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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 Governments 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: vietnam@livelearn.org
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 Sectors
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 Governments 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.
CONTENTS
PREFACE..................................................................................................................1
ABBREVIATION.........................................................................................................3
INTRODUCTION.........................................................................................................4
GLOSSARY OF TERMS..............................................................................................7
PART 3. HANDOUTS..............................................................................................83
ABBREVIATION
EIA
GHG
Greenhouse gas
Gt
HIV/AIDS
IMHEN
IPCC
MONRE
NTP
PPM
SLR
UNEP
UNFCCC
UNESCO
USGS
US Geological Survey
VNRC
WHO
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 its 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.
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.
SUPPORTING MATERIALS
FOR TEACHING AND
LEARNING
1. Weather, climate
and climate change
2. Causes of climate
change
3. Impacts of climate
change
4. Responding to
climate change
Part 3. Handouts
5. Practical Activities
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.
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
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
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
Disaster
Greenhouse
gases
Hazard
Mitigation
Reservoir
Risk
United Nations
Framework
Convention
on Climate
Change
Precautionary
Principle
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
Weather
PART 1:
TEACHING AND
LEARNING ACTIVITIES
60 minutes
Supporting materials:
Main activities
1. Warm-up
Time: 10 mins
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);
Time: 5 mins
2. Problem studying
Time: 20 mins
13
Time: 10 mins
Preparation:
Handouts
3. Lesson reinforcement
Time: 5 mins
14
a. This morning it is sunny in Hanoi. The average temperature is 25C. There may be thunderstorms in some
areas- This is an example of
Answer: weather.
b. The of a region is that regions weather conditions
averaged over many years.
Answer: climate.
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.
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
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
Objectives:
Time:
60 minutes
Teaching activities
1. Warm-up
Time: 10 mins
17
2. Problem studying
Time: 15 mins
Materials:
18
Time: 10 mins
Materials:
Handouts:
1.1 - Global average
surface temperature in
the period of 1880-2008
2.2 - Atmospheric CO2
concentration in the
period of 1000-2008
Time: 20 mins
19
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
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
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:
-
(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).
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 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.
Time: 3 hours
(the experiment should
start in the morning)
21
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.
Materials:
2 small seedlings in small
pots, 1 large clear glass jar
(big enough to cover the
seedling)
22
Objectives:
Time:
60 minutes
Main activities
1. Warm-up
Time: 10 mins
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
23
24
At the end of the story, the teacher asks the whole class to
disscuss which activity creates more GHGs and which one
creates less.
Materials:
Handout 2.4 - Human
activities and GHG
emissions
25
3. Lesson
reinforcement
Time: 10 mins
Go to school by bus;
Participate in the
Environmental Club at
school;
Walk to school;
Classify rubbish;
1. Suggested questions
Question 1. Choose the most suitable word for the following
sentence:
... footprint is used to measure the GHG emissions of an
individual person or a country.
Answer: Carbon.
Question 2: Are the following statements true (T) or false
(F)? Tick the right box.
T
a. Livestock produce GHG emissions.
b. Animal husbandry does not cause GHG emissions.
26
Alternative activities
1. Game
Calling climate change
Time: 10 mins
2. Film show
(for secondary school)
The teacher uses this game to help students remember terms for
positive or negative behaviours associated with environmental
or climate impacts.
Rules:
-
The teacher can let the class play with different topics to
help students remember terms related to climate change.
Time: 10 mins
27
3. Carbon footprint
calculation
Time: 30 mins
Materials:
Handout 2.6 - Your carbon
footprint
28
Objectives:
Time:
60 minutes
Materials:
Main activities
1. Warm-up
Time: 10 mins
2. Problem study
Time: 15 mins
29
Time: 30 mins
Materials:
Handouts 3.1 - Climate
change impacts (Picture
3.1a and Mindmap 3.1b)
30
3. Lesson reinforcement
Time: 5 mins
Suggested questions
Question 1: Are the following statements true (T) or false
(F)? Tick the right box.
T
Other alternative
activities
1. Film show
Time: 15 mins
Time: 15 mins
Time: 20 mins
Materials:
Handout 3.2 - Causes,
impacts and effects of climate
change cards
31
3. Crossword
Vertical
Time: 10 mins
3
5
2
6
Answer:
32
G
R
E
E
N
H
O
U
S
E
G
A
S
E
S
3
5
E
P
I
D
E
M
I
C
2
E
D
I
S
A
S
T
E
R
D
E
S
E
R
T
I
F
I
C
A
T
I
O
N
1. Greenhouse gases
5. Acid rain
2. Epidemic
6. Sea level
3. Disaster
7. Biodiversity
4. Desertification
8. Salinity
Time: 20 mins
Discussion questions:
What do students think about the game, about growing
plants?
Students discuss factors affecting the growth of plants,
particularly those factors affected by climate change.
Materials:
Handout 3.4 - Sets of pictures/
photos of climate change
impacts.
The teacher can collect more
pictures/photos of climate
change impacts.
