SELFY - collection of lesson plan

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SELFY – SAVE EARTH’S LIFE FOR YOUTH 2015-1-RO01-KA219-015164

LESSON PLANS ON PROJECT TOPICS

SELFY – SAVE EARTH’S LIFE FOR YOUTH Contents

TABLE OF CONTENTS THE ORIGINS OF EARTH LIFE ............................................................................................................. 4 LESSON 1. DESCRIPTION OF THE UNIVERSE............................................................................................. 5 CLIMATE CHANGE AND GLOBAL WARMING THREATS OF MAINTAINING LIFE ON EARTH .................. 8 LESSON 2. MAN- MADE FACTORS – EFFECTS............................................................................................ 9 LESSON 3. CARBON DIOXIDE AS A GREENHOUSE GAS- LAB......................................................................... 10 LESSON 4. GLOBAL WARMING ........................................................................................................... 14 LESSON 5. THE SYSTEM OF CARBONATES IN THE OCEAN ........................................................................... 27 LESSON 6. QUALITATIVE STUDY OF THE ELECTROLYSES OF WATER .............................................................. 30 LESSON 7. WHAT IS CAUSING GLOBAL WARMING .................................................................................. 33 LESSON 8. ACTIVITIES ABOUT GLOBAL WARMING................................................................................... 35 LESSON 9. YOU CAN HELP TO COMPBAT CLIMATE CHANGE ....................................................................... 38 LESSON 10. PROTECTING LIFE FROM DIRTY ENERGY AND GLOBAL WARMING ................................................ 41 LESSON 11. INTRODUCTION TO THE GREENHOUSE EFFECT AND GLOBAL WARMING ........................................ 43 LESSON 12. GLOBAL WARMING.......................................................................................................... 45 LESSON 13. GLOBAL WARMING.......................................................................................................... 48 LESSON 14. GLOBAL WARMING.......................................................................................................... 50 LESSON 15. GREENHOUSE EFFECT: POP-BOTTLE EXPERIMENT.................................................................... 53 POLLUTION .................................................................................................................................... 56 LESSON 16. AIR POLLUTION – SMOG IN THE CITY ................................................................................... 57 LESSON 17. POLLUTION SOLUTIONS.................................................................................................... 58 LESSON 18. ENVIRONMENTAL POLLUTION............................................................................................ 61 LESSON 19. POLLUTION ................................................................................................................... 63 RENEWABLE ENERGY...................................................................................................................... 72 LESSON 20. PLANNING A WIND POWER PLANT ...................................................................................... 73 LESSON 21. SOLAR ENERGY............................................................................................................... 74 LESSON 22. DIFFERENT SOURCES OF ENERGY ........................................................................................ 77 LESSON 23. ALTERNATIVE ENERGY SOURCES ......................................................................................... 79

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SELFY – SAVE EARTH’S LIFE FOR YOUTH WILDLIFE ........................................................................................................................................ 84 LESSON 25. PRESERVING NATURE....................................................................................................... 85 THE FUTURE IS ORGANIC ................................................................................................................ 88 LESSON 26. GENETICALLY MODIFIED FOODS ......................................................................................... 89 LESSON 27. ORGANIC FOOD.............................................................................................................. 92 LESSON 28. ORGANIC AND LOCALLY GROWN FOODS............................................................................... 95 LESSON 29. ORGANIC FOOD.............................................................................................................. 97

NOTE: The information and views set out in this publication are those of the author(s) and do not necessarily reflect the official opinion of the European Union. Neither the European Union institutions and bodies nor any person acting on their behalf may be held responsible for the use which may be made of the information contained therein.

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SELFY – SAVE EARTH’S LIFE FOR YOUTH

THE ORIGINS OF EARTH LIFE

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SELFY – SAVE EARTH’S LIFE FOR YOUTH

LESSON 1. DESCRIPTION OF THE UNIVERSE I. Presentation of the Known Universe

FRANCE/REUNIOUN

The universe extends from the infinitely small to the infinitely large, the reference being the size of the man whose order of magnitude is the meter.

a/ The infinitely small A model of the hydrogen atom The matter which surrounds us, whether inert or living, is constituted from atoms. These atoms can be assembled to form molecules. These molecules can be organized in different ways to shape the material. Mention may be made, by way of example, of cells which are constituted by molecules.

b/ The infinitely great In the infinitely large one will remember the stars (of which the Sun is a part), the solar system comprising, in addition to the Sun, eight planets (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune These planets, asteroids and comets). The stars are grouped in galaxies. There are a very large number of galaxies. The galaxy of which the Sun is a part is the Milky Way (also known as "our galaxy" or "the galaxy"). Google Traduction pour les entreprises :Google Kit du traducteurGadget TraductionOutil d'aide à l'export

c/ Common property The dark background of this image of the Moon lets us guess the void that fills the space There is a property common to infinitely small and infinitely large structures. This is the lacunar structure. In such a structure, matter is fairly well localized in certain regions of space and between these zones where the matter is concentrated there reigns the vacuum or the quasi-empty. Similarly, between the galaxies, there is almost nothing.

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SELFY – SAVE EARTH’S LIFE FOR YOUTH II. Measuring lengths a/ Unit of length

multiple

Terameter

Gigameter

Megameter

Kilometer

symbol

Tm

Gm

Mm

Km

value

1012 m

109m

106m

103m

submultiple

centimeter

millimeter

micrometer

nanometer

picometer

symbol

cm

mm

Îźm

nm

pm

value

10-2m

10-3m

10-6m

10-9m

10-12m

In the international system, the unit of length is the meter (symbol: m).

b/ Scientific Writing Scientific notation is the writing of a number in the form of a product of the type: đ?‘Ž Ă— 10đ?‘›, where a is a decimal number such that 1≤đ?‘Ž <10 and n is a positive or negative integer. Example: 1.52 Ă— 104 Application: Give the scientific writing in kilometers, then in meters of the radius of the Earth đ?‘… đ?‘‡ = 6378đ?‘˜đ?‘š. Answer: đ?‘…đ?‘‡ = 6.378 Ă— 103đ?‘˜đ?‘š =

6.378 Ă— 106đ?‘š.

Order of magnitude Definition: The order of magnitude of a value is the power of ten closest to that value. Examples: â–Ş The number is 1.52 Ă— 104. Its order of magnitude is 104. â–Ş The number 8.2 Ă— 105. Its order of magnitude is 106. â–Ş Let the number be 1.52 Ă— 10-3. Its order of magnitude is 10-3. â–Ş The number 8.2 Ă— 10-3. Its order of magnitude is 10-2.

The rules of calculation with powers of 10 â–Ş 100 = 1 â–Ş 10đ?‘Ž Ă— 10đ?‘? = 10 đ?‘Ž +b â–Ş 10a/10đ?‘? = 10đ?‘Ž-b â–Ş (10đ?‘Ž) đ?‘? = 10đ?‘Ž Ă—b

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SELFY – SAVE EARTH’S LIFE FOR YOUTH III. The light year a/ Definition The light year (a.l.) is the distance traveled by light in the vacuum in one year.

b/Value of the light year To determine the value of the light year, it is possible to use the relation đ?‘‘ = đ?‘? Ă— Δđ?‘Ą: 1đ?‘Ž.đ?‘™. = 3.0 Ă— 108 Ă— 365.25 Ă— 24 Ă— 9.47 Ă— 3600 = 1015đ?‘š C : The celerity of light in the vacuum ď € 3Ă— 108 m.S-1 There are 365.25 days in a year Note: The order of magnitude of the light year is 1016đ?‘š.

c/ To see far is to see in the past Any object that is visible to the eye emits light. The propagation of this light wave is not instantaneous. It takes time to traverse the distance between the eye and the observed object. The received light brings us information about an object as it was at the time of emission of this light. The farther the object is, the longer the duration Δ� of the path of light and the more we observe in the past.

d/ Examples : -The sun's rays take 500 seconds to reach the Earth. So the sun that we see shining is the sun that existed 500 seconds ago. -Proxima of the centaur is a star located at 4.3 al of the Earth. If it exploded today, it would take 4.3 years to see the explosion. Consequence: in the sky, there are stars that still shine when they no longer exist. If we can observe a star located at 14 billion al of the Earth, we will have information about the Big Bang. The age of the universe is estimated at 14 billion years

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SELFY – SAVE EARTH’S LIFE FOR YOUTH

CLIMATE CHANGE AND GLOBAL WARMING THREATS OF MAINTAINING LIFE ON EARTH

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SELFY – SAVE EARTH’S LIFE FOR YOUTH

LESSON 2. MAN-MADE FACTORS – EFFECTS

GERMANY

Age of students 14-16 years Materials

Projector. cartoons, articles, book, Atlas, PC Phase / Content

Media

Teaching methods / control methods (CM)

Time

Introduction: projector (B)

Conversation

5 min

book, atlas

Partner work

25 min

Images about the glacier Vernagtferner 1.

Learning content – natural causes

CM: white board

Illustration of climate changes (up- and down-turns) with the help of a graphic that shows the global temperatures on average of the last 2000 years

Extract of the global temperatures on average of the last 150 years - Why is there a sharp rise?

2.

Learning content – man-made

causes

Internet, Newspaper

Role-playing: Students take different positions and represent them on " stage "

35 min

Causes: greenhouse gases – aerosols, Climate warming climate skepticists and their arguments

Crossover: „Teaching video“ of the GIZ“ 3.

Learning content – Effects

Germany vs. World

Jigsaw teaching

Students receive various materials (cartoons, articles, book, Atlas, PC) and work out the consequences and present the results to the others

30 min

Homework : Think about the positive contribution everyone can do himself!

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SELFY – SAVE EARTH’S LIFE FOR YOUTH

LESSON 3. CARBON DIOXIDE AS A GREENHOUSE GAS -LAB Topic

GREECE

This activity aims to teach students about the thermal properties of carbon dioxide – the properties that make it a greenhouse gas.

Description The activity consists of a demonstration in which a data logger is used to record the changing temperature of air and of carbon dioxide in plastic bottles as they are heated using electric lamps, and then allowed to cool. If a data logger is not available, then thermometers (0° -100°C range) can be used instead and monitored by pupils. The activity allows students to compare the thermal properties of carbon dioxide with those of air, and can be extended to compare water vapour as well. The gas which absorbs the most heat (infrared radiation) is the most effective greenhouse gas as in the atmosphere it would absorb more infrared coming from the Earth’s surface.

Context Increasing atmospheric carbon dioxide levels and associated global warming are often in the news – for example, coverage of an international environment summit (like that held in Johannesburg in 2002) or of local initiatives to cut carbon dioxide emissions (like ‘Walk to School Week’), or energysaving initiatives in school. So, pupils are probably quite familiar with the main issues at stake in the global warming debate such as where the excess carbon dioxide in the atmosphere comes from, what might be done to reduce emissions, and that the climatic consequences for Earth could be devastating. However, it is difficult to understand quite why a colourless, odourless gas like carbon dioxide should be such a villain. It is abundant in the air, plants need it to photosynthesise and we breathe it out – how can it be so damaging to have large amounts of it in the atmosphere? This activity demonstrates the invisible, thermal properties of carbon dioxide which are what makes it into such an effective greenhouse gas and thus contributes greatly to global warming.

Teaching points Since the Industrial Revolution various industrial processes, including the combustion of fossil fuels, have led to a build-up of greenhouse gases in the atmosphere, which is considered by many scientists to be linked to an increase in the Earth’s average temperature. Since 1896 it has been known that the gases carbon dioxide, methane and nitrous oxide (dinitrogen oxide) help to stop the Sun’s infrared radiation being transmitted straight back into space again once it has been reradiated by the Earth’s surface.

Much of the Sun’s radiation arrives at the Earth’s surface as light radiation. There much of it is absorbed and re-transmitted as infrared (heat) radiation. By letting most of the Sun’s light radiation through, and only letting a smaller amount of the resultant infrared radiation out again, these gases help to maintain the relatively warm temperatures that allow the oceans to exist and life to flourish on Earth. Because they act in a similar way to the glass panes of a greenhouse (ie letting in more light radiation from the Sun than they let infrared radiation out), they have been nicknamed

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SELFY – SAVE EARTH’S LIFE FOR YOUTH ‘greenhouse gases’. So we need our greenhouse around the Earth to allow life to survive here. The problem is that human activities have disrupted the natural balance, pumping more carbon dioxide into the atmosphere than there would be naturally: levels have been raised measurably over the last century. What will be the effect on the Earth of increasing the amount of carbon dioxide in the atmosphere? An enhanced greenhouse effect will probably lead to elevated global temperatures (a trend that may have already begun). This can lead to major climatic changes such as a change in rainfall patterns, changes in ocean circulation patterns, warming in some areas, dramatic cooling in others, rising sea levels and coastal flooding, due to melting ice sheets and thermal expansion of seawater. All of these will have serious implications for agricul tural productivity.

