taking feedback is to use it in future sessions in a more meaningful manner so that the instruction methods and outcomes become more relevant. Feedback is sought from: a) Volunteer/Teachers b) Students As a facilitator make a mental note of the students response towards the various activities, their participation, and the level of understanding with the guidelines provided during the session and include it in your feedback. The kit also contains Factsheets (page 28) for you and Handouts (page 31) for students. Distribute the Factsheet to the students as indicated in the Volunteer's Handbook. Understanding Climate Change 3

10 Understanding Climate Change Volunteer's 2Handbook

11 Volunteer's Handbook a) Introduction to Climate Change 2. Volunteer's Handbook Change is a fundamental characteristic of the environment. From the ice age of the past, to the industrial age of the present, the climate of the earth has been changing. Scientists have studied and recorded the earth's climate over the millennia and found that the planet's average surface temperature has fluctuated over geologic time, with several ice ages in the past 800,000 years. The ice ages of the past are examples of climate changes due to natural factors. What is disturbing today is the fact that human activities are leading to an unprecedented acceleration in such changes. The scientific evidence suggests that the earth's climate is changing. The st atmosphere is warming, and this trend will continue. By the end of the 21 century, scientists predict that the world will be warmer by an average of between 2 C and 6 C. Earth's climate is as a result of complex interactions between the sun, atmosphere, oceans, land and biosphere. Due to complexity of atmospheric and ocean current interactions, this warming may increase the frequency and intensity of storms, droughts, floods and other, not-yetpredictable, weather events. For the past two decades scientists have been collecting and debating evidence of long-term climate change. Are the observed warming trends simply natural variations in climate or are they a long-term trend? And if there is a trend, what is causing it human activity or natural fluctuations? In 1998, the United Nations set up the Intergovernmental Panel on Climate Change (IPCC) an official scientific body comprising of leading atmospheric scientists from around the world to investigate climate change. The IPCC's Second Assessment Report published in 1995 states that climate change is a long- term trend, and human activities are its major cause. At the root of this is the extensive use by humans of fossil fuels. When burned, these fuels release heat-absorbing gases called greenhouse gases (GHGs), into the atmosphere. The enhanced levels of GHG accumulation in the atmosphere are causing an increase in temperature of the earth, referring as 'Global Warming', which in turn leads to Climate Change. Climate Change, along with human factors, is likely to cause adverse impact on our health, environment, ecosystem, food production, economy, livelihood etc. Scientists all over the world are monitoring the changes taking place in the climate. Efforts are underway, nationally and internationally, to reduce the impact of climate change. We need to recognize that even if countries do undertake immediate and rapid action to reduce their emissions, some degree of climate change is inevitable. We also need to recognize that many of our decisions and actions, as individuals, contribute to these problems. Each one of us can take steps to prevent further damage to the climate change by not wasting energy, ensure that we use energy-efficient products, burning waste, plastic, to name a few. (Source: Understanding Environment, CEE) Understanding Climate Change 5

12 Volunteer's Handbook b) Welcome to the Eco-generation School Kit Program We are now at a point where we must educate our children in what no one knew yesterday, and prepare our schools for what no one knows yet Margaret Mead In the Class with the Students You and the students will be embarking on a 60-minute interaction. You need to garner all possible participation from students. As a facilitator, it is important that you make your audience comfortable and try to develop a bond that will make the session interactive and successful. This handbook will guide you to carry out the activities for the 60-minute session. Please read the handbook in advance. Do make sure that you have all the necessary materials ready before you start the program. Some Hints for a Successful Interaction with Students You may observe that many students are shy or hesitant to interact with you. Try to stir a discussion in the classroom by asking simple questions and giving every student a chance. While taking the session you may come across right or wrong answers. Appreciate the answers that you receive from students. Gently correct the wrong answers. Make sure that the entire class participates in the session. Giving advantage to some students will be discouraging for other students. Before you go to the session, go through the Program Plan and Volunteer's Handbook. Take required copies of the hand-outs that you have to share with the students. Check for internet connectivity if you plan to carry out online activities. Project the Power Point Presentation immediately after 'Setting the Tone'. For this you have to copy the Presentation beforehand onto the laptop/lcd. Collect all the feedback forms from the students. Do make sure that they have filled them. You may come across some students who find it difficult to understand certain terms or the calculations during the session. Give attention to such students and in case you are unable to help, ask a colleague, teacher or peers to assist such students. Understanding Climate Change 6