33
Objectives:
Time:
60 minutes
Materials:
Main activities
1. Warm-up
The teacher explains the context and the rules of the game:
Time: 10 mins
34
2. Problem studying
Time: 10 mins
2.1 Vulnerable groups: who are they and how are they
affected by climate change?
-
35
The teacher asks the groups to read the case study carefully,
discuss together and answer the following questions in 15
minutes:
Materials:
Handout 3.3 - Stories climate change and impacts
(cases a, b, c, d and e)
3.Lesson
reinforcement
Time: 10 mins
Suggested questions
Question 1. Choose the most suitable word for the following
sentences:
People living in poverty, ethnic minorities, the elderly, women
and children are ... to climate change.
Answer: vulnerable.
Question 2: Choose the most appropriate answer for
the following question:
Which elements contribute to vulnerability?
a. Social isolation.
b. Health.
c.
Experience.
d. Being well-off.
Question 3: Choose the two most appropriate answers
for the following question:
36
Male adults.
d. Ethnic people.
Alternative activities
1. Film show
Time: 20 mins
Clip 3.2.1 - Living with floods: a short film about the lives of
people in the South during floods. The film also introduces
situations to cope with such disasters.
Time: 40 mins
Time: 20 mins
37
Materials:
Handout 2.5 - A story about
Hugo and Lan
38
Time:
60 minutes
Supporting
materials:
Main activities
1. Warm-up
Time: 10 mins
Those who make the incorrect action have to sit out (or the
whole group has to sit out).
Suggestion:
Activities contributing to climate change: forest fire,
deforestation, travelling by plane, travelling by car,
travelling by motor bike, burning coal and using an
air-conditioner.
39
2. Problem studying
Time: 10 mins
Time: 15 mins
Time: 15 mins
40
Materials:
Handout 4.1 - Response to
climate change cards
3. Lesson
reinforcement
Time: 5 mins
Suggested questions:
Question 1. Choose the most suitable word for the following
sentences:
of climate change is any action taken to permanently
eliminate or reduce the long-term risk to human life and property
associated with climate change.
Answer: Mitigation.
Question 2: Choose the most appropriate answer for the
following questions:
2.1. Climate adaptation is:
a. changing human activities to accomodate impacts of
climate change.
b. human activities that prevent global surface temperature
from increasing.
c.
41
d. Traveling by bus.
Alternative activities
1. Film show
Time: 20 mins
42
Time: 30 mins
Time: 20 mins
Time: 10 mins
2. Group discussion
Time: 30 mins
Materials:
Divide the class into six groups. Two groups will discuss
one topic. The groups will write each action on one colour
card. After 10 minutes all groups will stick their cards on
the paper sheets accordingly. Cards with the same ideas
or actions will be combined.
43
3. Global climate
change debate
Divide students into four groups. Each group will play the
role of one of four stakeholders who will participate in the
global climate change debate as described in handout 4.2.
Distribute to each group the relevant components of the
handout.
Materials:
44
1. Collecting climate
stories
Materials:
Pens and paper for discussion
and note taking
Suggestions:
Start the interview by clearly stating the purpose of the
interview;
Ask the respondent about: name, age, gender, family
background, where they are from, etc.
How long have you lived and worked in this area?
How do you observe or experience climate? What
was the weather like when you were young? Do you
remember any remarkable events? What changes
45
2. Sharing experiences
and lessons from
people affected by
disasters / climate
change
Time: 45 mins
-
Preparation:
Approach people with
experience of local disasters.
Materials:
Handout 5.1 Climate action plan
Time
Place
1.
2.
3.
46
4. Energy audit
Time: 20 mins
Materials:
Handout 5.2 - Energy audit
5. Plastic diary
Materials:
Handout 5.3 Plastic bag diary
47
PART 2.
TEACHER FACT SHEET
CLIMATE
50
Average
temperature
WORLD
(IPCC, 2007b and IPCC, 2012)
VIETNAM
(MONRE, 2011)
The
global
average
surface
temperature has risen since the
begining of the Industrial Revolution
and the rate of warming is rising
sharply.
Disaster
and extreme
weather
events
51
Disaster
and
extreme
weather
events
WORLD
(IPCC, 2007b and IPCC, 2012)
VIETNAM
(MONRE, 2011)
Historical Past
70,000
years ago
Some researchers believe that humans were almost wiped out around this time due
to volcanic eruptions that emitted huge amounts of volcanic dust into the
atmosphere. This dust prevented sunlight from reaching the Earths surface, and
impacted global temperatures.
20,000
years ago
During this time the Earth was experiencing an Ice Age. Most of the North
American and Eurasian continents were covered with ice, and sea levels were
around 120 meters lower than they are today.
10,000
years ago
1000 CE
1850 CE
2000 CE
Following the Ice Age, the earths climate continued to warm, and was punctuated
with periods where the earth was cooler.
This time is known as the Little Ice Age. Multiple volcanic eruptions occurred,
causing ash and sulphuric acid to block solar radiation, cooling the Earths climate.
This marks the beginning of the Industrial Revolution when human activities
began to affect the global climate system. Since this time, the earths climate has
continued to warm at an unprecedented rate.
Scientists studying ice core climate records have discovered that the earth is warming
much faster than it ever has in the past. Rather than slowly warming over several
millennia, the earths climate is now changing over a matter of decades and years.