Apparatus Data logger connected to a PC Two external temperature probes or thermometers (0°C-100°C range) if data loggers and PC are not available Two 2-litre plastic pop bottles Two clamp stands, bosses and clamps Carbon dioxide eg from a Soda Stream Two heat lamps or flexible spot lights (at least 60 W) Plasticine™

Safety Do not place the light bulbs too close to the plastic bottles as they will melt.

Activity and preparation Prepare plastic pop bottles by removing the labels and drilling holes in the tops big enough to allow the temperature probes or thermometers to pass through Set up clamp stands and heat lamps as shown in Figure 1. Fill one of the bottles with carbon dioxide, screw the top on (with temperature probe / thermometer in place) and plug any gaps with Plasticine™. Prepare the other bottle full of air by screwing on the top (with temperature probe / thermometer in place) and plug any gaps with Plasticine™. Monitor the temperatures of both bottles until they are approxi mately the same. At this point switch on the heat lamps and start the recording. After 20 minutes switch the heat lamps off but continue recording the temperatures for a further 20 minutes Plot a graph of temperature against time for each bottle and compare the two results.

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SELFY – SAVE EARTH’S LIFE FOR YOUTH Global warming experiment setup Figure 1 The experimental set up

Typical results Even over a small time period such as 20 minutes we are still able to get a difference of 4°C in temperature between the two samples, the carbon dioxi de warming more and faster than the air, see Figure 2. Students may not be impressed with such a small temperature difference in the laboratory. However it should be stressed that scientists are in general agreement that an average increase of just 2°C across the planet could have catastrophic effects on crop production and cause sea levels to increase significantly resulting in major flooding.

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SELFY – SAVE EARTH’S LIFE FOR YOUTH Figure 2 Typical results

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SELFY – SAVE EARTH’S LIFE FOR YOUTH

LESSON 4. GLOBAL WARMING

GREECE

Lesson Objectives By the end of this lesson, students will: 1. Form definitions of the greenhouse effect based on prior knowledge, class discussion, and viewing diagrams. 2. Participate in group brainstorming sessions and class discussions related to the impact of the greenhouse effect and global warming. 3. Analyze global warming diagrams and resources to obtain a clear understanding of this scientific process. 4. Hypothesize about the effects of global warming on the climate and the world's populations. 5. Conduct research using a variety of primary sources to explore perspectives in the global warming debate. 6. Complete a Venn Diagram that compares various points of view on global warming issues. 7. Take a position on global warming and support this viewpoint with reasons, facts, and examples gathered during lesson activities. 8. Create a project that supports their point of view about global warming issues.

Estimated Time to Complete Lesson Four or five 50-minute class periods, plus some time outside of class to complete the final project. Some of the in-class activities in this lesson plan could be completed for homework, if preferred.

Materials Needed Internet access for research and viewing broadcasts, transcripts, podcasts, etc., from NOW and other online resources  Access to content from three NOW broadcasts: o The Heat Over Global Warming http://www.pbs.org/now/shows/30 o Climate Change and the Media Senate Hearings http://www.pbs.org/now/shows/249/climate-change.html o God and Global Warming http://www.pbs.org/now/shows/343/index.html  Handout: Global Warming Venn Diagram (PDF file)  Handout: Global Warming Project Ideas (PDF file)

Backgrounder for Teachers Is human activity bringing about alarming global warming scenarios and related catastrophes? Or is such thinking a myth brought about by flawed or incomplete science? Finding the answers to these questions has turned global warming into a highly politicized and contentious issue.

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SELFY – SAVE EARTH’S LIFE FOR YOUTH Until about 1960, most scientists thought it implausible that humans could actually affect average global temperatures. (See NOW's “History of Global Warming” at http://www.pbs.org/now/science/climatechange.html)

Today, most scientists agree that Earth's temperature has risen over the past century and that carbon dioxide is one of the primary greenhouse gases that contribute to global warming. Disagreement persists, however, over whether or not global climate change is a normal environmental variation, and over how big of a problem global warming could become for the planet.

Amidst such controversy, world leaders have met and outlined legal rules, known as the Kyoto Protocol, to limit the emissions of greenhouse gases. One hundred forty countries that collectively represent 61.6% of greenhouse gas emissions worldwide have ratified the Kyoto Protocol.

The United States does not support the Kyoto Protocol and disagrees with a number of its provisions. Instead, the U.S. is funding additional scientific research on the causes and effects of global warming, encouraging climate change technology research and development efforts, looking at how its own federal and state laws can regulate greenhouse gas emissions in the U.S., backing the research and development of renewable energy sources, and pursuing other strategies that it believes will address global climate change without major upsets to the U.S. economy.

Assumed Student Prior Knowledge Students should be familiar with the terms, "global warming," the "greenhouse effect," and "greenhouse gases." Also, they should be aware that the U.S. is a leading p roducer of greenhouse gas emissions that contribute to global warming.

Teaching Strategy Part 1: Reviewing the Facts: What is The Greenhouse Effect? (30 minutes) 1. Before class begins, post the term, "greenhouse effect" where students can see it. 2. To begin the class, ask students to think without talking about a definition for the greenhouse effect. Give them a minute to formulate their ideas and then have them write down their definitions so they can share them. 3. At the end of the allotted time, ask students to share their definitions with one or two other students sitting nearby and compare the similarities and differences in their definitions. Allow a few minutes for student pairs or groups to then combine their definitions into one that th ey believe is the most accurate. 4. Begin a class discussion by asking several pairs/groups to share their definitions of the greenhouse effect. 5. Next, show students a Flash animation (found at the U.S. Environmental Protection Agency's Web site: http://www.epa.gov/globalwarming/kids/global_warming_version2.html ) that accurately

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SELFY – SAVE EARTH’S LIFE FOR YOUTH describes the greenhouse effect and how it likely contributes to global warming. You might have students take turns reading the dialogue balloons for the characters shown on the site.

Alternatively, the EPA Web site provides a simple diagram with text e xplanation of the greenhouse effect at: http://www.epa.gov/globalwarming/kids/greenhouse.html. Ask students to make any corrections to their definitions based on what they've learned.

Part 2: Making Predictions about the Effects of Global Warming (20 minutes) With an understanding of the greenhouse effect and global climate change, students can now make predictions about the potential impact of global warming.

1. Ask students to hypothesize about how the world's climate could change over the next 100 years if humans do nothing to limit the levels of their greenhouse gas emissions. Have them also make predictions about the effects such climate changes could have on humans. 2. Working in pairs, small groups, or as a class, students should brainstorm a list of their ideas related to these questions. Each student should record a copy of the list in order to refer back to it later in the lesson.

Part 3: Comparing Points of View on Global Warming (90 minutes) 1. Begin by discussing the fact that not everyone agrees about global warming and climate change. Use content from three NOW broadcasts to illustrate some of the controversy surrounding global warming. The Heat Over Global Warming http://www.pbs.org/now/shows/304/ Climate Change and the Media Senate Hearings http://www.pbs.org/now/shows/249/climate-change.html God and Global Warming http://www.pbs.org/now/shows/343/index.html 2. Pose the following question: In your opinion, has human activity caused the world's climate to change over the past 100 years? 3. Distribute copies of the Handout: Global Warming Venn Diagram (see Materials Needed) andreview the directions for completing the diagram. 4. Using the resources listed on the handout, have students work in pairs, small groups, or as a class to complete the graphic organizer. Encourage students to examine at least 4 of the programs listed as a means of gathering information representative of a number of different sources and points of view. Students should use at least two programs from the “NOW Programs” list and at least 2 resources from the “Other Global Warming Resources” list. As students research, direct them to note specific facts and use the back of the sheet to note more in-depth details and cite their sources. This information will be used in class discussion as well as in a later project.

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SELFY – SAVE EARTH’S LIFE FOR YOUTH Part 4: Forming Opinions about Global Warming (30 minutes) Now that students have explored a variety of perspectives on global climate change, they will take a position on the issue and support it with data from their previous research.

1. Ask students to write 2-3 persuasive paragraphs to answer the following questions: In your opinion, is global warming an imminent world threat? Why or why not?Based on your opinion, what actions do you believe should be taken to address the global warming issue? Remind students to support their opinions with specific information fromthe brainstorming lists created in Part 2 and their completed Venn Diagrams from Part 3. 2. Once students have organized their thinking on paper, give them the opportunity to share their opinions with at least one other student in class. Do not allow discussion or debate; rather, allow students to practice sharing what they have written so that others can hear the reasons behind their positions.

Part 5: Final Project (45 minutes, plus outside preparation time) 1. Invite students to choose a project from the Handout: Global Warming Project List (see Materials Needed). Alternatively, students could design a project of their own with teacher approval. The goal of the project is for students to create something substantive that they can use to share their positions on global warming and to increase awareness about its related issues. 2. Allow students one class period to begin work on their projects, then assign a completion date. When projects are completed, display student projects and/or have students present them to the class as a way of demonstrating their point of view on global warming issues.

Assessment Recommendations Consider the following assessment ideas: 1. Give students completion grades for participating in class discussions and filling in theVenn Diagram worksheet. 2. Using a scoring guide or a peer-evaluation rubric, provide students with feedback about the effectiveness of their persuasive writing responses to the questions posed in Part 4 of the lesson. 3. Using a scoring guide and a self-evaluation rubric, have the teacher and the studentevaluate his/her project using criteria established prior to comple tion of the assignment. 4. As students present their projects to one another, have their classmates complete a peer evaluation form that assesses the effectiveness of the project in terms of providing factual information to others.

Extension Ideas 1. For a good visual representation of the potential dangers of global warming, show students the interactive map from the Intergovernmental Panel on Climate Change (IPCC), located at:

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SELFY – SAVE EARTH’S LIFE FOR YOUTH http://www.climatehotmap.org/index.html. As a class, discuss what the various markers on the map indicate. View the map as a whole. Then, click on the U.S. and selected other regions to illustrate the widespread warning signs of global warming. Take time to go to the link focusing on New Points (http://www.climatehotmap.org/newpoints.html) and discuss the number of additions made since the map was first constructed a few years ago. 2. Explore what could happen to U.S. relations with other countries if: Adequate alternative energy sources were developed and we no longer relied on imported fossil fuels for power/fuel. We fail to limit U.S. greenhouse gas emissions while other countries are actively regulating such emissions. 3. Discuss the effects of greenhouse gasses on the overall health of people worldwide. Address questions such as: What types of illnesses/diseases can be attributed to greenhouse gas emissions? How can changes in the world climate increase health risks for people worldwide?

Related Resources NOW PROGRAMS The Heat Over Global Warming http://www.pbs.org/now/shows/304/ Interview with the producer of “An Inconvenient Truth” along with related links God and Global Warming http://www.pbs.org/now/shows/343/ Explores the effects of global warming on the Alaska and our moral responsibility to the planet Robert Redford: Business Warming Up to Environment http://www.pbs.org/now/news/324.html Robert Redford interview discussing the advantages of businesses going “green” Senator Jeff Bingaman on America’s Energy Policy http://www.pbs.org/now/news/249.html Discussion of America’s energy policy related to global warming Emission Impossible? http://www.pbs.org/now/shows/328/ Looks at how California is legislating auto emissions and taking steps to save the environment on the state level Stepping Up on Climate Control http://www.pbs.org/now/shows/319/step-it-up.html Profiles “Step it Up” and the national campaign to combat global warming

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SELFY – SAVE EARTH’S LIFE FOR YOUTH Interview with Bill McKibben: National Day of Climate Action http://www.pbs.org/now/shows/344/ Interview with Bill McKibben discussing the National Day of Climate Action and what he believes we must do to combat global warming Climate Change and the Media Senate Hearings http://www.pbs.org/now/shows/249/climate-change.html Examines the role of the media and expert claims that the dangers of global warming are exaggerated by the media Home Grown http://www.pbs.org/now/shows/302/ Profiles the use of biodiesel and Willie Nelson’s role in its development Five Questions with Environmental Writer Tom Philpott http://www.pbs.org/now/shows/302/philpott-energy.html Philpott answers five questions about alternative energy sources Oil, Politics & Bribes http://www.pbs.org/now/shows/347/oil-politics.html Examines the role of oil lobbyists and their influence on energy policy OTHER GLOBAL WARMING RESOURCES E2: Energy http://www.pbs.org/e2/energy.html This 6-part series examines the development of alternative energy sources The Greens http://meetthegreens.pbskids.org/ The series offers students specific ideas for reducing, reusing, recycling and conserving energy through various web links Online NewsHour: The Global Warming Debate http://www.pbs.org/newshour/indepth_coverage/science/globalwarming/explainer.html This report examines the scientific definition of global warming and presents both sides of the debate on global warming. NewsHour Extra: Global Warming Linked to Humans http://www.pbs.org/newshour/extra/features/jan-june07/climate_2-05.html Reported on 2/5/07, this article examines project global changes, the impact on humans, and what can be done to reduce emissions the lead to global warming. NewsHour Extra: Global Warming Fears Lead to Ratification of the Kyoto Protocol http://www.pbs.org/newshour/extra/features/jan-june05/kyoto_2-14.html This 2/14/05 NewsHour with Jim Lehrer Special for Students summarizes the problem of global warming, briefly outlines details of the Kyoto Protocol and world opinion, and describes the U.S. response.