13 Volunteer's Handbook c) Starting the Session For Eco-generation Supporter from Samsung Engineering Begin by welcoming all the children, and other dignitaries who are participating in the session. Introduce yourself, your colleagues, and Samsung Engineering. Share your interest, particularly in working with the school children through the Samsung Engineering's Eco-Generation program. For Teachers and Other Instructors Begin by welcoming all the children and other dignitaries who are participating in the session. Introduce yourself and tell the class about your interest in taking this session. d) Setting the Tone The Seasonal Challenge 5 minutes This is an activity in which students introduce themselves in a fun way. In this activity each student has to introduce himself/herself and tell which is their favorite season citing one reason. For example, I am Jyoti, I like summers because I get to eat mangoes. Once the introductions are done, conclude by introducing the theme (climate change) and how climate change is observable due to changes in normal climate patterns: Seasons arrive at a particular time of the year depending upon the prevailing climate conditions of a region. Blooming of flowers, migration of birds, irrigation etc., depends on the season. However, from past few decades it has been observed that changes in climatic conditions are occurring frequently and its relation with the arrival of seasons is falling out of sync. Change in seasons is therefore affecting the nature's cycle/clock. For example in UK orchids are blooming before the arrival of springs, Colorado mountains are witnessing the melting of ice before summers, migratory hummingbirds are arriving much before the expected time, changes in the agricultural pattern and food consumption due to temperature change, extinction of species etc. These changes can be clearly attributed to human activities. Cutting down forests, emission of toxic gases into the atmosphere, exploiting natural resources, generation of huge quantities of wastes are some major contributors to the Climate Change. The slide show following this activity will help you discuss Climate Change in detail. e) Power Point presentation Climate Change 25 minutes The Power Point Presentation Climate Change is an essential component of the Eco-generation School Kit. The power point presentation is an interactive way of learning in the classroom. In the presentation you will see visuals and graphics through which the students will be able to understand the concept and issues related to Climate Change in a better way. Slide notes for the Power Point presentation have been provided on page12. You can refer to it before and while giving the presentation as they contain detailed notes about the concepts, aspects, issues that are covered in the presentation. (See accompanying file Climate Change.pdf for presentation.) Understanding Climate Change 7

14 Volunteer's Handbook Preparation: Set up the laptop, computer, LCD and have the Climate Change.pdf file ready for projection before you begin the session. Carry with you a copy of the slide notes for reference. While making the presentation attend to student's questions and comments. However, ensure that you complete the presentation and discussion within the 25 minutes time limit. f) Hands-on Activity Balancing Carbon 25 minutes Objective: To identify and classify human activities that release carbon as CARBON BOOSTERS and those prevent the release of carbon as CARBON BUSTERS. Global climate is dependent on the concentrations of greenhouse gases (GHGs) in the earth's atmosphere. The GHGs in the atmosphere regulate the earth's temperature. If the concentrations of GHGs increase or decrease significantly, our climate will change. Carbon-dioxide (CO 2) is one of the greenhouse gases and its concentration is increasing in the atmosphere due to several activities carried out by humans. Carbon Boosters are activities that release carbon-dioxide which is a GHG. Example: Vehicles require fossil fuels and release CO 2 which is a GHG. Burning of fossil fuels alone contributes 57 per cent of CO2 emission. Burning biomass or decomposing biomass, industrial emissions, clearing forests are other sources of CO 2 emissions. Carbon Busters are activities that help reduce carbon emissions. There are a number of ways by which CO concentrations can be brought down Planting trees. Trees absorb CO 2. Planting a sapling means fixing tons of CO2. According to College of Agriculture and Life Sciences, North Carolina University, a tree can absorb as much as 48 pounds/21.7 kg of carbon dioxide per year and can sequester 1 ton of carbon dioxide by the time it reaches 40 years old. 2. Choosing alternatives that do not emit GHGs. Other examples include composting the biodegradable waste instead of burning, using natural light when and where possible instead of light bulbs as they consume electricity which again contributes to CO emissions. 2 Preparation: For conducting this activity, you need A-4 size blank sheets and pen/color pencils. Procedure: (Source: 1. Explain what are Carbon Busters and Carbon Boosters with examples of activities that we carry out on a day to day basis. Distribute A-4 size blank sheet paper to each student. Greenhouse Gas (GHGs) GHGs occur naturally in the atmosphere and are responsible for maintaining the temperature of the earth. These gases absorb part of the heat from the sunrays that get reflected back after falling on the earth. This leads to warming of the earth's surface and keeps our atmosphere within a range of temperatures which allows life to exist. If GHGs were not found naturally in the atmosphere, the planet would have been much colder than it is at present, and life may not have been possible on earth. Understanding Climate Change 8

