Plan-ed: worksheets

aa - UK Syllabus - Make the link be the change

richard — Sat, 29 Nov 2008 15:55:47 GMT

Introduction
This pack contains Frequently Asked Questions for teachers, lessons plans, teachers’ notes and a feedback form. The lessons have been prepared specifically for the ‘Make the Link, Be the Change’ project. This development education project about climate change follows the success of the 2007 Make the Link, Break the Chains anti-slavery project. We hope that the project will be exciting, insightful and engaging.

Who is participating in the project?
Students and youth organisations from 12 countries are taking part; from Bangladesh, Philippines, Indonesia, El Salvador, Brazil, Ecuador, Haiti, Senegal, Kenya, Malawi and Sierra Leone and UK.

Lesson content
All 14 lessons are mapped to the 2007 QCA UK national curriculum. We are aware of the new KS3 geography/Citizenship curriculum - this scheme of work should fit closer to 2008 as it encourages international links and broad thinking about global systems.

Each lesson contains a number of hyperlinks to the Plan-ed.org resource centre. The resources are comprehensive - everything required to teach this unit of work should be found either within this document or linked to it. The lessons will not only cover the 3 core sections of climate change: impact, mitigation and adaptation, but also look at advocacy and action. The case studies and support materials have been drawn from experiences that of children around the world.

Although similar, the syllabus for international schools will be less about mitigation than the UK lessons, and will focus more on communicating their environmental situations to UK students involved in the project.

We hope teachers and youth leaders participating in this project will be able to commit to at least 9 core lessons in the academic year 2008 / 2009.

How is the project facilitated?
All work will be shared via the Planschoolslink.org website, and through updates on the Plan-ed.org website. We hope discussions and forums will also occur through the footprintfriends.com website.

There are full time staff based at Plan UK and National Museums Liverpool to aid learning and offer facilitation. We hope to utilise the NML collections and technologies such as video conferencing between UK and international schools.

This programme of work is free to use as an educational resource, but subject to strict Plan / NML
copyright regarding commercial use and distribution. For details please see terms and conditions

Yac - Issue File - Famous campaigns

richard — Fri, 28 Nov 2008 00:00:34 GMT

Some of the famous campaigns below have helped to shape the way we live today.

Anti-Slavery campaign
For about four centuries, millions of African men, women and children were taken from their homes and sold as slaves across the world. The first protests against this practice came from the slaves themselves who rebelled against their captors. By the end of the seventeenth century, many white campaigners from countries such as the UK began to argue that the slave trade was immoral and to campaign against it through methods such as public lectures, petitions and boycotts of goods from countries that used slaves. These campaigners’ work, in combination with the rebellions of the slaves themselves, eventually led to important laws abolishing slavery and the slave trade.

UNESCO - The Triangular Trade

UNESCO - The Abolition of Slavery

The Suffragette Movement – votes for women
Before the early 20th century women were not allowed to vote and a number of women, who became known as the suffragettes, began to campaign energetically for change. Many suffragettes were prepared to go to prison or even risk their lives for their cause, sometimes resorting to extreme methods of protest such as damaging buildings and chaining themselves to railings. Other women were more moderate and argued their cause through petitions, publications and rallies. During the First World War, many women proved what they were capable of by taking on men’s jobs and in 1918 women over 30 were given the vote. In 1928 the vote was extended to all women over 21, making them equal with men.

The National Archives - Gaining Women's Suffrage

The Anti-Apartheid movement
Another important campaign was the anti-apartheid campaign in South Africa, in which people such as Nelson Mandela rotested against the policy of apartheid (separateness). Under apartheid, black and white South Africans were forced to live separate lives, with many black populations being forced to leave their homes and settle in poor slums. South African campaigners protested through methods such as strikes, protest marches and rallies. Many other countries, including the UK, gradually began to refuse to trade with South African businesses and many people boycotted South African tourism. Anti-apartheid campaigners were eventually successful and, despite spending over 25 years in prison, Nelson Mandela was elected as the first black leader of South Africa in 1994.

BBC News - Timeline: South Africa
BBC News - Profile: Nelson Mandela

Make Poverty History
A more recent campaign is the 2005 Make Poverty History (MPH) campaign, in which nearly 400 organisations, including Plan UK, joined together to persuade powerful world leaders to work towards a fairer deal in trade, aid and debt relief for the world’s poorest countries. 8 million people in the UK showed their support by wearing the MPH white band and on three White Band Days people dressed in white and formed giant human bands. While this campaign is very young, progress has been made in some areas such as debt relief, although there is a lot of work that still needs to be done.
http://www.makepovertyhistory.org/

Yab - Issue File - Kyoto Protocal

richard — Thu, 27 Nov 2008 23:54:25 GMT

What is the Kyoto Protocol?

