Download Climate Change Support Booklet 2016

S2 GEOGRAPHY
Climate Change
Support Booklet
Name____________________
Class 2 __ __
S2 Climate Change Support Booklet, January 2016
Page 1
Lesson 1: An Introduction to Climate Change
TASK 1, page 4:
In groups of 3/4 write down in your jotters ways that you each contribute to
the amount of greenhouse gases in the atmosphere, separate your answers into
3 sections:
Before School
In School
S2 Climate Change Support Booklet, January 2016
After School
Page 2
TASK 2: Calculate your eco footprint out of 50.
Answer the questions on the separate sheet your teacher has given you.
Once you have answered all the questions calculate your own footprint using the
information below and tick which one applies to you
How Big Is Your Footprint?
How did you do? For each a score 10, for each b score 5 and for each c score 0.
What are you?
Tick
Big Feet if you have a score of 35+
Oh dear. It does not look like you've been at you're greenest.
What you need to realise is that adopting environmentallyfriendly
behaviour
does
not
have
to
hurt.
Perhaps you're worried that you'll have to sacrifice too much if
you 'go green', but this needn't be the case. Small changes in
behaviour
can
benefit
the
environment.
Average Feet if you score 20-35
You're doing OK. Maybe you recycle your waste or try to save
electricity. However, when it comes to green behaviour there's
always
more
that
you
can
do.
Little Feet if you scored 0-20
Your halo is really shining. At this rate you'll soon be knitting
your own tofu. Joking aside you're making a really commendable
contribution
to
the
wellbeing
of
the
planet.
S2 Climate Change Support Booklet, January 2016
Page 3
EXTENSION TASK
Draw two footprints onto plain paper.
a) Divide one of the footprints into sections and decorate it to show each
aspect of your footprint: water, heating, paper, holiday, waste, transport,
food, electricity.
b) Now using the other footprint that you have drawn on the paper, divide it
into sections and decorate it to show how you could reduce each aspect of
your footprint e.g. water - turn the tap off when you brush your teeth,
heating - turn the thermostat down, etc.
Lesson 2: Global Warming
TASK 3: Complete the table using the words in the word bank.
Natural Causes
Word
•
•
•
•
•
•
•
•
•
Human Causes
Bank
Explosions on the sun, creating sun spots
Large volcanic eruptions
Burning fossil fuels
Deforestation (burning trees producing CO2)
Methane is released from rubbish dumps
Changes in earth’s orientation towards the sun
Nitrous oxide is released from car exhausts and fertilisers
Changes in the earth orbit
Chlorofluorocarbons CFC’s from aerosols and fridges
S2 Climate Change Support Booklet, January 2016
Page 4
TASK 4:
Using the newspaper clippings on page 7 complete the following paragraph using
the missing words below:
Some __________ believe one of the main causes of global warming is the
____. They argue that the rise in temperatures is due to an increase in the
energy given off by the sun
Sun
scientists
temperatures
The UN warns that we need to cut down on ______ ____. They blame ______
_______ and think countries like Britain have to reduce their use of ___ by
90% if we are not to suffer ________ and storms
Oil
carbon dioxide
fossil fuels
flooding
An _________ report suggests that global warming is almost all _______. The
report thinks that no matter how much fuel we burn it will make little
__________. Environmentalists believe the report is rubbish as it was paid for
by ______________.
Natural
American
difference
industrialists
Not all __________ are in agreement on how Britain will be affected by global
_______. Some say the ____________ will rise by 3°C others believe it will
fall by the same amount. So we could be flooded or ______.
Freeze
temperatures
scientists
warming
Extension Questions. Write the answers on the next page.
2) Why do you think experts can’t agree about the causes or effects of
global warming?
3) Why might some people such as industrialists want to argue that global
warming is a natural process?
4) Write a short paragraph about your own opinion. Do you think global
warming is a major problem? Is it important to you? Who should take
responsibility for global warming?
S2 Climate Change Support Booklet, January 2016
Page 5
Lesson 3: What Is The Greenhouse Effect?
Complete the paragraph below using the missing words in the box.
The Earth’s __________ acts like the glass in a greenhouse. It is needed to
keep the planet warm enough for life to _____. ________ passes through the
Earth’s atmosphere and the Earth gives out infrared _________. Certain gases
trap some radiation in the atmosphere, which keeps the Earth warm. This is
called the greenhouse effect. Having some __________ gases is a good thing.
If it wasn’t for these gases, Earth would be too ____ to live on! However, the
presence of too many greenhouse gases can have a negative impact on the Earth.
Atmosphere
exist
greenhouse
S2 Climate Change Support Booklet, January 2016
radiation
Sunlight cold
Page 6
Label the following diagram using page 8 of the booklet
TASK 7:
Watch the following clip and then copy and complete the paragraph below using
the word bank:
https://www.youtube.com/watch?v=x_sJzVe9P_8
The _ _ _ _ _ _ _ _ _ _ allows heat in. It then acts like the glass in a _ _ _ _ _
_ _ _ _ _ and traps _ _ _ _ using various greenhouse _ _ _ _ _. This keeps the
earth from _ _ _ _ _ _ _ _.