15 Volunteer's Handbook 2. Tell the students that they have to draw one example of a carbon buster on one side of the paper and a carbon booster on the other side. 3. Give them 10 minutes to do this. 4. After students are done, they have to share their examples (for Carbon Busters and Carbon Boosters) with the rest of the class by showing their drawings. 5. Now ask students to fold their paper in form of a hand fan. Please look at the photographs for guiding students to make hand fan. 6. Once everyone has made the paper fan tell the class that it is an example of carbon buster as no electricity is used for running this fan. (Source: Garbage to Gardens, An Activity Booklet on SWM for Schools, CEE, ) Take a full A-4 size sheet. 2. Draw an example of Carbon Booster on one side of the page and Carbon Buster on the other side of the page. 3. Fold one end of the sheet as shown in the picture. Now turn the sheet and fold in the reverse direction. Again turn the sheet and fold it again. 4. Continue this way till the entire sheet has been used. 5. Hold one end of the sheet to use it in form of a fan. g) Debriefing CO2 is the most common greenhouse gas. It is both a pollutant and natural component of the atmosphere. Fossil fuels such as coal, petroleum, diesel, airplane fuel, natural gas, liquefied petroleum gas (LPG) burning biomass contribute in a big way to the release of CO2. Global warming refers to the increase of the earth's average temperature due to the build of GHGs in the atmosphere. The increase in temperature has resulted in the Climate Change which is a serious threat to the planet earth. Understanding Climate Change 9

16 Volunteer's Handbook 1. Why is it important to review human activities as those that release carbon and those that do not? Is global warming a threat? It is important to review human activities as it will help in controlling the GHGs emissions in the atmosphere. A small rise in earth's average temperature will have big impacts on the planet. Every aspect of life on earth will be affected, directly or indirectly. A few examples are: Weather extremes There will be more cyclones, heat waves, storms, droughts and floods. Most places will become hotter; some will become drier and others wetter. Shrinking glaciers and melting sea ice Snow cover is decreasing in most regions, particularly in spring. The maximum extent of frozen ground in the winter/spring season has decreased by about 7 per cent in the Northern Hemisphere since 1900, and on average rivers that freeze do so some 5.8 days later than a century ago and their ice breaks-up 6.5 days earlier. According to UNEP data, temperature of the Arctic region has increased at almost twice faster rate comparing with the average global rate during the past 100 years. Satellite data since 1978 show the average Arctic sea ice extent has shrunk by 2.7 per cent per decade. (Source: Rise in sea level Melting of glaciers and polar ice caps will increase water in seas which will submerge small island and cities situated near coasts. As per UNEP, the mountain glaciers and snow cover have declined, on average, in both the hemispheres, and have contributed to sea level rise by 0.77 millimeters a year from Shrinkage of the ice-sheets in Greenland and Antarctica have contributed to sea level rise of 0.4 millimeters a year from st It is estimated that the average sea level will rise by 25-58cm by the end of 21 century. Loss of ecosystems due to unexpected weather changes. Climate Change will have a major impact on human health and well being. High human mortality due to outbreak of epidemics (as climate change will provide specific climatic/weather conditions for vectors like mosquitoes to thrive and reproduce) like malaria, dengue, yellow fever etc. will occur frequently. Climate change not only makes many existing diseases and conditions worse, but it also help introduce new pests and pathogens into new regions or communities. Extreme high air temperatures contribute directly to deaths from cardiovascular and respiratory disease, particularly among elderly people. In the heat wave of summer 2003 in Europe for example, more than 70,000 excess deaths were recorded. Malaria kills almost 1 million people every year mainly African children under five years old. The Aedes mosquito vector of dengue is also highly sensitive to climate conditions. Studies suggest that climate change could expose an additional 2 billion people to dengue transmission by the 2080s. (Source: 2. How can CO emissions be reduced? Make a list of activities that will help in reducing 2 the CO emission in the atmosphere. 2 Note: The list should be different from what they have represented through their drawings in the hands-on activity. You may refer to the box once the students have made the list. The most effective way to reduce CO 2 emission is switching to clean fuels as burning of fossil fuels contributes the maximum amount of CO2 emission. Below are some examples by which one can contribute in reducing carbon emissions. Understanding Climate Change 10