Present
(Discovery Channel)
52
A1B (A1 - Balanced): An emphasis on balance across all energy sources (medium
emissions scenario);
53
B1 family: Characterised by rapid economic growth as in A1, but with rapid changes
toward a service and information economy; global population reaches a peak in 2050 and
declines thereafter; an emphasis on reductions in material intensity and the introduction of
clean and resource-efficient technologies; the emphasis on global solutions to problems
of economic, social and environmental sustainability (low emissions scenario, similar to
A1T).
B2 family: Characterised by a continuously increasing population, but at a rate lower
than A2; the emphasis is on local rather than global solutions to problems of economic,
social and environmental sustainability; intermediate levels of economic development;
less rapid and more diverse technological change than in B1 and A1 families (medium
emissions scenario, similar to A1B).
Sea level rise scenarios for Vietnam were developed and published in 2009 based on
different emissions scenarios, namely low (B1), medium (B2) and high (A2, A1FI). The
medium emission scenario, B2, is recommended as a guideline for the Ministries, sectors
(i.e. economic, environment, education, health, etc.) and localities to evaluate impacts
of climate change and sea level rise, and to build action plans to respond to climatic
changes. Based upon the existing studies and results from climatic models in Vietnam,
GHG emissions scenarios are selected to update climate change scenarios and sea
level rise projections for Vietnam in the report - Climate Change and Sea Level Rise
Scenarios for Vietnam 2011. Selected scenarios include B1 (low emissions scenario),
B2, A1B (medium emissions scenarios), and A2 and A1FI (high emissions scenario).
54
With 1 meter of sea level rise, about 39% of the Mekong Delta, over 10% of the Red
River Delta and Quang Ninh, over 2.5% of the central coastal provinces and over 20% of
Ho Chi Minh City would be at risk of flooding. Nearly 35% of the population in the Mekong
Delta, more than 9% of the population in the Red River Delta and Quang Ninh, nearly 9%
of the population in the central coastal provinces and about 7% of the population in Ho
Chi Minh City would be directly affected. More than 4% of the railway system, over 9%
of the national highway system and as much as 12% of the provincial highway system
will be affected.
55
56
Sources
Water
vapor
Features
Atmospheric concentration: levels
of atmospheric water vapor vary
throughout the world. At the poles
water vapor levels are very low
whereas in the tropics water vapor
can account for up to 4% of the
atmosphere.
Atmospheric lifetime:
(USGS, 2012).
9-10
days
Natural sources
respiration, plant
eruption.
include animal
decay, volcanic
Anthropogenic
sources:
land-use
change and deforestation. Deforestation
not only releases the carbon dioxide
stored in trees but fewer trees also
reduces the Earths ability to remove
carbon dioxide from the atmosphere.
57
Sources
Nitrous oxide
(N2O)
Methane
(CH4)
Natural
sources
include
the
decomposition of organic material by
bacteria. It is also found in wetlands.
Atmospheric
concentration:
exists in the atmosphere at a
lower concentration than carbon
dioxide.
58
Features
59
60
Nations
Nations
China
7,706.826
Gibraltar
151.9837
US
5,424.53
Virgin island, US
113.7142
India
1,591.126
Qatar
76.37635
Russia
1,556.661
Netherlands Antilles
44.76122
Japan
1,097.965
Bahrain
42.55268
Germany
765.5618
United Arab
Emirates
40.30058
Canada
540.9669
Trinidad and
Tobago
38.60476
Iran
528.6026
Singapore
33.56964
Korea
528.1344
Kuwait
31.0765
United Kingdom
519.944
Montserrat
28.85417
1994
2000
Sectors
Emission
Emission
Energy
25,637.09
24.7
52,773.46
35.0
Industrial processes
3,807.19
3.7
10,005.72
6.6
Agriculture
52,450.00
50.5
65,090.65
43.1
19,380.00
18.6
15,104.72
10.0
Waste
2,565.02
2.5
7,925.18
5.3
Total
103,839.30
100
150,899.73
100
(These figures are updated annually, and are current as of 2010. If these figures are to be used
for education purposes, please find updated data available online at:
http://www.eia.gov/cfapps/ipdbproject/IEDIndex3.cfm?tid=90&pid=44&aid=8)
61
62
Melting
glaciers
OBSERVATION
Intensive natural
disasters that are
difficult to predict
Unusual change
of the weather
CLIMATE
CHANGE
Overexploitation
of fossil fuels
Unsustainable
land use
Deforestation
Energy
wastage
Loss of forest
and biodiversity
Reduced
water
security
Changing
ecosystem
IMPACTS
CAUSES
Unsustainable
animal
agriculture
Use of halocarbons
Salinization
Overuse of
chemicals
and
fertilizers
Decreased plant
productivity
Food
insecurity
Disease
outbreaks
Tourism and
transport
infrastructure
destruction
63
64
65
Impacts on health
Warmer temperatures facilitate the
migration of disease-transmitting insects
and parasites such as mosquitoes into new
areas, carrying with them such infectious
diseases as malaria and dengue fever.