Word Bank
Freezing
Greenhouse
Heat
S2 Climate Change Support Booklet, January 2016
Atmosphere
Gases
Page 7
Lesson 4: Causes of Climate Change
TASK 8:
Watch the following clip and answer the questions below (Circle you answers)
https://www.youtube.com/watch?v=RHrFBOUl6-8
1) What is the driving force behind Earth’s climate?
Energy from:
Sun
Moon
Humans
Weather
2) What happens to energy from the sun that gets through the Earth’s
atmosphere?
Cools planet
Heats planet
3) What do greenhouse gases act like?
Invisible force
barrier to radiation
insulating blanket
4) What would happen if there were no greenhouse gases?
The planet would:
be the same
be colder
be hotter
5) Explain how volcanoes can naturally affect Earth’s climate.
Aerosols created by eruptions: reflect sunlight and cool planet
absorb sunlight and heat planet
or
6) How much of our energy in the UK comes from fossil fuels?
¼
½
¾
all
7) What happens when fossil fuels are burned?
Release oxygen Release water
Release carbon dioxide
8) What is all the extra CO2 doing to the atmosphere? Why is this bad?
Increases the insulating blanket around the earth heating it up
reduces the insulating blanket around the earth cooling it
Does nothing and we need it to keep us warm
S2 Climate Change Support Booklet, January 2016
Page 8
9) What do plants and trees do with CO2?
Absorb it
make more of it
get poisoned by it
10) Why are forests being cut down?
People want a better view
To make space for farms and towns
To help the planet
11) How big is the Amazon rainforest?
Same size as: Brazil
China
UK
Western Europe
12) How much are temperatures predicted to change over the next 100
years?
0-4°C
2-6°C
4-8°C
6-10°C
13) What has happened to large areas of the polar regions due to climate
change? Why is this bad?
They have melted so there is more sea to take in heat from sun
There is more ice so the suns heat is reflected more
14) What did the United Nations set up to help review research on climate
change?
IPCC
UNHCR
UNESCO
ITV
15) What were the findings of the IPCC?
Most of the increases in global temperatures in last 100 years mainly due to:
Natural causes
Humans
Aliens
A mixture of the above
TASK 9: (extension task)
Discussion: Do you think humans will be willing to cut back on their use of fossil
fuels in the future?
Write a short paragraph in your jotter summarising your view and the views of
your group. Make sure to fully explain why you and your group think the way that
you do.
S2 Climate Change Support Booklet, January 2016
Page 9
Lessons 5 & 6: Human Causes of Climate Change
TASK 10:
Your teacher will give you a blank map of the world.
Use the map on the page 11 of your student booklet and the PowerPoint to help
complete your own map showing the countries where deforestation is the
most extreme.
Don’t forget to include a key to show what each colour represents!
TASK 11:
Using the graphs on page 12 the following questions:
1) What do you notice about the world population and the amount of
methane in the atmosphere?
Are they both going up?
Both going down?
Going in opposite directions
2) Can you think of any reasons for this?
Think back on the issues we have looked at in previous lessons. For
example, who or what might be producing the methane
S2 Climate Change Support Booklet, January 2016
Page 10
TASK 12:
Create a bar graph using the information from the table titled ‘UK Greenhouse
Gas Emissions from Transport’ on page 13. It should look a bit like this
70
60
50
40
Percentage
30
20
10
0
Cars and taxis
HGV
Vans
Buses
Figure 1 UK Greenhouse Gas Emissions
TASK 13:
Write a letter to the times newspaper in reply to the report on page 15 , in your
jotter.
In your letter you should write if you agree or disagree with importing food
from different countries, you should give quotes from the newspaper report to
back up your letter and also use your background knowledge in order to get your
point across.
Task 14: Energy Savers Game!
You are going to play a board game to help you understand how YOUR energy use
can link to global warming.
Collect a set of instructions, a game board, a set of game cards, a bag of stars
and a die from your teacher.
Who has the most energy-saving stars?
S2 Climate Change Support Booklet, January 2016
Page 11
Task 15:
Design a ‘Stop the energy thieves’ poster for other classes to look at.
Homework 1:
Another way that we can prevent energy waste is by reducing the amount of
rubbish we create, reusing items whenever we can and recycling what we can’t
reuse.
Your teacher will give you a worksheet titled ‘How much of a waster are you?’
You are going to record the amount of rubbish that you and your family
throw away in one week.
Once you have completed this answer the questions based on your results.
Lesson 8: Renewable and Non-Renewable Resources
TASK 16:
Can you tell which of these natural resources are renewable and which are nonrenewable? Complete the following the table by ticking whether they are
renewable or non-renewable.
Resources
Coal
Water
Wind
Wood
Oil
Renewable
S2 Climate Change Support Booklet, January 2016
Non renewable
Page 12
TASK 17: The Lewis Wind Farm Debate
A new wind farm is proposed to be located on the Isle of Lewis in Scotland.