17 Volunteer's Handbook Stop cutting down forests as trees absorb and fix CO naturally. 2 Use natural light during daytime and cut down the use of electricity. Use public transport frequently and prevent carbon emission into the atmosphere. Eat local and seasonal food and prevent carbon emissions through transportation of food from great distances and energy expended on storage respectively. Use CFL/LED lamps as they consume less electricity than incandescent bulbs. Compost the biodegradable waste instead of burning. Adjust thermostats, switch off fans, lights, Air Conditioners when they are not in use to cut down electricity use. Use cloth bags and reduce the use of plastic bags. Cycle/walk for short distances and cut down use of fossil fuels. h) Closing the Session Once debriefing is done, inform the class that you have come to an end of the session. Mention that it was indeed a pleasure to visit the school and carry out the session with the students. Announce that you will be distributing feedback forms which the students have to fill and return. Tell them they have 5 minutes to do this. Understanding Climate Change 11

18 3 Slide Notes Understanding Climate Change

19 Slide Notes After the introductory activity for Understanding Climate Change, it is time for the Power Point presentation. There are 34 slides, so spend less than one second on each slide. You have 25 minutes for this activity. Project the slide show and start the presentation. Slides 1 and 2 contain title and program details. Slide 3 gives information about the topics that will be covered in the upcoming slides. Slides 4 to 8 are picture slides. Slide 4 The picture projected is that of strawberries. Ask students if they know where and in which climate are they grown? They are mostly cultivated in United States of America, Mexico, Spain. Strawberries are mainly grown in regions where temperature is between 10 C to 20 C. Mild weather conditions are preferred for their growth. Slide 5 What do you see in the picture? The picture indicates that it's about to rain. What are the weather conditions when it's going to rain? Dark clouds, humidity, temperature drops down, lightning and thunder storms. Slide 6 Which part of the earth is covered with snow or ice? Around 98 per cent of snow cover is located in Northern Hemisphere. In which month does snowfall occur? Mostly between December to February Slide 7 What do you see in the picture? A coastal area 3. Slide Notes for the Power Point Presentation What will happen to the coastal area if the sea level rises in next 50 years? The coastal area will be submerged inside the sea. Understanding Climate Change 13