The Protocol is an international agreement between 36 developed countries, negotiated as an amendment to the UN Framework Convention on Climate Change (adopted at the Rio Earth Summit in 1992). It sets targets for these countries to cut their greenhouse gas emissions which contribute to global warming. The Protocol came into force in 2005 and aims to reduce emissions to 5% below 1990 levels between 2008-2012.

How does it work?
Each country agrees its own specific target. For example, EU countries aim to cut their emissions by 8% and Japan by 5%. 137 developing countries have signed the Protocol. They do not have to commit to specific targets but have to report their emissions levels and develop national programmes to combat climate change. As of December 2007, the US and Kazakhstan are the only signatory nations not to have ratified the act.

What has the Protocol achieved?

Industrialised countries cut their overall emissions by about 3% from 1990 to 2000. However this is largely due to the collapse of former Soviet nations.
The Kyoto Protocol’s emission reduction targets for industrialised countries expire after 2012. However, it sets out a framework for future climate change agreements.
Kyoto commitments have been signed into law in some countries, US states and in the EU.

What are the limitations?

The US produces 25% of global emissions and has not ratified the Protocol. This is a major setback; the country claims that it would seriously damage the country’s economy.
The Protocol only covers a portion of global greenhouse gas emissions.
Climate change scientists think that a 5% reduction is too low, and that a 60% cut is needed to offset the impacts of global warming.
Due to the rapid growth of emerging economies (India, Brazil etc.) global emissions have risen and worked against the achievements of the countries that have ratified Kyoto. The UN says industrialised countries are now well off target and predicts emissions 10% above 1990 levels by 2010...

Ya - Issue File - how to make a law (UK)

richard — Thu, 27 Nov 2008 23:46:06 GMT

How to make a Law in the UK - The path to a climate change law
Reproduced with kind permission of Friends of the Earth, 2007

Most UK-wide laws are made in the Houses of Parliament in London. Parliament spends a lot of time considering a Bill before finally agreeing it and before it is put into practice. Although it seems complicated and time-consuming it’s part of a democratic process which has existed for hundreds of years.

Hello Bill
Most Bills are put forward by the Government. Often the Government will set out its plans and ask people’s views on them. This is called a consultation.

Based on the feedback the Government will provide more detail in the Bill that it introduces to Parliament. The first time that a Bill is announced (usually in the House of Commons) is called the First Reading. At the Second Reading, which usually happens two weeks later, MPs get a chance to debate and discuss the general principles of the Bill. They will then vote to decide whether the Bill is one that Parliament should discuss further or simply reject.

The nitty-gritty
Next the Bill is given to a group of MPs chosen to sit down together in a committee to examine the detail of the Bill and suggest changes, which are called amendments.

The committee reports back to the House to give all MPs the chance to suggest further amendments to the Bill. This is the Report Stage.

The Third Reading is the final chance for MPs to debate whether or not to pass the Bill after all amendments have been made.

Passing it over
Once the House of Commons has agreed on it, the Bill is passed to the House of Lords, in order to get a “second opinion”. If the Lords agree with the House of Commons the Bill becomes a law. If they make amendments they send the Bill back to the Commons until both Houses agree...

Y - Issue File - global iniatitives

richard — Thu, 27 Nov 2008 23:41:19 GMT

Global initiatives and key events on Climate Change
Timeline of how a global consensus developed

1968: Biosphere Conference,
Paris, France
International Conference for Rational Use and Conservation of the Biosphere by UNESCO. Early discussions
of the concept of ecologically sustainable development.

1971: Polluter Pays the Principle
Oslo, Norway
OECD Council says that those countries causing pollution should pay the costs.

1972: Conference on Human Environment
Stockholm, Sweden
First global recognition that the environment was endangered. Developed countries realised and accepted
that they had completely ignored the impact on the environment during their rapid development. Since
then, with the forming of the UNEP, almost all countries have undertaken to monitoring quality of their air,
water and other components of the natural world. All building towards planned earth summit at Rio, 1992.

1975: CITES
Washington DC, USA
The Convention on International Trade in Endangered Species of flora and fauna came into force in 1975.
Its main aim was to ensure that the international trade in wild animals and plants and their parts and
products is not detrimental to the survival of the species.

1976: Habitat
Vancouver, Canada
The first global meeting linking human settlement and the environment. Highlighted the problems being
faced due to an increase in the population.

1977: Conference on Desertification (UNCOD)
Nairobi, Kenya
UN holds a Conference on Desertification and its impacts.
The conference adopted a Plan of Action to Combat Desertification, in order to stem the spread of
deserts and to assist and ensure the economic development of the areas affected

1979: Convention on Long Range Transboundary Air Pollution
Geneva, Switzerland
Convention agreed by 34 Governments and the European Community (EC the first international
legally binding instrument to deal with problems of air pollution on a broad regional basis...