66
What is vulnerability?
1. In Vietnam, the definition of poverty is based on average income. According to Decision 09/2011/QD-TTg issued by
the Prime Minister on promulgation of poor households, near-poor households criteria to apply for the period between
2011 and 2015, the term poor can be applied to those earning an average income of VND 400,000/month (or equivalent
to US$ 20/month) for rural areas, and VND 500,000/month (or US$ 25/month) for urban areas.
67
Children are
dependent on adults
for physical and
emotional support;
In early stages
of development,
children have
limited emotional
or intellectual
awareness of
situations that may
lead to increased
risk;
They can be at
risk of becoming
emotionally exposed
to difficult situations;
Children require
intensive care and
a healthy positive
environment for
development - if
development is
occuring in a context
of disruption and
vulnerability to
external shocks - i.e.
extreme weather
events and disasters,
this has the potential
to cause harm to
children.
Women
Women have
reproductive health
requirements in
regard to pregnancy,
childbirth and sexual
health;
They have limited
opportunities for
further training and
working during the
maternity period.
68
Societal factors
influencing
vulnerability
Children often have
lower social status
than adults and their
needs are not fully
respected;
Children require
a comprehensive
education to
prepare them
physically, mentally
and emotionally to
become positive and
effective members of
society. If access to
appropriate education
and care is disrupted
for any reason,
this may mean that
children will suffer
developmentally.
Factors reducing
vulnerability
They are able to
assist their family
and community in
the event of natural
disasters and extreme
weather events;
Children play an
important role within
the family structure,
caring for younger
children and helping
the elderly;
They also play an
important role in
the community,
establishing networks
of children their own
age and strengthening
community ties and
social structures;
They can play active
positive roles within
their schools and
communities, often
driving activities
such as volunteer
groups and working
for positive change in
disasters and other
contexts;
Children are effective
and fast learners, with
flexible and creative
ways of thinking.
Intrinsic factors
influencing
vulnerability
Societal factors
influencing
vulnerability
Social stigma exists
and impacts the lives
of single women,
widows and femalecentred households;
Women
Due to social
stigma women often
have limited social
capital and limited
opportunities to voice
concerns or play an
active role in social
and community
decision making;
Factors reducing
vulnerability
Women play a direct
economic role in
production and are
often economically
independent and
mobile;
Women hold their
own understandings
of gender which has
important implications
for decision making.
Without effective
support networks
and financial
stability, people
with disabilities can
become financially or
physically vulnerable
to external shocks or
disaster situations;
People with
disabilities often face
social stigma and
active discrimination
within society;
Lack of physical
mobility means
that people with
disabilities often face
social isolation;
69
Intrinsic factors
influencing
vulnerability
People
with
disabilities
There is still a
significant economic
disparity between
people living with
disabilities and the
general population;
Societal factors
influencing vulnerability
Due to limited social
capital, people with
disabilities are often
unaware of their rights,
and the social support
structures available to
them.
There is a lack of
supportive physical
infrastructure, including
wheelchair access for
public buildings and
public transport, and
support services;
There is limited
planning and
support for people
with disabilities
in emergency
management and
disaster relief.
Logistics planning for
evacuation, emergency
rescue and emergency
shelter often does not
effectively provide for
the needs of people
living with disabilities.
Factors reducing
vulnerability
They are able to
contribute to the
policy development
for people with
disabilities;
They can play an
important role in
disaster response
and relief activities
(such as support
staff, etc.);
People with
disabilities have
a valuable insight
and experience
that can be utilised
when planning for
safer communities.
Through inclusion,
representation and
participation, safety
can be improved for
everyone living in the
community.
70
Ethnic minorities
often face barriers
that reduce
their access to
education and public
information;
Ethnic minority
groups often
have a deep and
culturally embedded
understanding of the
natural conditions of
their environment;
Intrinsic factors
influencing
vulnerability
Ethnic
minorities
Societal factors
influencing vulnerability
Inhabiting mainly
rural and regional
areas, the income
and livelihood of
many ethnic minority
groups is tied directly
to weather conditions
and the environment,
thus increasing
their vulnerability to
economic shocks
associated with
extreme weather
events;
The infrastructure in
remote areas is often
underdeveloped;
The
elderly
Elderly people
often suffer from
poor health and
are physically
compromised and so
are easily affected by
environmental factors
like heat stress;
Factors reducing
vulnerability
Ethnic minority
groups live close to
nature, with very low
impact lifestyles;
They have a rich
cultural identity
that is passed
from generation to
generation;
They have a high
level of social and
community capital
- individuals in
communities are well
supported;
Minority groups tend
to utilise natural
resources and the
local environment
effectively;
With strong, coherent
communities,
minority groups are
able to effectively
mobilize the whole
community;
They have invaluable
indigenous
knowledge with
highly developed
ways of coping with
natural disasters and
extreme weather
events.
71
Intrinsic factors
influencing
vulnerability
The
elderly
Societal factors
influencing vulnerability
There is limited
active inclusion of the
elderly from the wider
community, resulting
in limited access for
the elderly to social
structures and services
that are available. This
includes health care,
entertainment and
public information.