20 Slide Notes Slide 8 When do we visit tourist places? During summer or winter vacations when the climatic conditions are favorable. Summarize and say that all the pictures are linked with climate and weather and all the activities are linked with climate or weather like ripening of fruits, blooming of flowers, visiting a tourist spot, our eating habits, lifestyles etc. Tell the class that the presentation is on climate. Slides 9 to 13 are on Climate Slide 9 What is Climate? Climate refers to the general pattern of atmospheric or weather conditions, seasonal variations and weather extremes in a region, averaged over a long period at least 30 years. Slide 10 What is responsible for climate on earth? Both nature and human activities are responsible for climate. Natural factors responsible for climate change include Atmospheric air circulation, Earth (its rotation, shape and inclination, distance between earth and sun), Greenhouse effect, and Ocean currents. Each one has been explained in the upcoming slides. Atmospheric air circulation An important factor that causes air circulation is sunlight and the resultant warming up of land or water. The equatorial region receives heat from sun making the air near equator warmer. The warm air being light rises up and moves to the poles. In poles the cooler air descends and circulates back to the equator to become warm once again. Areas where warm air rises and cools are centers of low atmospheric pressure. In areas where cold air descends back to the surface, pressure is higher and these are centers of high atmospheric pressure. Low atmospheric pressure is usually associated with high winds, warm air, and atmospheric lifting so they produce clouds, precipitation, and disasters such as tropical storms and cyclones. At high atmospheric pressure, the air moves to higher altitudes and cools down to form small water droplets and ice crystals which fall as rain or snow. Earth's rotation, shape, inclination and distance between earth and sun The average climate of a region (observed as seasons) depends on the planet's round shape, distance from sun, its inclination at 23.5 which is perpendicular to its orbital path, revolution on its axis and orbit around the sun. The Earth's orbit is somewhat elliptical, which means that the distance between the earth and the Sun varies over the course of a year. This causes climate to change depending upon the amount of sunlight received by regions. The planet revolves around the sun on its axis and completes one orbit in a year. For one half of the year the hemisphere which receives sunlight experiences summer while the other hemisphere has winters and vice versa. Earth's tilt at 23.5 is also responsible for climate Understanding Climate Change 14

21 Slide Notes change, for example in summers the Northern hemisphere tilts towards the sun while in winters; the earth is tilted away from the sun. If there was no tilt we would not have experienced seasons. More tilt means warmer summers and colder winters; less tilt means cooler summers and milder winters. Oceanic currents (Source: An important planetary feature that has role in climate and weather are the oceans. Around 70 per cent of the earth is covered with oceans and it absorbs the maximum amount of solar radiation when compared to land surface. Ocean currents move vast amounts of heat across the planet roughly the same amount as the atmosphere does. But the oceans are surrounded by land masses, so heat transported through the water is through channels. Winds push horizontally against the sea surface and drive ocean current patterns. Certain parts of the world are influenced by ocean currents more than others. For example the coast of Peru and other adjoining regions are directly influenced by the Humboldt current that flows along the coastline of Peru. Coastal Norway has an average temperature of -2 C in January and 14 C in July; while places at the same latitude on the Pacific coast of Alaska are far colder: -15 C in January and only 10 C in July. Slide 11 What is the difference between climate and weather? (Source: The atmospheric condition found in a place at any particular time is weather. The various atmospheric conditions that constitute weather include temperature, varying pressure, hot and cold air currents, formation of clouds, precipitation, solar radiation, etc. For example: Beijing city received the 3 inches rainfall last night or the sky is clear. Climate on the other hand refers to the general pattern of atmospheric or weather conditions, seasonal variations and weather extremes in a region, averaged over a long period at least 30 years. For example: There wasn't enough snowfall in the months of January and February in New York. The two most important factors determining the climate of an area are temperature and precipitation. Slide 12 What is atmosphere, and what makes atmosphere? The earth is surrounded by a blanket of gases which is called atmosphere. It reaches up to a height of 560 kilometers from the surface of the earth. The atmosphere is made up of number of different gases. The percentage of some of these gases remains constant while that of other changes. Atmosphere has been divided into four distinct layers depending upon their thermal characteristics, density, and chemical composition. The four layers are Troposphere, Stratosphere, Mesosphere and Thermosphere. Understanding Climate Change 15