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SELFY – SAVE EARTH’S LIFE FOR YOUTH Frontline: Doubters of Global Warming http://www.pbs.org/wgbh/pages/frontline/hotpolitics/reports/skeptics.html This article profiles five prominent global warming skeptics and their opinions about global warming. Journey to Planet Earth: The State of the Planet: Global Warming http://www.pbs.org/wgbh/pages/frontline/hotpolitics/reports/skeptics.html The article discusses the effects of global warming and provides seve ral points of view about what could be done about these environmental changes. What's Up With the Weather? http://www.pbs.org/wgbh/warming/ This NOVA and FRONTLINE special report on global warming provides graphs, a helpful FAQ, an interactive activity that helps students recognize sources of daily energy consumption and determine their "diet" of carbon, perspectives for and against global warming, and more. United States Environmental Protection Agency: "Global Warming Quiz" http://www.epa.gov/globalwarming/kids/quiz_global_warming.html . This online EPA resource provides five questions that check basic understanding of the causes of global warming.

About the Author Lisa Prososki is an independent educational consultant who taught middle school and high school English, social studies, reading, and technology courses for twelve years. Prososki has worked extensively with PBS authoring and editing many lesson plans for various PBS programs and PBS TeacherSource. In addition to conducting workshops for teachers at various state and national meetings, Prososki also works with many corporate clients creating training programs and materials, facilitating leadership and operations workshops, and providing instructional support for new program rollouts. Prososki has authored one book and also serves as an editor for other writers of instructional materials.

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SELFY – SAVE EARTH’S LIFE FOR YOUTH Name______________________________________________ Date______________

Global Warming Venn Diagram Directions: Answer the question below using the Venn Diagram to record what people on both sides of the global warming debate say about human responsibility for this issue. Use the resource list that follows to access at least two of the “NOW Programs” and at least two of the “Other Global Warming Resources” for your research.

NOW Programs: The Heat Over Global Warming http://www.pbs.org/now/shows/304/ Interview with the producer of “An Inconvenient Truth” along with related links God and Global Warming http://www.pbs.org/now/shows/343/ Explores the effects of global warming on the Alaska and our moral responsibility to the planet Robert Redford: Business Warming Up to Environment http://www.pbs.org/now/news/324.html Robert Redford interview discussing the advantages of businesses going “green” Senator Jeff Bingaman on America’s Energy Policy http://www.pbs.org/now/news/249.html Discussion of America’s energy policy related to global warming Emission Impossible? http://www.pbs.org/now/shows/328/ Looks at how California is legislating auto emissions and taking steps to save the environment on the state level Stepping Up on Climate Control http://www.pbs.org/now/shows/319/step-it-up.html Profiles “Step it Up” and the national campaign to combat global warming Interview with Bill McKibben: National Day of Climate Action http://www.pbs.org/now/shows/344/ Interview with Bill McKibben discussing the National Day of Climate Action and what he believes we must do to combat global warming Climate Change and the Media Senate Hearings http://www.pbs.org/now/shows/249/climate-change.html Examines the role of the media and expert claims that the dangers of global warming are exaggerated by the media Home Grown

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SELFY – SAVE EARTH’S LIFE FOR YOUTH http://www.pbs.org/now/shows/302/ Profiles the use of biodiesel and Willie Nelson’s role in its development Five Questions with Environmental Writer Tom Philpott http://www.pbs.org/now/shows/302/philpott-energy.html Philpott answers five questions about alternative energy sources Oil, Politics & Bribes http://www.pbs.org/now/shows/347/oil-politics.html Examines the role of oil lobbyists and their influence on energy policy

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SELFY – SAVE EARTH’S LIFE FOR YOUTH Name______________________________________________ Date______________

Other Global Warming Resources: E2: Energy http://www.pbs.org/e2/energy.html This 6-part series examines the development of alternative energy sources The Greens http://meetthegreens.pbskids.org/ The series offers students specific ideas for reducing, reusing, recycling and conserving energy through various web links Online NewsHour: The Global Warming Debate http://www.pbs.org/newshour/indepth_coverage/science/globalwarming/explainer.html This report examines the scientific definition of global warming and presents both sides of the debate on global warming. NewsHour Extra: Global Warming Linked to Humans http://www.pbs.org/newshour/extra/features/jan-june07/climate_2-05.html Reported on 2/5/07, this article examines project global changes, the impact on humans, and what can be done to reduce emissions the lead to global warming. NewsHour Extra: Global Warming Fears Lead to Ratification of the Kyoto Protocol http://www.pbs.org/newshour/extra/features/jan-june05/kyoto_2-14.html This 2/14/05 NewsHour with Jim Lehrer Special for Students summarizes the problem of global warming, brieflyoutlines details of the Kyoto Protocol and world opinion, and describes the U.S. response. Frontline: Doubters of Global Warming http://www.pbs.org/wgbh/pages/frontline/hotpolitics/reports/skeptics.html This article profiles five prominent global warming skeptics and their opinions about global warming. Journey to Planet Earth: The State of the Planet: Global Warming http://www.pbs.org/wgbh/pages/frontline/hotpolitics/reports/skeptics.html The article discusses the effects of global warming and provides several points of view about what could be done about these environmental changes. What's Up With the Weather? http://www.pbs.org/wgbh/warming/ This NOVA and FRONTLINE special report on global warming provides graphs, a helpful FAQ, an interactive activity that helps students recognize sources of daily energy consumption and determine their "diet" of carbon, perspectives for and against global warming, and more. United States Environmental Protection Agency: "Global Warming Quiz" http://www.epa.gov/globalwarming/kids/quiz_global_warming.html. This online EPA resource provides five questions that check basic understanding of the causes of global warming. 23

SELFY – SAVE EARTH’S LIFE FOR YOUTH NOTE: In addition to the sources listed above, you may use search engines to locate reliable primary sources of Information that can be used for your research. Be sure to note the name of the website and the web address when Recording information from these websites.

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SELFY – SAVE EARTH’S LIFE FOR YOUTH Name______________________________________________ Date______________

Question: Has human activity caused the world’s climate to change over the past 100 years?

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Name______________________________________________ Date______________ Global Warming Project List

Directions:You were asked to answer two questions related to global warming. Your answers were to be based on the factual information you learned from researching the topic using NOW content as well as information from other resources. Select a project from the list below illustrate your personal opinions about global warming. NOTE:Feel free to develop project ideas of your own. Get teacher approval on these BEFORE beginning your work to be sure they are appropriate.

Project Ideas 

Create a game to help other students learn more about global warming.

Conduct an experiment or make a scientific display illustrating the effects of greenhouse gasses.

Create an advertising campaign to promote awareness of what causes global warming and what people can do to prevent the release of greenhouse gasses.

Write a fictional story or play illustrating the future effects of global warming/climate change.

Create a diorama or 3-D model of how your state or country might be changed as a result of climate changes brought on by global warming.

Create a futuristic map of the world showing the effects of global warming/climate change on the physical features of the land, the earth’s productivity, and the types of plant/animal life it can support.

Create a food web showing how global climate changes affect the food chain/ecosystems.

Profile an alternative form of energy and teach other students in the class how renewable energy sources can be used (e.g., profile solar energy and how the average citizen can incorporate this into their everyday use) by creating a display or working model of this energy source.

Create a timeline or series of graphs or charts that show the varying climates the world has experienced since the Ice Age.

Write a persuasive speech or letter to the editor that explains the need for further research into global climate change.

Create a series of charts or graphs showing the financial cost of enforcing global warming legislation such as the Pavley Law or the Kyoto Protocol.

Create a display showing the cost of developing and using alternative energy sources (e.g., solar energy can be used in homes, but there is an initial cost of being able to do this as well as backup plans needed if the source becomes unavailable).

Research what scientists who do not support conventional global warming theories say about changes in the earth’s climate and weather patterns and present these findings by creating a magazine-type story, a public service announcement, or a mini documentary about your findings.

SELFY - SAVE EARTH’S LIVE FOR YOUTH

LESSON 5. THE SYSTEM OF CARBONATES IN THE OCEAN

FRANCE/REUNIOUN

1. Remember: lime water becomes white in the presence of carbon dioxide Experiment: inhalē and exhale by blowing into a test tube containing lime water

2. Show that combustion producēs carbon dioxyde CO 2

Note 1: lime water becomes cloudy in the flask 1  air cintains CO2 Note 2: nothing in the flask 2 there is not CO2 in the air when it leaves the flask 2 Note 3: lime water becomes cloudy in the flask 4  thus the combustion of the candle producēs CO2 (g)

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SELFY - SAVE EARTH’S LIVE FOR YOUTH 3. Show that the hydrochloric acid on the carbonate of calcium produces CO 2(g)

Note: lime water becomes cloudy in the beaker. Thus hydrochloric acid on carbonate of calcium produces CO2(g) 4. Transfer of the element C between the hydrosphere and the atmosphere

Show that the hydrosphere absorbes CO 2(g) present in the atmosphere

5. Influence of the dissolution of carbon dioxide on the pH of the water

Show the acidification of the oceans and therefore the destruction of the corals (CaCo3) 28

SELFY - SAVE EARTH’S LIVE FOR YOUTH 6. Influence of the temperature

Result: the solution becomes green again therefore the pH increases, so the solution is less acidic. If the temperature increases, the passage of CO 2(g) from the hydrosphere to the atmosphere is favored. So the greenhouse effect is accentuated.

7. Impact of excess CO2(g) on corals

In the first time, the lime water becomes cloudy. A percipitate was formed due to the release of CO 2(g) In the second time, when more acid is poured, there is excess of CO 2(g). So the percipitate disappears. Which explains that excess of CO 2(g) will make disappear the corals.

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LESSON 6. QUALITATIVE STUDY OF THE ELECTROLYSES OF WATER

FRANCE/REUNIOUN

Introduction The development of the hydrogen sector is based largely on fuel cell technology, PAC. Its principle was discovered as early as 1839 by the Englishman W. Grove. He finds that by recombining dihydrogen and dioxygen it is possible to simultaneously create water, heat and electricity. The fuel cell was born. It is F.T.Bacon, American engineer, who realized, in 1953, the first industrial prototype of notable power (about 1 KW). But only NASA will use this technology in the 1960s to supply two of its vessels, Gemini and Apollo. Today, progress has been made and there are many possible applications. The electrolysis of water is one of the ways of synthesis of dihydrogen. It is envisaged to use surplus electricity. The electrolysors transform the electrical energy i nto chemical energy. The proposed manipulation makes it possible to study their operation and to determine the efficiency of the energy transformation.

Chemical experiments Introduce 200 mL of sodium sulphate solution into the electrolyser. Fill two test tubes 1 and 2 with the sodium sulphate solution to which a few drops of bromothymol blue have been added, close them with a stopper, turn them over the electrolyser, unclog them and fix them above the Electrodes.

Picture 1 : Zone of bromothymol blue turn: its color depends on the pH of the solution

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Picture 2 : Experimental set-up

Set the DC voltage generator to 12 V and let it run for about 5 minutes. To observe. Note the evolution of the color of the solution of the tubes 1 and 2 and compare the volumes of the gases contained in these tubes - stop the generator when one of the tubes is filled with gas. - block the tube 1 with a plug before removing it from the solution, turn it, unclog it and present its opening to a flame. -coupling the tube 2 with a plug before removing it from the solution, turning it, unclogging it and inserting an incandescent stick in its upper part.