Associated with social
isolation, elderly people
may feel uncomfortable
depending on their
families and children
for their basic needs.
People
living in
poverty
72
Because of financial
hardship, people
living in poverty often
live in inadequate or
temporary housing,
and often live or work
in environmentally
unsafe conditions,
and deal with factors
like exposure to poor
sanitation or exposure
to human or industrial
waste;
They face limited
access to and use of
social services.
Factors reducing
vulnerability
They often have
deep knowledge
of history, and the
community often
holds a depth of
experience in a wide
range of fields;
Elderly people have
a significant level
of respect and are
able to influence the
community;
People living in
poverty often have
strong communities,
and are able to
effectively connect
with each other;
Because of
necessity, people
living in poverty
are often flexible
and resourceful in
obtaining basic living
requirements;
They are often
adaptable and can
adjust to changing
conditions;
The urban poor
often have better
education than those
in rural areas.
Intrinsic factors
influencing
vulnerability
People
living with
HIV/AIDS
Societal factors
influencing vulnerability
HIV/AIDS treatment
is costly and requires
high level medical
and technical
support;
Factors reducing
vulnerability
With effective health
care and support
networks, people
living with HIV/AIDS
are able to function
as effective and
valuable members of
society.
73
RESPONSE TO CLIMATE
CHANGE
MITIGATION
Plant trees
Reduce plastic
bag use
Use energy
saving light
bulbs
ADAPTATION
Walk, ride a
bicycle or
go by bus
Plant drought
resistant and
flood resistant
trees and crops
Turn off
lights when
not in use
Reduce GHG
emissions
Eat more
vegetables,
less meat
Use solar energy
Teach people in
flood hit areas
how to swim
Improve
irrigation
systems
Build and
reinforce
sea dykes
Control
population
increase
Change
farming
techniques
Change crops to
suit changing
weather
conditions
74
Save water
Examples:
Mitigation
-
Adaptation
-
75
76
To
enhance
public
awareness,
responsibility, participation and human
resource development in response to
climate change;
To expand international cooperation to
obtain external support in response to
climate change, take opportunities to
develop towards a low-carbon economy,
and join the international communitys
efforts to effectively protect the global
climate system;
To incorporate the NTP into socio-economic
development strategies, and strategies of
sectoral and local development;
To develop action plans for all ministries/
sectors and localities to respond to climate
change and to implement pilot projects to
respond to climate change.
The NTP is implemented nationwide in three
phases: Phase I - Start up (2009-2010); Phase
II - Implementation (2011-2015); and Phase
III - Development (2011-2015).
National Climate Change Strategy 2011
Overall objectives:
To ensure sustainable utilization of
national resources; carry out adaptation
measures and GHG emissions reduction;
safeguard life, livelihoods and property;
ensure sustainable development goals
are met;
Strengthen human and natural system
resilience to climate change; develop
the low-carbon economy to protect and
enhance quality of life; ensure national
security and sustainable development in
the light of climate change and work with
the international community to protect the
global climate system.
Specific objectives
Ensure food, energy and water security,
ensure poverty alleviation, gender equality,
social security and public health, enhance
living standards and conserve natural
resources in the context of climate change;
77
At School/Work
-
On the Street
-
78
79
REFERENCES
1. ADB, 2009. The Economics of Climate Change in South East Asia: A regional review. [internet]
http://www.adb.org/Documents/Books/Economics-Climate-Change-SEA,
last
retrieved
13/3/2012.
2. ADEME, Our Planet Under Water.
3. Discovery Channel, Climate Change History. In Global Warming: What you need to know.
[internet] http://dsc.discovery.com/convergence/globalwarming/timeline/timeline.html, last
retrieved 29/02/2012.
4. EIA, 2009. [internet] http://www.eia.gov/cfapps/ipdbproject/iedindex3.cfm?tid=90&pid=44&ai
d=8&cid=all,&syid=2009&unit=MMTCD, last retrieved 15/05/2012
5. MHEN, 2010. Climate change and Impacts in Vietnam. [internet] http://www.cbcc.org.vn/anpham-2013-tai-lieu/an-pham/sa301ch-111a303-xua301t-ba309n/bie301n-111o309i-khi301ha323u-va300-ta301c-111o323ng-o309-vie323t-nam, last retrieved 15/05/2012.
6. IMHEN, 2011. Guideline for Climate Change Impact Assessment and Identification of
Adaptation Solutions, Vietnam Resources-Environment and Map Publishing House.
7. IPCC, 2000. IPCC Special Report Emission Scenarios. http://www.ipcc.ch/ipccreports/sres/
emission/index.php?dp=0, last retrieved 15/6/2012.
8. IPCC, 2001. Climate Change 2001: Synthesis Report. Contribution of Working Groups I, II,
and III to the Third Assessment Report of the Intergovernmental Panel on Climate Change
[Watson, R.T. and the Core Writing Team (eds.)]. Cambridge University Press, Cambridge,
United Kingdom, and New York, NY, USA, pp 38.
9. IPCC, 2007a. Climate change 2007: Synthesis Report. Contribution of Working Groups I, II
and III to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change.