Isle of Lewis
The £500 million project could make the UK a leader in clean energy. The
projects first stage would see 234 of the world’s largest wind turbines towering
over thousand of acres of land on the Isle of Lewis. Britain could double its
renewable energy capacity! The electricity generated would be exported via a
350 mile undersea cable, possibly to Merseyside or North Wales.
1. Put the heading ‘The Lewis Wind Farm Debate’ in your jotter.
2. Divide your page into 2 – on one side put the heading ‘for’ and on the
other put ‘against’.
3. Now you will be divided into groups of 3/4. Each person will be given a
card that represents the view point of different groups.
4. Take it in turns to read out your view point to the rest of the group.
5. Then as a group decide whether the views are for or against the
development.
6. List them under the correct headings in your jotter and say why they are
for or against the wind farm.
7. Having heard the arguments for and against, what do you think? Write a
paragraph in your jotter explaining your opinion.
S2 Climate Change Support Booklet, January 2016
Page 13
EXTENSION TASK
Listed below are six ways that you can help conserve energy. Match the start of
the sentence (the head) with the correct end of the sentence (the tail). Draw a
line to match them.
Heads
1. Do an energy audit in your
home. Check ways to make
your home more energy
efficient. Make energy…
2. Plant shade trees around
your house. This will make
your house…
3. Recycle where possible.
Recycling certain items such
as aluminum cans can save…
4. Try to buy recycled
products, and buy products
that…
5. Use your appliances
efficiently. For example, run
dishwashers and washing…
Tails
…exercise and it saves energy!
…saving changes if possible, such
as improving insulation, installing
storm doors and windows,
stopping drafts under doors and
around windows, and installing
devices that reduce hot water
consumption.
…warm clothes inside your house!
In the summer, wear cool, loose
clothes. Try not to turn on
heating until it gets really cold.
… enormous amounts of energy.
… use minimum packaging.
6. Dress for the season! In the
winter, wear….
…machines only when you have
full loads, wash clothes in cold
water, don’t overheat your hot
water, use a clothes line instead
of the dryer.
7. If possible, walk or ride a
bike to school or around
town. It’s good….
… cooler and lessen the need for
air conditioning in the summer.
S2 Climate Change Support Booklet, January 2016
Page 14
Lesson 9: Effects of Global Warming
TASK 18:
1) Write a short paragraph in your jotter on what the comic above is trying
to show on page 24. (Hint: what is global warming going to do to the leve
of the sea?)
2) Draw your own comic or series of comics with the theme of ‘sea levels
rising’. (Think about what will happen to towns and cities close to the sea)
TASK 19: ICT – Complete for homework (2)
Choose an animal from the page 25, or any other species that are at risk as a
result of climate change, and write a report on that animal. You should include:
• Where the animal lives.
• Why is it under threat?
• Possible ways the species can be helped.
A useful website to use is the World Wildlife Fund:
http://wwf.panda.org/about_our_earth/aboutcc/problems/impacts/species/
Lesson 10, 11 & 12: Extreme Weather
TASK 20
1. Your teacher will let you watch PART of the DVD – “The Day After
Tomorrow.”
2. While watching the film you should be taking notes on some of the main
effects of global warming and how the environment and the weather
change.
Effect
Tornadoes
What happens?
Extreme Cold
Hailstones
Tsunami in New York
S2 Climate Change Support Booklet, January 2016
Page 15
3. In small groups write your own 5 minute short film script based upon what
you have seen in “The Day After Tomorrow”.
4. Perform your play in front of the class.
Lesson 13: Global Warming in the Future
TASK 21:
It is the year 2106. Global warming has happened, with a 5°C rise in global
temperatures and the melting of the sea ice at the poles.
London is no longer Britain's capital city, weather patterns all over the world
have changed, and huge areas of the world, including Bangladesh and much of
Egypt, are under water.
Write a report as though you were a historian looking back to the events of
2000–2015.
You might want to mention:
• How climate change began to happen?
• Why was so little done to prevent the problem?
• Who was to blame?
• What lessons have been learnt?
Plus any other information that you can include.
S2 Climate Change Support Booklet, January 2016
Page 16
Glossary
Atmosphere
The gases that surround the earth.
Climate Change
Changes in the earth's weather, especially the
increase in the earth’s temperature that is caused by
the increase of greenhouse gases.
Deforestation
The clearing of trees, transforming a forest into
cleared land.
Ecosystem
All living things in an area, interacting with each other,
and also with their environment.
Emissions
Something that is produced or sent out.
Extinction
When something no longer exists e.g. a plant or an
animal.
Fossil Fuels
A fuel such as coal or gas that is formed from the
remains of living organisms.
Geothermal Energy
Energy made from the heat of the earth.
Global Warming
A gradual increase in the overall temperature of the
earth's atmosphere.
Greenhouse Gases
A gas that contributes to the greenhouse effect by
absorbing energy.
Hydroelectric Power
Energy made from the movement of water.
Non-renewable Energy
A resource that cannot be replaced when it is used up,
such as oil, natural gas or coal.
Renewable Energy
Energy from a source that does not run out, such as
wind or solar power.
Solar Energy
Energy from the sun’s rays.
Species
A group of similar living things.
S2 Climate Change Support Booklet, January 2016
Page 17