22 Slide Notes Troposphere: It starts at the earth's surface and extends 8 to 14.5 kilometers high. It is the bottom layer of atmosphere and is the densest and consists of gases, dust particles and water vapor. Most of the weather processes like clouds, rain and snow occur here. As one climbs higher in this layer, the temperature drops from about 17 to -52 C. Stratosphere: It starts just above the troposphere and extends 50 kilometers high. Stratosphere is dry and less dense and temperature in this region increase gradually to -3 C. Mesosphere: It starts just above the stratosphere and extends 85 kilometers high. In this region, the temperature again falls as low as -93 C, as altitude increases. Thermosphere: The thermosphere starts just above the mesosphere and extends 600 kilometers high. This layer is referred as upper atmosphere and the temperature in this region can as high as 1,727 C. Slide 13 What happens if there was no atmosphere? The atmosphere is responsible for maintaining ambient temperature on planet earth. Without atmosphere, the earth surface will be exposed to heat radiations coming from sun making it very hot during daytime and very cold at night. Slides 14 to 18 are on Climate Change. Slide 14 Changes in the climate can be both natural and human-made. Most natural changes follow a regular pattern and hence their sequence is predicted. A number of natural factors like continental drifts, volcanic eruptions, earth's tilt and positioning in the solar system, oceanic currents are some of the reasons for climate changes however, these are natural. What is disturbing is the fact that human activities are leading to an unprecedented acceleration in GHGs emissions which are responsible for Climate Change affecting living system and planet earth. In the normal course of things, the earth's surface absorbs some of the sun's rays and is warmed, while some heat is radiated back into the atmosphere. Naturally occurring gases called Greenhouse Gases (GHGs) in the atmosphere trap a part of this outgoing heat and prevent it from escaping back to the space. This leads to warming of the earth's surface and substantial rise in the temperature in the troposphere. This phenomenon keeps our atmosphere within a range of temperatures which allows life to exist. If these gases were not found naturally in the atmosphere, the planet would be much colder than it is at present, and life as we know it may not be possible. Some of the GHGs occur naturally, while others are human-made. These gases are called greenhouse because they act like a glass of a greenhouse. The heat is absorbed by the surface of space. This trapping of heat in the troposphere is called Greenhouse Effect. Understanding Climate Change 16

23 Slide Notes Slide 15 Natural Greenhouse Gases Additions of GHGs by human activity can significantly affect the amount of heat trapped in the atmosphere over time. Most of these gases have fairly long life-spans, ranging from ten years to thousands of years, for example, CO 2 has a life time of about 200 years in the atmosphere. What we put into the atmosphere today will therefore continue to warm up the planet for a long period of time. Carbon dioxide (CO ): One of the most common components of GHGs is produced by human 2 activities like the burning of fossil fuels, particularly coal, increasingly, motor vehicle exhaust and deforestation. Once emitted, CO remains in the atmosphere for around 200 years. 2 Methane (CH ): It can trap 20 to 25 times more heat than CO. Methane is produced by 4 2 decomposition of organic matter in rice paddies, natural wetlands, landfills, intestines of cattle, sheep and termites, and in natural gas leaks. Nitrous oxide (N O): It is released during nylon production, from burning of biomass and fossil 2 fuel like coal, from the breakdown of nitrogen fertilizers in soil, livestock wastes, and nitratecontaminated groundwater. Its life-span in the troposphere is years and it traps about 200 times as much heat per molecule as CO. 2 Ozone (O ): It is a greenhouse gas that has 2000 times the heat retention property of CO. At ground 3 2 level, ozone is found in small quantities in air and is formed when other pollutants react in sunlight. It is also harmful to human health, animal and plant life. Water Vapor (H O): It is biggest overall contributor GHGs and humans are not directly responsible 2 for its emission. Water vapor is released into atmosphere when water from water bodies evaporates due to temperature rise. Fact The largest agricultural source of methane production is associated with rice cultivation. Paddy fields are estimated to emit anywhere between 25 and 170 million tones of methane per year. However, these estimates are subject to huge uncertainties. There have been very few field measurements. Existing field studies have shown variations in results because of the differences in measurement methods, crop patterns and crop varieties. Additional factors that affect the rate of emissions from paddy fields include soil properties, temperature, fertilizer use and agricultural practices. The food waste is sent to vermincompost in a compost park set up exclusively for this purpose. Recyclable wastes are segregated and sold to respective recyclers. In addition to this, the town has banned the usage of plastic bags in the year 2011, installed a biogas plant which generated fuel to the households. This project is a great to the environment, to the community and to large population of tourist who pour visit to this historic place. (Source: ) Understanding Climate Change 17