1. deduce from the tests carried out the nature of the gas contained in the tube 1 and that present in the tube 2. 2. that translates the change of the color of the solution contained: In tube 1? In the tube 2? 3. What is the conventional sense of the electric current in the circuit? . To deduce the direction of movement of the electrons in the circuit external to the electrolyser. 4. Deduce from all the observations made above the equation of the reaction which occurs at each of the electrodes. . Identify the anode and the cathode after recalling the definition of these two terms. 31

SELFY - SAVE EARTH’S LIVE FOR YOUTH 5. Determine the reaction equation that describes the overall operation of the electrolyser. . Are the respective volumes of the two gases obtained consistent with the reaction equation? . Why was an aqueous solution of sodium sulphate and not pure water used for the electrolysis of water? Which charge carriers are responsible for the passage of the electric current through the solution? In what direction do they move? . Copy the assembly diagram and represent the movement of all load carriers involved.

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SELFY - SAVE EARTH’S LIVE FOR YOUTH

LESSON 7. WHAT IS CAUSING GLOBAL WARMING

ITALY

Students: 14/15 years old Overview: Help students identify and understand the influencing factors of global warming, sources of atmospheric carbon dioxide, and the different fossil fuels that contribute to the global climate. Purpose: Engage students using a variety of media outlets to analyze and evaluate the relationship between CO2 and global warming. Help students understand the effect of greenhouse gas on the environment and how natural and industrial carbon dioxide circulate through atmospheric systems.

Lesson Objectives:  

  

Students will identify the factors that have influenced global climate in the past. Students will review the greenhouse effect and its influence on climate, identify major greenhouse gases and their atmospheric percentages, and understand why carbon dioxide is considered the greenhouse gas most responsible for contemporary global warming. Students will identify natural and industrial sources of atmospheric carbon dioxide and understand the ways in which it cycles through systems. Students will understand the correlation between atmospheric carbon dioxide concentrations and average global temperature. Students will analyze and evaluate conflicting information about CO2 and global warming.

Vocabulary: atmosphere, sun cycles, greenhouse effect, greenhouse gases, carbon dioxide, methane, fossil fuels, industrialization, forcing agent

Materials Needed: Students' book, videos, PPT, Websites Time: 4 hours

Lesson Procedures: Introduce the activities by using prompts from the Teacher Guide. Activity 1: Brainstorming Activity 2: Present the PowerPoint slide show, What is Causing Global Warming? Use the Teacher Guide to facilitate discussion. Activity 3: Distribute the Student Worksheets and show the video Lead the decoding of the video using the prompts in the Teacher Guide. Students complete the Student Worksheet: Lesson Review. Review the worksheet using the suggested answers in the Teacher Guide. Assessment and evaluation: 33

SELFY - SAVE EARTH’S LIVE FOR YOUTH At the end of the actvities there will be a questionnaire for the students' self -assessment and a worksheet with fill in the gaps and multiple choice used by the teachers to evaluate the final goals.Teachesr will also consider motivation, participation and different learnin g styles to evaluate the students.

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SELFY - SAVE EARTH’S LIVE FOR YOUTH

LESSON 8. ACTIVITIES ABOUT GLOBAL WARMING

ITALY

Scientists made an alarming discovery in the 1980s. They found out that the average temperature of the Earth's surface was slowly rising. This trend is called global warming. Today we know that global warming is increasing because more and more gases get into the atmosphere. Greenhouse effect A greenhouse is a glass house in which plants grow. The glass lets light in and at the same time keeps heat from getting out. This heat keeps the plants warm, even when it is cold outside. The same happens to the Earth's atmosphere. It lets sunlight in and keeps carbon dioxide and other gases from getting out. We need these gases but too much of them trap more heat. Causes of Global Warming For a long time people on our Earth didn't think a lot about greenhouse gases. The situation changed when people started using more and more energy in the form of fossil fuels, like oil, gas and coal. We burn fossil fuels to power factories, run cars, produce electricity and heat houses. As fossil fuels burn they let carbon dioxide into the atmosphere. During the last few decades people have also cut down many forests. Trees use carbon dioxide when they make their own food. Fewer trees mean that less carbon dioxide is taken out of the atmosphere.

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SELFY - SAVE EARTH’S LIVE FOR YOUTH Rise of temperature in the last 150 years Possible effects of global warming Scientists have different opinions on how warm the Earth's surface will really get. The increase may be between 1.5°C and 6°C by the year 2100. Warmer weather will make ice caps and glaciers melt. Sea levels could rise dramatically. Plants, animals and people living in coastal areas all could be in danger. The weather may change in many areas of the world. Floods, droughts and damaging storms could be the result. People in colder regions might welcome warmer weather but those who live in regions that are already hot may suffer from new diseases. At the same time some animals may not survive because they cannot adapt to the new environment. They could move to other places in order to live there. Reducing global warming Finding a solution to solve the world's biggest environmental problem is not an easy task. Although we need energy to make our economy grow there are things that could be done to fight off this problem. Carpools or travelling by public transport could take many cars off the roads. You could turn off lights, TV sets, computers and other electrical items if you don't need them. Companies have been spending a lot of money to produce items that use little energy. We also need to use more alternative energy, like sunlight, wind power or wave power. Car companies have started to produce a new type of cars known as hybrids. It works like an electric car but also has a small petrol engine. The Kyoto Protocol In 1997 over 150 countries signed the Kyoto Protocol at the United Nations Climate Conference. Industrialized countries should reduce their emissions of greenhouse gases. The United States which produces about 25 % of all greenhouse gases has often made public that it will not support the agreement.

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SELFY - SAVE EARTH’S LIVE FOR YOUTH Activities: Match the adjectives with their opposites: 1. 2. 3. 4. 5. 6. 7.

Coastal Slow Public Different Warm Dangerous Alarming

A. B. C. D. E. F. G.

Safe Cold Private Same Reassuring Inland Fast

Complete the sentences with the words in the box. ENVIRONMENT- FOSSIL FUELS – HEAT- WARMER - ECONOMY - CARBON DIOXIDE – ALARMING -

1. 2. 3. 4. 5. 6. 7.

Scientists made an ………………….discovery. The glass lets light in and at the same time keeps ……………….from getting out. As ……………… burn they let carbon dioxide into the atmosphere. Trees use ………………………when they make their own food. ……………………weather will make ice caps and glaciers melt. Some animals may not survive because they cannot adapt to the new ……………………. We need energy to make our …………………………….grow

Answer to the following questions: 1) 2) 3) 4)

Why is global warming increasing today? Illustrate through a diagram the “greenhouse effect” What are the possible effects of global warming? What can we do to reduce global warming? Do you try to follow these advices in your everyday life? 5) What is Kyoto Protocol?

In groups, try to write and draw a list of all possible solutions and advices to reduce global warming (e.g. turn off the lights with the correspondent drawing). This work will be put up on the wall of the classroom as a reminder and at the hall of the school for all the students. (Grammar revisions: modals and imperative forms)

Alternative activity: in groups of 4-5 students choose a rap song and change the words of it according to the theme: global warming. Then the groups will perform it to the rest of the class.

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LESSON 9. YOU CAN HELP TO COMPBAT CLIMATE CHANGE

LATVIA

Students’ age: 13-14 Subjects: Geography, social science Time: 2 lessons Aim: Promote students to take part in sustainable actions Tasks: 1. Help students to find out the actual environmental problems what are actual to them and their classmates 2. Find out how and why they can do in order their actions would be sustainable 3. Develop students’ communication and presentation skills Every student fills the worksheet “I am worried about…” Students are divided in groups. In their groups they agree on 5 topics they are the most worried and choose one problem for making a presentation – reasons, consequences, actions. Students search for information on the internet and in the library, make a presentation, search for video resources. The results of group work are presented to other groups. When all groups have finished their presentations students evaluate the proposed environmental actions for sustainable living in the worksheet “I already…” Students watch the film by Gints Grūbe “The question of the time” where threats of global warming in Latvia are analysed, it involves also the reasons, consequences and possible future actions. Results: Students actualize environmental problems, they are able to find out the reasons and consequences. Students can evaluate their personal actions for sustainable living. Students are able to use different information sources. By working in groups students develop their communication and presentation skills.

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WORKSHEET “I AM WORRIED ABOUT…” The most of all I am worried about …

The most of all my team is worried about …

1. Pollution of the Baltic sea, lakes and rivers of Latvia, its influence on plants and animals living in water. There are many places where it is not allowed to swim in Latvia 2. Illegal places where waste is dumped – in forests, roadsides, beaches 3. Increasing of the amount of waste – the products are packed unnecessarily, goods of low quality what we don’t need 4. There are many people who don’t sort waste 5. Genetically modified food, food what is grown using chemicals, food what tastes better because of food additives 6. Depletion of non-renewable energy resources (oil, coal) 7. Impact of gases produced by industries and transport on the quality of air and ozone layer 8. Cutting trees – they the lungs of the Earth 9. In winters – no snow, layer of snow is not thick, in summers – hot and dry periods 10. Nature disasters – storms, flood, also in Latvia

11. Spending too much water

12. Other (write in)______________________________

13. Other (write in)______________________________

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WORKSHEET “I ALREADY …” Mark every action what is carried out by at least 5 members of your group in order to promote sustainable development of the environment. 1. When I need to go for a short distance I go on foot or by bike. If the distance is longer then I use public transport where it is possible. 2. I save water – have a shower instead of bath, wash dishes in a bowl or use dishwasher instead of washing dishes in running water 3. I use environment-friendly cleaners for washing floor or laundry 4. I use natural light and warmth as much as possible – open windows, clean them regularly, open window curtains 5. When I don’t use electrical device anymore, then I unplug it from e lectricity socket 6. I use energy effective bulbs and electric goods 7. I weed my garden instead of using chemicals 8. I use vegetables what are grown in Latvia or neighbouring countries because less fuel is spend for transportation and therefore the air is less polluted. 9. I plant trees. 10. I study ecological questions myself and teach also to others. 11. I sort waste – plastic, paper, glass 12. I sort environmentally harmful waste – electric devices, batteries. 13. I don’t buy goods and products what I don’t need. The things I don’t need I give for using to other people. 14. I take care of environment and take part in cleaning actions. 15. Other (write)_________________________________________________________ 16. Other (write) _________________________________________________________ Advice 5 actions from the above mentioned what should be carried out by every inhabitant in order to promote sustainable environment. 1. _____________________________________________________________________ _____________________________________________________________________ 2. _____________________________________________________________________ _____________________________________________________________________ 3. _____________________________________________________________________ _____________________________________________________________________ 4. _____________________________________________________________________ _____________________________________________________________________ 5. _____________________________________________________________________ _____________________________________________________________________ 40

SELFY - SAVE EARTH’S LIVE FOR YOUTH

LESSON 10. PROTECTING LIFE FROM DIRTY ENERGY AND GLOBAL WARMING

PORTUGAL

Introduction Global Warming has been presented in media has a threat to life condition in earth. It is also claiming that global warming resulting from greenhouse effect caused by the resulting gases from burning fossil fuels. But there are different opinions which say that there are no evidences about global warming and that human action does not influence the global climate of the planet. Either way it is important what can be made to prevent a possible natural crisis and at the same time reduce the rapid consumption of natural resources and reduce environmental pollution. Objectives 1) Critically analyze the causes and consequences of global warming on our planet. 2) Gather opinions who claim the global warming results increased CO2 concentration in the atmosphere and contrary opinions. 3) Make a report about global warming, causes and consequences, what is MAN’s responsibility and what can any of us do to contribute to a sustainable planet.

Strategies 1) Students should assist a documentary "An inconvenient truth", from Al Gore (available on DVD or on YouTube), and analyze the presented arguments 2) The students should read texts about global warming (concordant and discordant) and register the parts which are important or controversial 3) Students should make an individual report about this theme and it’s conclusions. 4) Regardless of the conclusions of each student, in groups of 3, students must indicate 10 measures to be taken to prevent an eventual natural crisis and at the same time reduce the fast consumption of natural resources and reduce environmental pollution.

Suggestions Regardless the conclusions of each student, the teacher should encourage the students to have an attitude that favors a sustainable natural environment, for example, lower the consumption of energy, consuming prducts with recyclable packaging in, etc.