X - Worksheet 7 - school plan

richard — Thu, 27 Nov 2008 23:36:39 GMT

W - Issue File - Climate Change, Migration and Urbanisation

richard — Thu, 27 Nov 2008 23:32:22 GMT

Va - Issue File - Greenhouse Effect

richard — Thu, 27 Nov 2008 23:28:29 GMT

U - Issue File - Hole in the Ozone

richard — Thu, 27 Nov 2008 23:25:37 GMT

T - Worksheet 6 - Annotated world map

richard — Thu, 27 Nov 2008 23:21:30 GMT

Survey worksheet 5 - School Survey

richard — Thu, 27 Nov 2008 23:15:40 GMT

School Efficiency Survey for Lesson 7

How many lights do you pass that are:
‣ On unnecessarily
‣ Being used efficiently

How many lights are
‣ Fluorescent tubes
‣ Normal light bulbs (can you find out if these are energy saving or not?)

How many buildings:
‣ Have single glazed windows
‣ Have double glazed windows

How many corridors are:
‣ Being heated too much/are being cooled too much
‣ About the correct temperature

How many doors:
‣ Are open unnecessarily (letting cold/hot air in/out)
‣ Are correctly closed

How many:
‣ CRT monitors can you see?
‣ TFT Monitors can you see?

How many computer monitors are:
‣ On unnecessarily
‣ On standby
‣ Switched off

How many:
‣ Taps are dripping
‣ Taps are turned off

S - Worksheet 5 - global impacts

richard — Thu, 27 Nov 2008 23:12:25 GMT

R - Worksheet 4 - flag matching

richard — Thu, 27 Nov 2008 23:08:58 GMT

Q - Worksheet 3

richard — Thu, 27 Nov 2008 23:01:22 GMT

Name: Raymond Chimokaza
Age: 18
Sex: Male
School: Ezondweni Community Day Secondary School

Tell us a little about your environment and community
The community of Ezondweni has a population of 5000 people. The area is comprised of hills, anthills, streams and many indigenous trees. Most people in the area are farmers. they cultivate crops such as tobacco, maize, ground nuts, millet, soya and beans. The main income is selling this produce.

How has your community been affected by changes in the environment or climate?
Much longer dry spells have resulted in famine, shortage of water and dry bore holes.

What are the knock on effects of these changes for:
- You and your family

My performance in school has gone down because I go to school without taking breakfast so my concentration fails. My family is unhappy because most of the time they are searching for work, to gain money to buy food and other basic needs.

- Your community

Most of the community are affected by failing harvests which leads to a lack of food. The shorter the wet season, the less food our community has.

What are the main risks which you think climate change / local environmental change poses to your life?
The main risks are shortage of water, lack of crop cultivation, lack of grass for grazing livestock, malnutrition diseases due to shortage of food.

Describe any steps that you or your school have taken to reduce these risks or describe one way that you and your community could be better equipped to adapt to the consequences of climate change
The school has educated people about malnutrition and disease and has encouraged the community to grow different crops such as vegetables and fruit. The community is trying to build dams to effectively harvest the rainfall, and also plant trees along the river banks to protect against the drying up of the streams during the hot season. We are also trying to preserve more food by drying it out for consumption later in the year when stocks are low.

P - Worksheet 3

richard — Thu, 27 Nov 2008 22:57:35 GMT

Name: Leyce Tkawa
Age: 19
Sex: Female
School: Ezondweni Community Day Secondary School

Tell us a little about your environment and community
Our environment and community are geographically mountainous with many rivers, streams and a lot of trees. The main source of income are selling farm produce such as tobacco, maize and sugar cane. There are also business providing goods and services to help this trade.

How has your community been affected by changes in the environment or climate?
We have been affected by changes in the environment by longer dry spells leading to changes in crop growing cycles. There are many crops we cannot grow due to lack of rainfall.

What are the knock on effects of these changes for:
- You and your family

Our family has been affected in terms of health, happiness and sense of safety. I have been affected by not being able to go to school or work normally. During the dry season the whole community suffers as there are less job opportunities due to people not being able to work in the extreme heat.

- Your community

Most of the community are affected by failing harvests which leads to a lack of food. The shorter the wet season, the less food our community has.

What are the main risks which you think climate change / local environmental change poses to your life?
The main risks which climate change poses are lack of a secure water supply all year round. Without it, crops fail and people go hungry and cannot work. I am encouraged that people in the in the community are constructing dams to catch the rainfall in the wet season, for use irrigating the crops in the dry spell. If the dams are constructed, we can harvest some crops all year round.