[internet] http://www.ipcc.ch/publications_and_data/publications_ipcc_fourth_assessment_
report_synthesis_report.htm, last retrieved 15/5/2012.
10. IPCC, 2007b. IPCC Fourth Assessment Report: Climate change 2007. Contribution of
Working Groups I to the Fourth Assessment Report of the Intergovernmental Panel on Climate
Change. Cambridge University Press, Cambridge, United Kingdom, and New York, NY, USA.
11. IPCC, 2007c. Errata. In Fourth Assessment Report: Climate Change 2007. Contribution of
Working Groups I to the Fourth Assessment Report of the Intergovernmental Panel on Climate
Change. [internet] http://www.ipcc.ch/publications_and_data/ar4/wg1/en/errataserrata.html,
last retrieved 13/3/2012.
12. IPCC, 2012. IPCC Special Report. Managing the Risk of Extreme Events and Disasters to
Advance Climate Change Adaptation, pp 122-190. [internet] http://www.ipcc.ch/publications_
and_data/publications_and_data_reports.shtml#SREX, last retrieved 15/6/2012.
13. Live&Learn, 2010. Adapting to Climate Change - Solomon Islands.
80
14. MONRE, 2008. National Target Program to Respond to Climate Change. [internet] http://
occa.mard.gov.vn/Modules/CMS/Upload/10/SuKien/091102/CTMTQG_27_7_08.pdf,
last retrieved 15/05/2012.
15. MONRE, 2010. Vietnams Second National Communication to The United Nations Framework
Convention on Climate Change.
16. MONRE, 2011. Climate Change, Sea Level Rise Scenarios for Vietnam
17. National Climate Change Strategy. Decision number 2139/QD-TTG dated 05/12/2011 signed
by the Prime Minister.
18. Oxfam, 2008. Vietnam: Climate Change, Adaptation and Poor People.
19. Tread lightly, 2010. Teacher toolkit. Version 2.0.
20. UNDP, 2008. Human Development Report 2007/2008. Fighting Climate Change: Human
solidarity in a divided world.
21. UNESCO, 2010. Teaching and Learning for a Sustainable Future, Module 19. [internet] http://
www.unesco.org/education/tlsf/mods/theme_c/mod19.html, last accessed 15/06/2012.
22. USGS, 2012. Water cycle (Trn Thc, Trn Vn Phc v Phng Th Thu Trang - Vietnam
Institute of Meteorology, Hydrology and Environment translated). [internet] http://ga.water.
usgs.gov/edu/watercyclevietnamese.html, last retrieved 20/3/2012.
23. VNRC, 2010. Introduction to Community Based Disaster Management.
24. Vo Quy, 2009. Climate change and biodiversity in Vietnam. Bulletin of Hanoi National
University, number 219.
25. World Bank, 2007. Impacts of Sea Level Rise on Developing Countries: A comparative
analysis. World Bank Policy Research Working Paper 4136.
26. WHO/UNEP. The Health and Environment Linkage Initiative, Climate Change, [internet]
http://www.who.int/heli/risks/climate/climatechange/en/index.html, last retrieved 20/6/2012.
81
Website
http://www.ccfsc.gov.vn/KW376B3F/An-pham--Tu-lieu.aspx
http://cema.gov.vn/modules.php?name=Doc&op=detaildoc&pid=212
http://www.eslflow.com/eslflowPDFlessons.html
http://www.tuoitre.com.vn/Tianyon/Index.aspx?ArticleID=320035&ChannelID=2
http://www.thoitietnguyhiem.net/general/introduce.aspx?page=101
http://www.dauvetcacbon.com/
http://www.ipcc.ch/publications_and_data/ar4/wg1/en/faq-1-1.html
http://suckhoedoisong.vn/201003241025252p0c19/bien-doi-khi-hau-va-suc-khoe.htm
http://occa.mard.gov.vn/Content/Can-co-bien-phap-cham-dut-canh-trau-bo-chet-vi-giar%C3%A9t/2011/2/13/29096.news
82
PART 3.
HANDOUTS
Handout 1.......................................................................................................... 1
Handout 2.......................................................................................................... 6
Handout 3........................................................................................................ 13
Handout 4........................................................................................................ 30
Handout 5........................................................................................................ 34
Degrees celsius
13.0
1880
13.5
14.0
15.4
15.0
1920
1940
1960
1980
2000
Source: NASA GISS
1900
Handout 1.1
Handout 1.2
Melting glacier
The famous Muir Glacier in US in 1976 (above) and in 2003 (below)
Drought
Handout 1.3a
Flood
Handout 1.3b
Handout 1.3c
Handout 2.1
Greenhouse effect
250
1000
270
290
310
330
350
370
390
1200
1300
1400
1500
1600
1800
1900
2000
Source: NOAA/ESRI; Worldwatch
1700
1100
Handout 2.2
Water vapor
Natural
sources: animal
respiration, plant
decay, volcanic
eruption.
Largest
contributor to
the natural
greenhouse
effect.
Handout 2.3
Methane (CH4)
Nitrous oxide
(N2O)
Halocarbons
(CFC, HFC, HCFC)
Sources include:
bacterial
decomposition of
the earths soils and
oceans.