Sites and videos that agree with the theories of global warming - http://www.climatehotmap.org/about/global-warming-causes.html - https://www.youtube.com/watch?v=xcVwLrAavyA - http://video.nationalgeographic.com/video/101-videos/global-warming-101 41

SELFY - SAVE EARTH’S LIVE FOR YOUTH - http://news.discovery.com/earth/videos/global-warming-and-climate-change-whats-thediff-video-140602.htm

Sites and videos that disagree with the theories of global warming - http://www.worldclimatereport.com/archive/previous_issues/vol1/v1n5/feature.htm -

http://www.climatechangedispatch.com/scientists-demonstrate-more-fallacies-ofmanmade-global-warming.html

- https://www.youtube.com/watch?v=TCy_UOjEir0 - https://www.youtube.com/watch?v=XojMReumoDQ - https://www.youtube.com/watch?v=f-28qNd6ass - https://www.youtube.com/watch?v=Et7yTqI9D8M

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LESSON 11. INTRODUCTION TO THE GREENHOUSE EFFECT

TURKEY

AND GLOBAL WARMING Objective: Introduce "Global Warming" and "The Greenhouse Effect" to students Total Time Expected: One class period--45 to 50 minutes Overview: 9th grade students have most probably heard the buzzwords 'Global Warming' and 'Greenhouse Effect' somewhere in their lives. However, they are probably not clear as to what they really mean scientifically. This lesson will introduce both concepts and provide basic information about them. It will also engage student awareness of change in the earth energy system and provide information as to what humans are doing to effect global climate change. Sequence: 1. Pose Questions "What is the Greenhouse Effect?" and "What is Global Warming?" 2. Guide students to make a T-Chart in their science notebooks. Draw a large class T-Chart on the blackboard or overhead projector for all to see. Place Greenhouse Effect on one side and Global Warming on the other side. 3. Allow students to work for 3-4 minutes to brainstorm and write down what they know about these topics. 4. After a few minutes allow for sharing of all ideas. Have a student volunteer record these ideas on the class T-Chart. Encourage students in the classroom to copy down all information into their notebooks. 5. Begin short lecture to students. Say: Outerspace is cold. Why do we stay warm on Earth? The Sun But, what is it about Earth that allows us to survive here and not any other planets? Our Atmosphere 6. Say: The atmosphere on Earth is special. It allows us to breathe and keeps us warm. What is the atmosphere made of? Gases 7. On chalkboard write Atmosphere: Main gases Nitrogen and Oxygen. But also smaller amounts of Carbon Dioxide, Water Vapor, Methane, and many others. Have students write this information in notebooks 8. Circle the greenhouse gases on the list. Say: Carbon Dioxide, Water Vapor, and Methane 43

SELFY - SAVE EARTH’S LIVE FOR YOUTH are called Greenhouse gases. What is a greenhouse and what is it used for? To make a warm place for plants to grow. Right, the sun shines into the greenhouse and warms it up. Then a lot of the heat energy becomes trapped inside the greenhouse by the windows and the greenhouse stays warm. The atmosphere of the Earth works in a very similar way. 9. Draw a model of the Sun, Earth, and the energy transfer system that details the greenhouse effect similar to the slide from "Climate Regulators: Concepts on the chalkboard or overhead. Allow for students to sketch it in their science notebooks. Be sure they label the Sun, the Atmosphere, the Earth, Clouds, Greenhouse gasses carbon dioxide, water vapor, and methane, along with clouds. 10. Show Greenhouse Effect video provided in the activities portion of Climate Regulators from the online course pages. The video is about 3.5 minutes long. 11. Say: This greenhouse effect allows the Earth to stay warm and for humans and all other life to survive on it. Earth is 4 billion years old, and the greenhouse effect has been working for a long time to keep earth warm in order to sustain life. But, in the last 300 years, humans have begun to change the system. We are adding more Carbon Dioxide to the atmosphere than ever before by burning fossil fuels to make energy. This increased Carbon Dioxide in the atmosphere is allowing less energy to escape our atmosphere and back into space. This is making the Earth warmer. 12. The survival of Polar Bears is now in question because of global warming. They could become extinct. Show video at http://www.youtube.com/watch?v=E1cyUmx5htA that details the plight of polar bears. It is a short 1.5 minute video. Assignment: What can an average person do to reduce global warming? Supplies or references required: 1. Science notebooks 2. Chalkboard/Overhead projector 3. Laptop Computer connected to a data projector 4. Internet connection Related URLs or recommended reading: http://www.youtube.com/watch?v=E1cyUmx5htA

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SELFY - SAVE EARTH’S LIVE FOR YOUTH

LESSON 12. GLOBAL WARMING

TURKEY

Overview: In this lesson, students examine the issue of global warming. Firstthey identify some of the greenhouse gases that contribute to globalwarming -- in particular, carbon dioxide -- and the role humans play intheir production. Then students record their activities for an entiretwenty-four-hour period. Finally, in the second part of the lesson,students analyze their list of activities and calculate how much carbondioxide all the machines they use produce in one day. Objectives: 

Identify the gases that contribute to global warming

Discuss why the term "greenhouse effect" is an apt description for the phenomenon that causes global warming

Determine the amount of carbon dioxide the average American produces in one day

Suggested Time: 2 class periods Multimedia Resources: 

Global Warming and the Greenhouse Effect QuickTime Video

Snapshot of US Energy Use QuickTime Video

Your Carbon Diet Shockwave Interactive

Materials: 

Newsprint or chart paper

Colored markers and pencils

Notebook

Pencils

Ruler

Before the Lesson: 

View and take notes on the videos Global Warming and the Greenhouse Effect and Snapshot of US Energy Use.

Explore the Your Carbon Diet Web activity and familiarize yourself with the resources it contains. Use the site to help you answer the questions in this lesson plan and to anticipate student questions and problems.

If necessary, reserve your school's computer lab for the second part of the lesson.

Part I 1. Write the following questions on the board, or create a worksheet ofthe questions for students to complete. Tell students that these arethe questions they will need to answer after they watch the videoGlobal Warming and the Greenhouse Effect. 

What are the four greenhouse gases, and where does each come from? 45

SELFY - SAVE EARTH’S LIVE FOR YOUTH 

Why is the production of greenhouse gases on the rise?

Why is global warming linked to the greenhouse effect? How does the greenhouse effect work?

Is the greenhouse effect always a bad thing? Explain your answer.

2. Show the video Global Warming and the Greenhouse Effect. You may need to show it several times in order for students to get all of the information they need. Have students jot down the answers to the questions. Teaching Tip: If time is short, divide the class into groups and assign e ach group one question to answer. Then have groups share their answers with the class. 3. As a class, discuss the answers to the questions above. 4. Assign the following activity for homework: Ask students to keep track ofall of their daily activities for one twenty-four-hour period, that is,from the time they wake up tomorrow morning until the time they wake upthe following day. They should include how much time they spent on eachactivity or distance traveled. Have them bring this list to class. Teaching Tip: You may wish to brainstorm a list of likely activities with studentsbefore assigning the homework (for example, used a blow dryer - tenminutes; showered - 15 minutes; made toast - two minutes; drove a carthree miles to school; walked three blocks to school; watched television- 3 hours ...). In this way, students will know what kinds of items tolist and can get a head start on the assignment. Part II: How much carbon dioxide do you produce in a day? 5. Ask students to share their list of daily activities with each other. Thenask them which activities use electricity or fossil fuels. Have themplace a check mark next to all of the activities that use energy. 6. Review the relationship between energy usage and the production ofcarbon dioxide -- the main greenhouse gas. Ask students if they thinktheir activities produced a lot of carbon dioxide. Tell them that theyare going to try and figure out exactly how much carbon dioxide theyused to run appliances and machinery in one day. 7. Show the video Snapshot of US Energy Use. This video has some important statistics that students will need inorder to perform their calculations. (Students may need to view thisvideo more than once to get all of the information.) Some importantnumbers to jot down include the following: 

One kilowatt hour of energy produces 1/2 pound of carbon.

The average toaster uses 39 kilowatt hours of energy per year.

Each pound of carbon combines with oxygen to make 4 pounds of carbon dioxide.

One kilogram = 2.2 pounds.

The average person in the United States produces 20,000 tons of carbon dioxide per year.

8. Using the information from the video and the Web activity, Your Carbon Diet, have studentscalculate how much carbon dioxide their daily activities produce. The activity 46

SELFY - SAVE EARTH’S LIVE FOR YOUTH provides additional energy consumption information for othe r appliances and modes of transportation. Teaching Tip: If your classroom doesn't have Internet access, you will need to either schedule time in your school's computer lab or visit the Web site yourself and prepare a one page summary of the energy usage numbers for your students. 9. After students complete this part of the activity, have them share their results with the class. Discuss what surprised them about their "carbon diet." 10. Add up the total amount of carbon dioxide produced by the class. Discuss the results. 11. If time permits, determine how much carbon dioxide the entire school produces in one day, based on the class data. Discuss the results. 12. As a final assignment, let students choose one of the following: 

Write an article about energy use and carbon dioxide for the school newspaper.

Develop a short presentation for a local elementary school class about energy use and carbon dioxide.

Make a pamphlet that informs the public about ways to reduce energy usage and greenhouse gases.

It is very important that students feel they can make a positivecontribution to the environment. Following this activity, students canresearch alternative energy sources that do not contribute to global warming.

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LESSON 13. GLOBAL WARMING

TURKEY

Grade level: Middle School, High School Brief Description During these lessons, students will learn global warming together with its reasons and results. Backgrounder for Teachers Is human activity bringing about alarming global warming scenarios and related catastrophes? Or is such thinking a myth brought about by flawed or incomplete science? Finding the answers to these questions has turned global warming into a highly politicize d and contentious issue. Until about 1960, most scientists thought it implausible that humans could actually affect average global temperatures. Today, most scientists agree that Earth's temperature has risen over the past century and that carbon dioxide is one of the primary greenhouse gases that contribute to global warming. Disagreement persists, however, over whether or not global climate change is a normal environmental variation, and over how big of a problem global warming could become for the planet. Amidst such controversy, world leaders have met and outlined legal rules, known as the Kyoto Protocol, to limit the emissions of greenhouse gases. One hundred forty countries that collectively represent 61.6% of greenhouse gas emissions worldwide have ratified the Kyoto Protocol. The United States does not support the Kyoto Protocol and disagrees with a number of its provisions. Instead, the U.S. is funding additional scientific research on the causes and effects of global warming, encouraging climate change technology research and development efforts, looking at how its own federal and state laws can regulate greenhouse gas emissions in the U.S., backing the research and development of renewable energy sources, and pursuing other strategies that it believes will address global climate change without major upsets to the U.S. economy. Assumed Student Prior Knowledge Students should be familiar with the terms, "global warming," the "greenhouse effect," and "greenhouse gases." Also, they should be aware that the U.S. is a leading producer of greenhouse gas emissions that contribute to global warming. Estimated Time to Complete Lesson Three 45—minute class periods

Objectives Students will:  Learn about global warming  Learn what impact global warming might have on our lives.  Consider what might be done for global warming. 48

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Materials and Resources 1)for global warming experiment: 2 glass containers with lids; 12 cubes of ice; 6 cups of water; 2 thermometers; 1 plastic bag 2)for the competition: pictures of the endangered animals in the world, cards which consist of the names and the origins of the endangered animals, panels and tacks 3)for the Bull-ring game: ropes, carton glasses, garbage 4) for the poster: a blank piece of paper or poster board, coloured pencils, etc‌ Activity Description 1. Firstly, the teacher will do an experiment on global warming. 1.1. Place 6 ice cubes and 3 cups of water in one jar. Do the same for the other jar and cover both lids 1.2. Place a plastic bag over one of the Jars. Cover it completely (greenhouse jar) 1.3. Place both jars in the bright sunlight outdoors, for one hour. Ensure they are secure and safe 1.4. After an hour has passed, measure the temperature in both jars using a thermometer. 2. Secondly, the teacher will show the students a slide show about the endangered animals in the world as an impact of global warming. 3. Thirdly, students will be divided into groups, and they will be asked to match the pictures of the endangered animals with their names and origins by using the panels and tacks. 4. Fourthly, the students will be divided into groups which consist of 8 students, and they will be asked to move as a group from one place to an another place by using the rope which has got 8 wings in order to collect the garbage in the carton glasses on the ground. 5. Lastly, the students will be divided into groups, and they will be asked to make eco posters with their slogans.