24 Slide Notes Slide 16 What happens if GHGs level in the atmosphere increases? Increase in level of GHGs in the atmosphere means: More heat is retained on the earth's surface Earth's temperature rises causing warming of the planet Increase in ambient temperature of the earth leads to change in climate Slide 17 Below is a list of the GHGs which are released due to human activities Human Source of Green House Gases Green House Gases Carbon dioxide Methane CFCs Nitrous oxide Water vapor Sources Fossil-fuel burning Industrial processes Deforestation Livestock Paddy fields Biomass burning Transport and burning natural gas Coal mining Sewage/landfills Refrigeration Foams Aerosols Solvents Fossil fuel burning Fertilizers Biomass burning Deforestation Manure management Oceans Rivers Seas Lakes Understanding Climate Change 18

25 Slide Notes Slide 18 The pie-chart gives the data on global emission of GHGs from different sectors (Source: UNEP, JRC/PBL (2012) (EDGAR 4.2 FT, 2010) 76 per cent of CO is released globally from different sectors which involve burning of coal, 2 natural gas, and oil for electricity. Around 29.7 per cent is released from energy sector followed by industries. Methane, a potent GHGs is released mainly from the decomposition of biomass and other organic matter. Forest and crop waste like rice alone contributes 4.9 per cent of methane gas in the atmosphere. 13 per cent greenhouse gas emissions from transportation sector primarily involve fossil fuels burned for road, rail, air, and marine transportation. Almost all (95 per cent) of the world's transportation energy comes from petroleum-based fuels, largely gasoline and diesel. Understanding Climate Change 19

26 Slide Notes Commercial and Residential Buildings contribute 6.8 per cent of GHGs emissions. Greenhouse gas emissions from this sector arise from on-site energy generation and burning fuels for heat in buildings or cooking in homes. Slides 19 to 25 are on impacts of Climate Change. Slide 19 Weather extremes Scientists predict that Earth's mean surface temperature will rise by between 1.5 C and 4.5 C by 2050 if inputs of greenhouse gases continue to rise. As a result most places will become hotter. Some will become drier and others wetter. Climate change processes may cause ocean currents to shift and change. This would result in some places becoming colder such as Japan and northern Europe where warm ocean currents have so far kept the mild temperatures. The energy imbalance in the climate system caused by global warming will result in more violent weather events, increasing the threat of heat waves, drought, floods (because of heavier rainfall in some regions) and intense storms. Slide 20 Rise in sea level According to the Intergovernmental Panel on Climate Change (IPCC), the global sea level has risen by 10 to 15 cm over the last century, but it is not certain if this can be entirely attributed to the Greenhouse Effect. Current estimates suggest a further rise of 10 to 30 cm by 2030, and by about 50 cm by This rise will be due to higher temperatures leading to expansion of sea water and to the melting of glaciers and polar ice caps, which at present store 70 per cent of the total fresh water on Earth. About one-third of the world's population and more than a third of the world's economic infrastructure are concentrated in coastal regions. So a rise in the sea level would displace populations on the coasts and the islands. Rise in sea levels would submerge small island states. The Republic of Maldives is an example of a nation exceptionally vulnerable to further sea-level rise. Its problems of living space, availability of fresh water and coastal protection will be exacerbated by accelerated sea-level rise. Delta regions are also high risk areas. Many of these regions are already prone to flooding. Thousands of people dependent on these fertile agricultural areas would suffer. A one-meter sea level rise would flood several coastal cities, and the thickly populated deltas in Egypt, Bangladesh, India and China, where much of the world's rice is grown. Fact The Greenland and Antarctic ice sheets have decreased in mass. Data from NASA's Gravity Recovery and Climate Experiment show Greenland lost 150 to 250 cubic kilometers (36 to 60 cubic miles) of ice per year between 2002 and 2006, while Antarctica lost about 152 cubic kilometers (36 cubic miles) of ice between 2002 and ( Source: Understanding Climate Change 20