Sources include
organic material
decomposition by
bacteria, fugitive
emissions from gas
and coal mining
and emissions from
wetlands.
Handout 2.3
10
Handout 2.4
Handout 2.5
A story about Hugo and Lan
Hello, I will tell you a story about two little friends. One friend is Hugo living in a big European city.
The other is Lan, living in a beautiful mountainous village in Asia. Lets see what today is like for
the two friends.
A new day begins! Hugo wakes up, brushing his
teeth and cleaning his face. There is a basin in
his bathroom. He turns off the tap while brushing
his teeth. When Hugo leaves his room, he forgot
to turn off the lights.
Well, the two friends have a very different life, dont they? Class discussion - who produces the
most carbon dioxide? Why?
(Adapted from the story Our planet under water, ADEME)
11
12
b. Motorbike (5)
c. Bus (1)
b. Fan (2)
c. Frequently (0)
b. Sometimes (2)
a. Never (3)
Handout 2.6
Your carbon footprint
13
Handout 3.1a
Handout 3.1b
Climate change impacts mind map
14
Handout 3.2
Causes, impacts and effects of climate change cards
CAUSES
IMPACTS
EFFECTS
Exploitation and
use of
fossil fuels
Rising temperature
Unsustainable
land use
Melting ice
Transport
infrastructure put
under pressure
Deforestation, burning
of forests
Destroyed tourist
infrastructure
Unsustainable
livestock production
Saltwater intrusion
and inundation
Overuse of chemical
fertilizers
Changes in rainfall
patterns
Deforestation and
forest degradation
Inefficient use of
energy
Changes in monsoon
patterns
Increasing levels of
water insecurity
Use of halocarbons as
coolants in industrial
processes
Changes in
ecosystems
Increasing levels of
food insecurity
Rising incidences of
epidemics
15
Handout 3.3
Stories of climate change and its impacts
Case study A
16
Handout 3.3
Stories of climate change and its impacts
Case study B
17
Handout 3.3
Stories of climate change and its impacts
Case study C
Case study D
18
Handout 3.3
Stories of climate change and its impacts
Case study E
The increased concerns of the elderly for their property and livelihoods in natural
disasters
Mrs.Nguyen Thi Buoi (65 years old) and her family are living in Dai Dong commune,
Dai Loc District, Quang Nam province. Their family was affected by typhoon number
9 in September 2009. Mrs Nguyen lost rakes and hoes, the only farming tools that she
owned, and which she needed for her family to earn a living. Her four sons have two plots
of land which sometimes crop well, sometimes not. Her family has had a hard life, and it
has become more difficult in the aftermath of the typhoon. The heavy rain had washed
away her house, furniture and all her belongings overnight. Now she has nothing. With
the help of her neighbours in the village, she has put up a temporary tent, though it does
not shelter her from the wind and rain. Her whole family lives in this one cramped tent. At
the moment, to have something to eat and a place to sleep is good enough for her family.
http://dantri.com.vn/c167/s167-355489/chia-se-kho-khan-voi-nguoi-dan-noi-bao-lu-diqua.htm
19
Handout 3.4
Sets of photos on climate change impacts
20
Handout 3.4
Sets of photos on climate change impacts
21
Handout 3.4
Sets of photos on climate change impacts
22
Handout 3.4
Sets of photos on climate change impacts
23
Handout 3.4
Sets of photos on climate change impacts
24
Handout 3.4
Sets of photos on climate change impacts
25
Handout 3.4
Sets of photos on climate change impacts
26
Handout 3.4
Sets of photos on climate change impacts
27
Handout 3.4
Sets of photos on climate change impacts
28
Handout 3.4
Sets of photos on climate change impacts
29
30
Ensure effective early warning systems and prepare well for disasters.
Build safe and strong houses to protect against floods in coastal areas
of Central Vietnam and the Mekong Delta.
Handout 4.1
Handout 4.2
Global climate debate role-play
(Source: Tread lightly, 2009)
The United States is one of the worlds leading producers of GHG emissions.
American automobiles, numbering approximately 130 million in total, constitute
around 25% of the worlds vehicles.
It has been one of the least cooperative players in international climate change
negotiations. It chose not to ratify the Kyoto Protocol - a legally binding treaty under
the UNFCCC developed in 2005.
For the United States to ratify the legally binding climate change instrument, its
international commitments would have to align closely with domestic policies
focused on job creation and energy independence and balance both environmental
and economic aims.
As one of the worlds richest countries, the United States is also one of the least
vulnerable to climate change impacts, with abundant resources available to fund
adaptation measures.
China and India are among the fastest growing economies in the world.
With considerable populations and large geographic areas, these countries are
gaining considerable power in international trade and political systems. Their
growing populations aspire to reach levels of affluence, with the associated increase
in private consumption.
The rapid economic development that has taken place in China and India has had
the benefit of lifting incredible numbers of people out of poverty. However, this has
come at a huge environmental cost, as both countries have been relying heavily on
burning coal to produce energy, releasing a considerable amount of GHGs into the
atmosphere.