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LESSON 14. GLOBAL WARMING

TURKEY

Grade level: Middle School, High School Brief Description Students gather information about global warming and climate changes in preparation for future lessons on the Greenhouse Effect. During this lesson, students will read about global warming using printed and on-line resources. Students should conclude this lesson with a grasp of the issues and concerns of how global warming might affect life on this planet. Objectives Students will:  Learn about global warming, evidence for global warming, and climate changes.  Consider what might constitute sufficient evidence of global warming.  Learn what impact global warming might have on our lives.  Gain experience in researching using the Internet. Materials and Resources In developing our lessons and activities, we made some assumptions about the hardware and software that would be available in the classroom for teachers who visit the LETSNet Website. We assume that teachers using our Internet-based lessons or activities have a computer (PC or Macintosh) with the necessary hardware components (mouse, keyboard, and monitor) as well as software (operating system, TCP/IP software, networking or dial -up software, e-mail and a World Wide Web client program, preferably Netscape, but perhaps Mosaic or Lynx). In the section below, we specify any "special" hardware or software requirements for a lesson or activity (in addition to those described above) and the level of Internet access required to do the activity. 1. Special hardware requirements: None. 2. Special software requirements: None. 3. Internet access: Medium-speed (28,000 BPS via modem) or High-speed (greater than 1 MBPS via network). Activity Description Students work alone or in small groups and research global warming and climate changes. Students can use printed or on-line resources (see Internet Resources below) to learn about global warming, changes in the earth's climate over time, atmospheric models that predict future changes, terminology, and possible impacts of global warming on the earth. 

Students visit the Websites in the Internet Resources section and study global warming. For example, visiting the "Index to Climate Change Fact Sheets" Website, students read about possible causes of climate change, impact of climate change, and international response to climate change.

As students research global warming, they should try to answer three questions: 1. What evidence is there that the earth is actually warming up? 50

SELFY - SAVE EARTH’S LIVE FOR YOUTH 2. What might be causing any global warming? 3. What effect might global warming have on the earth's inhabitants? 

A good place for students to begin is the "Global Warming Terminology" Website. Here they will find definitions of all the terms used in the debate on global warming.

Another excellent Website is the "NOAA Global Warming Update", which includes graphs, text, and models of global climate change developed by scientists at the National Climatic Data Center (NCDC).

Teachers may want to visit the "GCRIO" Website (see Internet Resources for Teachers below) prior to beginning this unit or lesson to gather additional printed materials for studying global warming.

Internet Resources for Students 

An Update on Global Warming [http://www.ncdc.noaa.gov/gblwrmupd/global.html] At the National Oceanic and Atmospheric Administration (NOAA).

Climate Observations Substantiate Global Warming Models [http://pubs.acs.org/hotartcl/cenear/951127/pg1.html] An article in the Chemical and Engineering News, November 27, 1995, on global warming models.

FAQs about Global Warming and Climate Change [http://www.greenpeace.org/~climate/climatefaq.html] Frequently asked questions (FAQs) on climate change and global warming at Greenpeace.

Global Warming [http://www.pacificrim.net/~wgi/resource/gr_sa/gwarming.html] Information on global warming at the World Game Institute.

Global Warming Resources [http://www.covis.nwu.edu/storage/GlobalWarming.html] An extensive list of resources on global warming at the CoVis Website.

Global Warming Terminology [gopher://mammatus.sprl.umich.edu:70/00/Global_Change/Air_Pollution/global_w arming.txt] A list of terms and definitions of global warming.

Index to Climate Change Fact Sheets [http://www.unep.ch/iucc/fs-index.html] Links to over 90 texts on global climate changes.

NASA Facts: Global Warming, Global Change/Climate Change [http://spso.gsfc.nasa.gov/NASA_FACTS/global/gw.html] A NASA paper on global warming.

Sierra Club Global Warming News [http://www.sierraclub.org/news/global-warming/] Resources on global warming at the Sierra Club Website. 51

SELFY - SAVE EARTH’S LIVE FOR YOUTH 

The sea ice in the Arctic is melting, is this a sign of global warming? [http://www.nrsc.no:8001/Pressreleases/fingerprint.html] A press release from the Nansen Environmental and Remote Sensing Center.

World Population Clock [http://sunsite.unc.edu/lunarbin/worldpop] The current world population.

Internet Resources for Teachers 

The Earth Observing System Educators' Visual Materials [http://spso.gsfc.nasa.gov/eos_edu.pack/toc.html] A series of materials on earth observation for teachers.

Educational Global Change Websites [http://gcmd.gsfc.nasa.gov/pointers/edu.html] Websites with educational materials about earth science and global change.

GCRIO Educational Resources [http://www.gcrio.org/edu.html] "On this page, the Global Change Research Information Office (GCRIO) provides links to Internet accessible global change instructional materials. These on-line materials include activities for students, lesson plans, classroom resources for teachers, and pointers to other global environmental change educational resources."

Resources for teaching about global warming [http://www.fwl.org/fwerc/resources.html] Teaching resources at the Global Warming Resources Website.

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LESSON 15. GREENHOUSE EFFECT: POP-BOTTLE

TURKEY

EXPERIMENT Objectives 1. Describe how greenhouses work, and what factors affect their temperature. 2. Compare a simplified greenhouse to the greenhouse effect on Earth. 3. Gain experience using an analogous model to conduct experiments that cannot be conducted “in the real world”. 4. Explain how the temperature of the Earth depends on its energy budget, and explain how the temperature changes when influx and out flux of energy are not in balance. (This will be touched on only briefly in this lesson, but expanded on in the next three lessons). Vocabulary Words: Greenhouse, carbon dioxide, energy budget, inflow, outflow. Materials for each team: • 1 two-liter plastic soda bottle • Two thermometers • Worksheets (see attached) • Scissors • 150-watt floodlight bulb • Kitchen timer or stop-watches • Portable reflector lamp Materials for teacher: • Cordless drill with bits of the same diameter as the thermometers • X-acto knife In the Classroom Introductory Discussion 1. Short description of ‘hook’ to capture student’s attention. • Who has heard of global warming? OK - do you know what causes it? [should lead to cars, pollution, CO2, etc. maybe even greenhouse effect] Why is it that these things increase the temperature of the whole planet, even though it’s so big? • Do you know why it is called the greenhouse effect? Have you seen or been in a greenhouse? What happens when you open a car that was parked in the light in the summer? 2. Short description of other items to discuss or review. • What is our main source of energy? [the Sun] When it shines it sends 1370 W/m2 (like thirteen 100W light bulbs per m2). What happens with an oven if you leave the heat on ALL the time? [it gets hotter and hotter]. OK but the heat is on all the time on the planet, why is it that it’s not getting so hot? Because the planet also loses energy, radiated back to space. 3. Briefly describe science experiment/activity. 53

SELFY - SAVE EARTH’S LIVE FOR YOUTH 4. Briefly describe the processes of science that the students will focus on (prediction/hypothesis, observations, recording results, conclusions.) Observation • Recording result • Using analogue models 5. Briefly describe safety guidelines. • Careful with scissors! • Lamp can get hot Science Activity/Experiment Experiment Title: The Pop-bottle greenhouse Purpose of Experiment: illustrate how a greenhouse work. Initiate comparison with the Earth’s atmosphere. Get students familiarized with this analogous model so they can conduct their own experiment in a science lesson . Experimental Treatments: how is temperature in the bottle affected by the bottle? Control treatment Thermometer outside bottle, on a coat hanger Test Treatment Closed Bottle Prediction or Hypothesis: What will happen to the temperature in the greenhouse when we turn on the lamp? What will happen to the temperature just outside the greenhouse? Which one will be hotter at the end? Methods and Instructions: Experimental chamber construction for each chamber, you will need a two-liter plastic soda bottle (with cap). 1. Remove the bottle label by soaking it in warm water. 2. Cut off the end of the bottle approximately 2 inches from the bottom and discard the bottom piece. (best if the teacher starts the hole with the X-acto knife; the student can then finish off with scissors) 3. Drill a hole the same diameter than that of the thermometers in the cap of the pop-bottle. The hole can also be carved by hand with an X-acto knife pretty easily. Experiment 1. Insert a thermometer in the hole in the pop-bottle cap. Attach the control thermometer to a coat hanger folded at 90 degree so that it is at the same height and same angle as the thermometer in the bottle. Make sure the bulbs of the thermometers are above the bottom of the chamber base. (See picture below). 2. Place both thermometers approximately six inches away from the lamp. Insure that they receive the same amount of light. 3. Inspect the setting of each team before they start. Then they can turn on their light and begin collecting data every 2 minutes for 20-26 minutes, until the temperature starts leveling. Students should divide up the work so that everyone is active: one can be time keeper, another reads the thermometer, another notes the results, etc. NOTE: to see some example of data obtained by students, see the spreadsheet.

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“Cautionary Note: The analogy between the plastic cover and the atmosphere is not a perfect one. Greenhouse covers prevent heat losses from convection (air movement carrying away the heat) as well as by radiation (direct transfer of heat energy). The atmosphere prevents only heat loss by radiation. The greenhouses used in this activity serve as a crude model of the actual atmospheric process and are only of limited use in understanding the nature and scope of the actual Greenhouse Effect. 1” Closure Discussion • Students graph their results, and give the results to the teacher who will enter them in a spreadsheet. • Compare and contrast the graphed data from the vented bottle and the intact bottle. What happened? How do you explain your observations? • Why did the temperature increase? [the lamp provided heat/energy to the bottle] • Why did it stop increasing? [harder question… heat comes in, heat leaves too. At first, more was coming in than leaving, so temperature increased. As the temperature rose, the bottle started to loose heat more quickly and the temperature remained constant. INFLOW = OUTFLOW] • What could you do to increase the temperature in your bottle? [more powerful bulb, insulate lamp better (which lead to ask what happens if you block the light… like clouds do!), add reflectors on the sides, etc.] • How could you "change" your greenhouse to now have a temperature range in between the two you tested? • Compare and contrast your plastic greenhouse to the greenhouse effect on Earth. How does the Earth loose energy?... [This is also in the worksheet. I asked them to leave it blank for now, they will return to it after the next lesson: greenhouse effect simulation. ] References 1. University Corporation for Atmospheric Research, Project LEARN, retrieved February 2008 from . See http://www.ucar.edu/learn/copyrite.htm for copyright info. Also of interest: 2. http://www.teachersdomain.org/resources/phy03/sci/phys/matter/greenhouse2/ind 55

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POLLUTION

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SELFY - SAVE EARTH’S LIVE FOR YOUTH G ERMANY

LESSON 16. AIR POLLUTION – SMOG IN THE CITY Aim: Material: Age students:

Definition of fine dust and measures how to reduce air pollution in cities posters 15-16 years

Lesson Part

Content

Learning Goal

Introduction

Development of traffic in the city.

Students understand that smog is dangerous even without seeing the pollution.

Group work I What is fine dust?

Students can describe how dangerous fine dust can be for health. Furthermore, they can explain when and why smog stays in cities for a longer time period.

Presentation

Student can prepare their findings in a presentation/poster in a given timeframe.

Preparing presentation and posters.

Presentation of the group work Group Work How to reduce air II pollution? Example: “How 6 cities are attempting to deal with dangerous air pollution”. Discussion Which solution suits best your city?

Optional: Why to use filters No diesel for heating and without filter diesel engines?

Method and Media Discussion of tables and pictures with the students. Drawing conclusions. Reading an interview in groups: 1. Meteorologist 2. Doctor

Creating presentation and poster in teamwork.

Students can give examples of how to reduce air pollution in cities.

Students can transfer examples to the circumstances of their city. Students can explain the advantages of diesel filters for the environment.

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LESSON 17. POLLUTION SOLUTIONS

ITALY

Age: 16 - 18 Duration: Two weeks Objectives Students will understand the following: 1. The threat to water ecosystems is a complex problem because many factors contribute to their pollution and destruction. 2. The following factors all play major roles in the pollution and destruction of water ecosystems: PCBs, DDT, metylmercury chloride, sewer sludge, thermal effluents, radioactive wastes, destruction of marshlands, and beach erosion. 3. Methods to combat the above factors exist. 4. More methods are being developed and need to be developed. Materials For this lesson, you will need: • Research materials about water ecosystems and factors that contribute to their pollution or destruction • Computer with Internet access Procedures Ask students to name some water ecosystems. (They might mention oceans, rivers, 1. ponds, lakes, marshlands.) 2. Now ask them to mention any factors they know of that contribute to the pollution and destruction of water ecosystems. List their suggestions on the chalkboard, including the following: PCBs, DDT, metylmercury chloride, sewer sludge, thermal effluents, radioactive wastes, destruction of marshlands, and beach erosion. 3. Divide your class into groups, and have each group research one of the factors you have listed. Groups should focus their research on how their factor affects water ecosystems, particularly those in your area, if applicable, and the methods that are being employed to counter it. 4. When their research is complete, each group should choose one water ecosystem that has been affected by the factor they have been assigned and prepare an environmental-impact statement about it. Each statement should include four elements: 1. a description of the current environmental status of the ecosystem 2. a description of the way or ways in which the factor affects the ecosystem 3. a description of the existing methods that are being used to combat the factor 4. suggestions for future methods of combating the factor 5. When the statements are complete, invite groups to share their findings with the class.