27 Slide Notes Slide 21 Water Scarcity Demand for water is generally increasing due to population growth and economic development, but is falling in some countries because of increased efficiency of use. Climate change is expected to substantially reduce available water in many of the water-scarce areas of the world, but to increase it in some other areas. Freshwater quality generally would be degraded by higher water temperatures, but this may be offset in some regions by increased flows. Fact Currently, 1.6 billion people live in countries and regions with absolute water scarcity and the number is expected to rise to 2.8 billion people by (Source: Slide 22 Low agriculture output and threat to global food security Changes in weather patterns would have far-reaching effects on agriculture. In recent years both droughts and floods attributed to changing climatic conditions have been getting more pronounced. Rising temperatures are expected to bring crop-shrinking heat waves, melting glaciers and ice sheets, and rising sea levels, with major consequences for global food security. The Declaration of the World Summit on Food from November 2009 stated: "Climate change poses additional severe risks to food security and the agriculture sector. In a newly published report the WTO and UNEP state that in low-latitude regions, even a small temperature increase of 1 C would lead to reductions of 5-10 per cent in the yields of major cereal crops. By 2020, crop yields in African countries could fall by up to 50 per cent. Fact Over the next 100 years, accelerated warming and expansion of water in the oceans, and increased melting rates of low-lying glaciers and ice caps are expected to increase sea levels by a meter or more. This will have major consequences for low-lying farmland across the world. For instance, a one meter sea level rise would affect half the rice land of Bangladesh. A two meter rise would inundate much of the Mekong Delta which produces half the rice in Vietnam, the world's second most important rice exporter, etc. (Source: Understanding Climate Change 21

28 Slide Notes Slide 23 Loss of ecosystems and biodiversity Rapid climate change would have severe impacts on natural ecosystems. Plant and animal species would be forced to migrate to keep up with climate shifts. Species adapted to cool climates could become extinct as habitats disappear. Some species would migrate but others would not be able to. There may be heavy damage to sensitive ecological systems, which may not recover for centuries. Marine ecosystems, especially tropical corals, which grow at a slow rate, would be affected by climate change. Fish would die as temperatures increase in streams and lakes. Large areas of forests would disappear. Shifts in regional climate would threaten many national parks, wildlife reserves and coral reefs. Ecosystems will be in peril as more areas will experience extreme heat waves and more forest fires. Drier climate would cause wildfires, further destroying forests and adding more CO to the atmosphere. 2 Fact Golden Toad and Gastric Brooding Frog are no more found on earth. They have become extinct due to climate change. Due to melting of ice Polar bear populations are under threat as food becomes harder to hunt. Slide 24 Adverse effects on human health The rise in global temperature could directly and indirectly affect human health. The availability of food and fresh water will get disrupted if the Earth gets warmed even slightly. Deaths due to heat waves and other extremes of climatic conditions are some direct consequences. Indirect effects are more complicated as they involve the interplay of complex ecological relationships and habitats. Factors such as drought, rising sea levels and new storm patterns would give rise to water-borne diseases. Sea-level rise could spread infectious disease by flooding sewage and sanitation systems in coastal cities. Tropical diseases such as malaria could spread to formerly temperate zones, affecting 60 per cent of humanity. Other insect-borne tropical diseases such as encephalitis, yellow fever and dengue fever could also spread to the temperate zone. Slide 25 Conflicts and refugees The impact of climate change will influence social and economic structures of nations around the world. Terrorism, civil war and economic crises may be some of the consequences. Environmental problems will give rise to conflicts between nations for example, war for resources Understanding Climate Change 22