China and India both have extensive greenhouse intensive energy infrastructure,
like coal-fired power stations. These investments tend to be long-term and capitalintensive, therefore, China and India are likely to continue burning coal in order to
meet their rising energy needs.
Both countries are making some efforts to reduce their GHG emissions. India has
been working to develop renewable energy programs, while China is working to
slow the rate of increase in its emissions through population stabilization efforts,
transitioning from coal to natural gas, and afforestation.
While both countries would like to move away from fossil fuel consumption altogether,
this cannot happen without substantial financial investment. Despite the economic
growth that these countries have experienced, significant proportions of their
populations are still living in poverty. They maintain the right to develop and provide
for the needs of their populations, as they see fit.
31
Handout 4.2
Global climate debate role-play
(Source: Tread lightly, 2009)
The Alliance of Small Island States (AOSIS) is a coalition of 43 small island and low-lying
coastal countries.
AOSIS works to advocate for and negotiate on behalf of its members and plays both an
observational and an active role within the UN system.
Their GHG emissions account for only 0.5% of total global emissions.
Although AOSIS countries are among those least responsible for climate change, they
are extremely vulnerable, especially to sea level rise. Some countries face the threat of
inundation of their land and water table, and their islands face the serious prospect of
becoming uninhabitable in the near term.
Sea levels are currently rising at a rate of over 2mm per year. IPCC estimates that over
the course of the next 100 years, levels could rise by as much as 880mm. In AOSIS
countries, rising sea levels will contribute to:
Soil erosion and land loss;
Human displacement;
Increases in the frequency and intensity of extreme weather events;
Reduced resilience of coastal ecosystems;
Saltwater intrusion into freshwater reserves;
Bleaching and reduced calcification of coral reefs;
Loss of mangrove forests; and
Damage to coastal ecosystems and associated loss of biodiversity.
Most small island states are in a poor position to adapt to and deal with the impacts
and implications of climate change. This is due to small land areas, limited resources,
low incomes, rapidly expanding populations, and a high susceptibility to natural
disasters and extreme weather events.
The AOSIS group holds relatively little influence in international negotiations. They
have little bargaining power, can afford to send few delegates, and struggle in
negotiations with well-resourced teams sent by richer countries.
AOSIS believes that developed countries should and must take the lead in reducing
GHG emissions and quickly provide financial support to its members, not only to
help support environmental sustainability but also to help AOSIS member countries
adapt to the impacts of climate change which are already being seen.
32
Handout 4.2
Global climate debate role-play
(Source: Tread lightly, 2009)
Least developed countries (LDCs) are those which, according to the UN Human
Development Index, have the lowest indicators of socio-economic development in the
entire world. They include 33 countries in Africa, 15 in the Asia Pacific region, and 1 in
Latin America.
LDCs are struggling to combat diseases such as malaria and HIV/AIDS, raise
education levels, literacy and numeracy rates, and tackle environmental problems
like desertification, soil erosion, and loss of biodiversity.
LDCs are sensitive to climate change and less capable of adapting to impacts.
LDCs have contributed very little to the problem of climate change. Unless global
trends in GHG emissions are reduced significantly and rapidly, these struggling
countries will pay the price of the fossil fuel intensive development and prosperity
enjoyed by industrialised countries.
Only recently have many LDC leaders started to see addressing climate change
as a priority issue on the same level as pressing development concerns. However,
they are more concerned about what can be done to adapt to the impacts of climate
change as their emissions are already minimal.
Like AOSIS countries, LDCs believe that developed countries should take strong
steps to reduce GHG emissions while also providing necessary financial support to
impoverished countries ill equipped to deal with the climate impacts that are already
being seen.
33
34
I will do
3.___________________
2.___________________
1.___________________
3.___________________
2.___________________
1.___________________
Participate in local activities to protect the environment and local responses to disaster events with
friends and community: (specify)
I will not litter, and will pick up litter that I see on the ground.
Raise animals and grow plants that are suitable for local and changing conditions.
Be aware of local safe shelters, and talk to my friends and family about them in case of disaster
events.
Listen to/watch the weather forecast to keep updated on extreme weather events and disasters.
Activities
Handout 5.1
Frequency
35
Others
Fan
Air con
Refrigerator
Cooking
Lights
Devices
Which devices can be used less often, or changed to reduce electricity consumption?
How many hours per day do you have the air conditioner turned on?
What temperature can you adjust the refrigerator to in order to save power?
How many light bulbs could be replaced with energy saving lightbulbs?
How many lights are left on when not in use (when you are not at home, at night
etc.)?
Items
Energy audit
Handout 5.2
Result
My actions
36
0 points / bag
1 point / bag
2 point / bag
3 points / bag
Total
End of
month
Points:
Date
Handout 5.3
Points
Compiled by
Do Van Nguyet, Pham Thi Bich Nga, Nguyen Quang Thanh, Dao Thu
Hien, Jane Stabb
With the contribution of: Hoang Duc Minh, Nguyen Trong Ninh, and
colleagues at Live&Learn, Plan in Vietnam and Save the Children.
Appraised by
Copyright
Published
In June, 2012
Printing License
76-2012/CXB/13-150/L
Compass Printing Company