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SELFY - SAVE EARTH’S LIVE FOR YOUTH Discussion Questions

1. Discuss the relationship between population growth, advances in technology, and ocean dumping. 2. Discuss the ways in which the traditional uses of the ocean are changing. 3. Explain how toxic substances such as DDT, PCBs, and mercury enter the ocean and become incorporated into food chains. 4. Brainstorm "environmentally friendly" ways of generating electricity, cleaning up wastewater, producing fuel, and developing land. 5. Discuss alternatives to ocean dumping to prevent further contamination of wildlife habitats and commercial seafood. 6. Discuss why there must be international cooperation concerning oil drilling, fishing, and radioactive waste disposal for the ocean to be useful to the whole world. Evaluation You can evaluate your students on their assignments using the following three-point rubric:  Three points: complete description of the current status of the ecosystem, accurate description of the way or ways in which the factor affects the ecosystem, clear description of methods being used to combat the factor, reasonable suggestions for future methods  Two points: adequate description of the current status of the ecosystem, acceptable description of the way or ways in which the factor affects the ecosystem, vague description of methods being used to combat the factor, unrealistic suggestions for future methods  One point: vague description of the current status of the ecosystem, unsatisfactory description of the way or ways in which the factor affects the ecosystem, inadequate description of methods being used to combat the factor, no suggestions for future methods You can ask your students to contribute to the assessment rubric by determining how many suggestions for future methods should be included. Extensions One Family's Trash Collect the solid wastes that accumulate in your home during a given week, and then bring them into class. Divide the class into groups; then give each group one bag of wastes. Ask each group to separate the wastes in their bag into separate categories and place them in new bags—one for all metals; one for glass, plastics, and rubber; one for paper; and one for organic materials. Make sure that they use rubber gloves when handling the waste. When the trash has been sorted, they should weigh the collected materials in each category. Each group should combine its results with those of the other groups, and then determine the waste type per member of your household per day (weight of each bag/number of residents of the house/7). Students can then extrapolate to determine how much waste each member of your family generates in each category in a given year. 59

SELFY - SAVE EARTH’S LIVE FOR YOUTH Students can then analyze the data, creating a pie chart to illustrate what they've discovered. Which types of waste are most prominent and why? If there are 250 million United States residents, what is the total amount of waste generated nationwide in a year, assuming that your family is representative of the general population? Finally, challenge the students to develop a variety of alternative uses for these discarded "resources"— other than recycling. (Example: Sandals have been made from old rubber tire treads.) An Ideal Home Ask your students to use their imaginations to design an ideal home that is as eco-friendly as possible. How many rooms would they include for a family of four? How big would those rooms be? How would the house be heated and cooled? What appliances would they have? What materials would they build their house out of? How would they recycle and reuse their waste products? Each student should create a detailed drawing of their ideal eco-friendly home with descriptive labels explaining each of the house's special ecofriendly features. The students can then post their drawings around the room and examine each other's work. Conclude the lesson with a discussion of the merits and drawbacks of the various designs.

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LESSON 18. ENVIRONMENTAL POLLUTION

TURKEY

Learning Targets Students will recognize the effects of pollution and humans on the environment. a. Explain the effects of pollution (such as littering) to the habitats of plants and animals. b. Identify ways to protect the environment.  Conservation of resources  Recycling of materials The general secondary objective is to introduce students to the concept of how e ngineering is working to solve environment problems: a. By reducing and preventing pollution b. And/or efforts to resolve/cleanup pollution Background: By the end of the lesson we would like the students to have an understanding of what pollution is, why we don’t want it, and what they can do to help. Pollution = BAD. Pollution is trash that is in a place that it should not be in. Some can be fixed by the efforts of one, and some pollution takes the efforts of many. Pollution comes in three forms, creating the acronym LAW. LAW stands for Land, Air, and Water. Land pollution is something that harms the earth’s surface, like bottles, wrappers, and gas spills. Water pollution is something that makes water bad for people, animals, and plants. Over half of the Earth’s drinkable water is polluted. Air pollution is something that makes the air we breathe harmful to us. Things that cause this are factories, cars, and fire.

Essential Questions: What is pollution? What can you do to help?

Land Pollution: You might want to start describing Land Pollution by giving examples. Once you think that they have the concept of it, you can introduce the land pollution activity. In this activity you would need a sock (or something starchy like a sock) and tell the stude nts to get a piece of trash. They then can come and put their pieces of trash in the sock until it can’t hold any more trash. This represents how the world is full of pollution and how it harms the environment. Materials: sock and trash

Air Pollution: 1. Take an empty balloon and fill it with leftover paper dots from a hole punch or other paper scraps. (recycle)

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SELFY - SAVE EARTH’S LIVE FOR YOUTH 2. Tell the students that the balloon represents our atmosphere. The paper scraps represent particle and other air pollution. The breathing into the balloon represents human contribution literally and firguratively. 3. Fill the balloon with breath (our human contribution). Tell the students you are showing how our pollution is pushing the atmosphere to the limit. 4. Keep “adding pollution” until the balloon is full. Then while explaining how the environment has reached its capacity, pop the balloon. Extension Ideas: 1. Write “O-Zone” or “Atmosphere” on the balloon to help kids connect. 2. Try shuffling pictures of pollution into the balloon for step 1 so not e verything is a metaphor. 3. Ask the kids to try and put the balloon together. Once they realize they can’t, they will realize we only have one atmosphere that can’t be replaced. Materials: Paper scraps (hole punch scraps are ideal), balloon

Water Pollution: Materials: Clear container – jar, aquarium, clear plastic bowl, etc Water colors or food dyes Picture of underwater environment (we could provide on the website) Objective: Demonstrate water pollution by dirtying up clear water. 1. Fill up the container with water to represent the water before pollution 2. One by one have students come up and put a little water color or food dye into the water. Every time a student puts more colors into the water, it will become murkier. Explain how water pollution is hurting the environment and us. 3. Would you want to drink this water? Let the students see what the water looks like. Extension Ideas: ▬

Place a picture of an underwater environment on the opposite side of the container. As the water becomes murkier the picture will become less visible.

▬

Try using other materials to put into the container to represent pollutants or debris.

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LESSON 19. POLLUTION

TURKEY

Duration : 60 minutes Objectives : At the end of this lesson, students will be able to -

conduct scientific experiments to determine the effects of air, water and land pollution. work cooperatively with peers. predict and observe outcomes. read facts about air, water and land pollution

Materials: 

Student copies of the song from “Pocahontas” ( Attachment One: “Colors of the Wind”)

A supply of materials needed to do the experiments selected from Attachment Two: Pollution Experiments

Multiple copies (one per student per experiment) of Attachment Three: Recording Results

Student copies of Attachment Four: Facts About Pollution

Student folders for gathering materials, optional

Student copies of Attachment Five: Homework

Procedure: -

The teacher distributes the Attachment 1: “Colors of the Wind.” Ask the students to listen to the song as they read the words. Ask the students how this song applies to the Native American traditional belief of Mother Earth and everyone's responsibility to protect the environment. Prior to this lesson you will need to have all the supplies for the experiments set up in a central location. Some of the experiments (Numbers I, II, and III) depend on sunny or rainy weather. You may need to wait for the appropriate weather for the students to do these. Student folders in which to keep the experiment recording forms will be helpful.

-

Explain that the students will be doing experiments to investigate pollution and its effects. They will be observing the results over the next few days.

-

Tell the students that some of the experiments they are able to do today will depend on the weather being sunny or rainy. Distribute Attachment 2: Pollution Experiments and divide the class into the number of experiments you have chosen to do. Assign each group one experiment to set up or have each group set up all the experiments (depending on the time and amount of equipment available).

-

Give the students copies of Attachment 3: Recording Results (one per student per experiment) and ask them to answer questions one and two for each of the experiments. These first two questions are predictions and should be done before the experiments are observed. 63

SELFY - SAVE EARTH’S LIVE FOR YOUTH -

-

Distribute Attachment 4: Facts about Pollution and read and discuss it as a class. Ask the students if they want to change or add to their predictions (Questions one and two on Attachment 3 ) for each experiment based on this new information. Allow them to make the changes. Have the students observe all of the experiments and draw and/or write their observations for “Day One” in question three of Attachment 3 . (The remaining questions will be addressed in subsequent lessons.)

Homework: Send home copies of Lesson Three, Attachment 5: Homework . The students answer the questions with the help of their families and return the questions the following day. This lesson plan has been taken: https://www.learningtogive.org/units/earth-connections/lets-experiment

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SELFY - SAVE EARTH’S LIVE FOR YOUTH Attachment 1 Colors of the Wind You think you own whatever land you land on; The earth is just a dead thing you can claim; But I know every rock and tree and creature Has a life, has a spirit, has a name. You think the only people who are people Are the people who look and think like you, But if you walk the footsteps of a stranger You'll learn things you never knew you never knew. Have you ever heard the wolf cry to the blue corn moon, Or asked the grinning bobcat why he grinned? Can you sing with all the voices of the mountain? Can you paint with all the colors of the wind? Can you paint with all the colors of the wind? Come run the hidden pine trails of the forest, Come taste the sun-sweet berries of the earth; Come roll in all the riches all around you, And for once never wonder what they're worth. The rainstorm and the river are my brothers; The heron and the otter are my friends; And we are all connected to each other In the circle of a hoop that never ends. Have you ever heard the wolf cry to the blue corn moon, Or let the eagle tell you where he's been. Can you sing with all the voices of the mountain? Can you paint with all the colors of the wind? Can you paint with all the colors of the wind? How high does the sycamore grow? If you cut it down, then you'll never know. And you'll never hear the wolf cry to the blue corn moon, For whether we are white or copper-skinned, Need to sing with all the voices of the mountain, Need to paint with all the colors of the wind. You can own the earth and still All you'll own is earth until You can paint with all colors of the wind 65

SELFY - SAVE EARTH’S LIVE FOR YOUTH Attachment 2 Experiment I This experiment must be conducted on a wet day. Supplies:  Large funnel  White paper coffee filter  Beaker or glass jar  Microscope (optional) Directions: Line a large funnel with a white coffee filter. Place the funnel in a jar and put the funnel outside during rain. Check the paper filter after the rain. If possible, look at it through a microscope. Experiment II This experiment must be conducted on a dry day. Supplies:  Petroleum jelly  Three white index cards numbered 1, 2 and 3  One clip board  Plastic knife Directions: Spread petroleum jelly on each index card with a plastic knife. Attach one card to the clipboard and place outside. Place one card in the classroom under the teacher's desk. Place one card near an air vent in the classroom. After a day or two, compare the cards to see how much pollution has been trapped in the petroleum jelly in the differen t locations (cards 1, 2 and 3). Experiment III This experiment must be conducted on a sunny day. Supplies:  Two small thermometers  One resealable plastic bag Directions: Place one thermometer in the plastic bag, fill the bag with air and seal the bag. Record the temperature on both thermometers. Place both thermometers in a sunny window. Record the temperatures again after five minutes. Experiment IV Supplies:  Two small beakers or glass jars  Acid (white vinegar)  Eight plant leaves with stem  Self-stick labels Directions: Label one jar “water” and fill it with plain tap water. Label the second jar “acid water” and fill it with half vinegar and half tap water. Dip four leaves completely in each of 66

SELFY - SAVE EARTH’S LIVE FOR YOUTH the jars and then stand four leaves in each jar, stem in the liquids. Observe the leaves for a few days and record your observations. Experiment V Supplies:  Two beakers or glass jars  Acid (white vinegar)  Two pieces of chalk  Self-stick labels Directions: Label one jar “acid” and fill it with vinegar. Label the second “water” and fill it with tap water. Place a piece of chalk in each jar. Observe the chalk for several days and record your observations. Experiment VI Supplies:  Two small jars  Salt and tap water  Measuring spoons  Eight plant leaves with stem  Self-stick labels Directions: Label one beaker or jar “water” and fill it with plain tap water. Label the second beaker or jar “salt water.” Fill it with tap water, add four tablespoons of salt and stir it until dissolved. Dip the four leaves completely in each of the jars and then stand the four leaves in their jar, stems in the liquids. Observe the leaves for a few days and record your observations. Experiment VII Supplies:  Two stalks of celery  Two beakers or small jars  Red food coloring  Water Directions: Fill each jar half full of water. Put several drops of red food coloring in one jar. Make a fresh cut on the bottom of each stalk of celery. Place one stalk of celery in each jar. Observe the celery for a few days and record your observations.

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SELFY - SAVE EARTH’S LIVE FOR YOUTH Attachment 3

Recording results Name_________________________________________________ Experiment #____________ 1.Complete this question about the experiment What happens if _____________________________________________________________ ___________________________________________________________________________

2.What do you predict will happen? (write and/or draw your answer) ___________________________________________________________________________ ___________________________________________________________________________

3.What did you observe? (write and/or draw your answer)

Day 1

Day 2

Day 3

4. Why do you think this happened? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 68

SELFY - SAVE EARTH’S LIVE FOR YOUTH 5.What did this demonstrante about pollution? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 6.What more would you like to know? What variatio could you try? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

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SELFY - SAVE EARTH’S LIVE FOR YOUTH Attachment 4

Facts about pollution Read and discuss the following facts about pollution. 1. In the U.S., more than seven million cars are scrapped each year. 2. More than 250,000,000,000 tires have been thrown away in the U.S. 3. Each person in the U.S. uses about 12,023 gallons of water a year, enough to fill more than a tanker truck. 4. There is a layer of ozone gas surrounding the earth that protects it from the sun's harmful rays. That layer has become thinner and has holes in it from chemical pollution in the air. 5. Most families throw away about 88 pounds of plastic a year. 6. Every year in the U.S. a forest the size of the state of Maine is cut down to make paper. 7. Gases from car exhaust fumes, power plants and factories are making rain slightly acid as it falls through the atmosphere. 8. The average person in the U.S. throws away about 4 pounds of waste each day. 9. Hugh amounts of disposable diapers are thrown into landfills. These produce methane gas into the atmosphere and take hundreds of years to break down. 10. Acid rain can harm forests and crops, damage bodies of water and contribute to the damage of statues and buildings. Pollutants that contribute to acid rain may be carried hundreds of miles before being deposited on the earth. 11. Automobiles are a major source of air pollution in most areas. They release more than 50 percent of the hazardous air pollutants. 12. Road salt and high nitrogen fertilizers contaminate water sheds, affecting plant and animal life.

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SELFY - SAVE EARTH’S LIVE FOR YOUTH Attachment 5

Dear Family, I have been learning about the Native American traditional belief of the environment through reading historical and contemporary works about “Mother Earth.” Today we started several experiments to discover the effects of pollution on our environment and we read some environmental facts. Please help me answer these questions. Thank you, _______________________________________________ (Student Signature)

Do you think it is important to take care of the environment? YES NO

Who should be responsible for taking care of the environment?

What does our family do as good stewards of the environment?

What does our community do?

What are some ideas for additional actions our family or our community could take to care for our environment?

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RENEWABLE ENERGY

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LESSON 20. PLANNING A WIND POWER PLANT

GERMANY Aim: Planning a wind power plant and discussing problems that might occur Material: atlas, maps, tables Age students: 15-16 years

Lesson Part

Content

Introduction

Wind power

Discussion

Gathering problems which can occur building a wind engine.

Group Work I (6 groups)

Finding a good location for the wind power plant focussing on location factors like wind force, noise protection and environment. ďƒ¨ Groups will probably come to different solutions focussing on different factors. Presentation Preparing presentation and posters.

Presentation of group work. Discussion Finding compromises between the groups and agreeing on a location for the wind power plant.

Learning Goal

Students can list problems that might occur when building a wind turbine?

Method and Media Catching the interest of the students and discussion of the caricature. Brainstorming.

Students can name important locations factors for building a wind power plant. Furthermore, they can explain the importance of the different location factors for the success of the wind power plant.

Working with selected maps in the atlas and tables about noise pollution and wind power in different areas.

Student can prepare their findings in a presentation/poster in a given timeframe.

Creating presentation and poster in teamwork.

Students are able to Interactive make a decision student-teacher evaluating the different conversation. location factors.

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LESSON 21. SOLAR ENERGY A.

G REECE

SOLAR ENERGY INTRODUCTION

Background Information: Solar energy is radiant energy from the sun that reaches the Earth. This radiant energy can be collected and converted into other forms of energy, such as heat and electricity. Solar energy is found all over the Earth, which makes it the most abundant source of energy. While sunlight is readily available during the day, one of the drawbacks of solar energy is that it isn’t available at night.

Solar Energy Group Discussion (Pose the following questions to the group and let the discussion flow naturally…try to give positive feedback to each child that contributes to the conversation.)

Q: How is solar energy used? • To heat buildings, homes, water • To light buildings, homes • To generate electricity using PV panels/cells • To cook food (especially while in remote areas/areas without electricity) • The sun's energy also keeps the Earth at a temperature to support life.

Q: What are the benefits of solar energy? • Solar energy is always there during the day. • Solar energy is free. • Solar energy does not create any sort of pollution when it creates electricity. (Can be more correct answers than the ones listed).

Q: What are the disadvantages of solar energy? • The battery technologies around today are not efficient at storing the energy created. • Solar energy cannot be harvested at night or during cloudy days. (Can be more correct answers than the ones listed ).

B.

SOLAR POWER INTRODUCTION

Simplified Definitions Solar Power • Solar power is the conversion of the sun’s energy into electricity. • The result of changing solar energy into electricity. • Solar power refers to any energy that is harvested from the sun’s light. Photovoltaic (PV) Cells • Photovoltaic cells, or solar cells, capture solar energy and convert that energy into electricity. 74

SELFY - SAVE EARTH’S LIVE FOR YOUTH Solar Power Group Discussion (Pose the following questions to the group and let the discussion flow naturally…try to give positive feedback to each child that contributes to the conversation.) Q: How do you think solar power can be used? • To run a furnace to heat homes/buildings • To cook in an oven • To run lights • To run appliances (TV, stereo, computer, etc…) • To run anything that requires electricity (There can be more correct answers than the ones listed). Q: What do you think some disadvantages of using a PV cell could be? • Solar power can’t be generated at night • The current photovoltaic cells only capture about 12% of the light that shines on their surface. And of that 12% only a small amount is actually useable as electricity. • Storage methods are not efficient. • If the PV cell gets blocked (by clouds, snow, etc…) they will produce less electricity. Q: Do you think solar power could be stored to use at night time? How? • Yes, solar power can be stored. • The energy is most often stored in rechargeable batteries These batteries need to be able to be charged over and over • New technologies are being developed to store solar power at night Example: Storing the sun’s heat in tanks of molten salt during the day and using the heat to make electricity at night

C.

SOLAR HEAT INTRODUCTION

Simplified Definitions Solar Heat • Solar heat is the collection of solar energy to heat air or a fluid Active Solar Heating • Active solar heating requires solar energy to be collected in a fluid and then the heat is transferred directly to a living space or storage system. • Uses mechanical devices (fans and pumps) to move the air/fluid. Passive Solar Heating • Passive solar heating does not require the use of mechanical and electrical devices to move the heat. Solar Heat Group Discussion (Pose the following questions to the group and let the discussion flow naturally…try to give positive feedback to each child that contributes to the conversation.) Q: Can anyone think of an example of active solar heating? • Solar pool heater 75

SELFY - SAVE EARTH’S LIVE FOR YOUTH - The pump moves the water through a black panel or black tubing, allowing the sun to warm it before going back into the pool. • Solar hot water heater - Same concepts as pool heater except that the water goes into a hot water tank in the basement of the house. Q: Can anyone think of an example of passive solar heating? • A home with large glass windows that face south (in the Northern Hemisphere) -These windows allow sunlight to heat the home. If a home is insulated properly, the heat gained from passive heating can be contained within the house for a long time. • A car sitting in the sun - The windows of a car allow the sun’s rays to get in, but the heat can’t escape. Q: Do you think solar energy can be used to cook food? • YES! • A solar oven utilizes the greenhouse effect. - Energy from the sun shines through the glass of a solar oven. - The inside of the oven is a black metal, which absorbs the energy and changes it to a different frequency. - The glass does not allow the heat energy at the new frequency to come out.

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LESSON 22. DIFFERENT SOURCES OF ENERGY FRANCE/REUNIOUN 1 . What is non-renewable energy? An energy is said to be non-renewable if it is produced at a slow pace so that its stock can be renewed at the scale of a human life

The main sources of non-renewable energy A /Fossil fuels They are mainly formed from fossil organic matter trapped in sedimentary strata an d which, under pressure and temperature, slowly transforms (several million years) into coal, oil and natural gas. These fossil fuels are used to supply thermal energy used in vehicle engines (gasoline derived from petroleum), for domestic heating (natural gas), but also for the production of electricity in thermal power plants. The main disadvantage of these fossil fuels is the emission, when combined, of carbon dioxide which is one of the greenhouse gases responsible for the current global warming.

B /Nuclear energy It is also a non-renewable energy because it relies mainly on the nuclear fission of the isotope 235 of uranium which represents about 0.70% of the natural uranium. The main disadvantages of nuclear uranium fission are the generation of long-lived radioactive wastes that must be stored in a safe manner, not to mention the risk of leakage of radioactive material during a natural disaster. Nuclear fusion is likely to constitute a cleaner energy source and with virtually inexhaustible reserves, but the technologies needed to implement it are not yet mastered

C/ Warning : Depletion of stocks The depletion of stocks of fossil fuels and uranium is inevitable and the available reserves will be fully used in a period of the century, which makes it nece ssary to develop renewable energies that are still largely minority at the present time .

2. What is renewable energy? An energy is said to be renewable if it is available in an almost continuous way, its reserves do not diminish or reconstitute on a scale of human time.

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SELFY - SAVE EARTH’S LIVE FOR YOUTH The main renewable energies A/ Solar energy It is the energy that is transmitted to us by the Sun in the form of rauyonnements. It is this which allows life on Earth since the vegetables, based on all the food chains, use this energy thanks to the phenomenon of photosynthesis in order to produce the elemental organic compounds. It can be transformed into electrical energy by the photovoltaic cells that make up the solar panels or within solar thermal power plants (which, however, remai n a rare assertion). It is a particularly useful power source for powering homes away from major power grids.

B/ Hydroelectric power Hydroelectric energy is the energy that water can provide as kinetic energy (through its movement when flowing in a river or during tides) and as potential energy ( Exploited in the mountains in the waterfalls). This is the most exploited renewable energy at the present time) Wind energy It is the kinetic energy linked to the wind and therefore to the movements of the air. It is a full-blown energy exploited through wind turbines.

C/ The biomass Biomass includes all substances derived from vegetation that can be used directly as a fuel (such as wood) or to produce biogas or biofuels. Vegetable resources can however only be considered as renewable if their management allows the replacement of the exploited species.

D/Geothermal energy This energy can be exploited only in areas where the terrestrial magma heats groundwater which sometimes springs in the form of a geyser but which are mainly usable for heating homes but also in power stations. Scientists are exploring other sources such as marine energies ‌.. etc.

3. Conclusion Global energy consumption continues to grow. The exploitation of energy resources has an impact on our societies as well as on the environment, whether by the storage of long -lived radioactive products or by the production of carbon dioxide which increases the natural greenhouse effect. More, energy losses (wastage, heat loss) are numerous. We must adopt an eco-responsible attitude by promoting renewable energies more if we wish to "Save Earth’s Life For Youth". 78

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LESSON 23. ALTERNATIVE ENERGY SOURCES

LATVIA

The aim of the lesson – to find out what are the alternative energy resources and how they can be used Age of students – 14-17 Resources – an envelope for every group of students with sentence cut in separate words, paper for posters, colour pencils, access to internet, the world map of countries Lesson plan 1. Teacher divides students in groups 2. Every group gets an envelope with words in it. Students have to arrange these words to make a sentence. WIND, THE SUN, TIDES AND GEOTHERMAL ENERGIES ARE ENVIRONMENT FRIENDLY ENERGORESOURCES. 3. Students work in groups to find answers to questions below about one type of alternative energy: a. What are to positive sides of this type of energy? b. Name the countries where this type of energy is already in use. c. Why this type of energy cannot be used in all countries? d. Where can we build electro stations producing this type of energy? e. How can we use this type of energy for producing electricity? 4. Every group makes a poster with answers and a test about their type of energy (multiple questions, unfinished sentences, crossword etc.) 5. Every student makes a table in his/her own notes Alternative resources The sun Wind

Tides

Geothermal

energy

Principles of placement

Problems in using (possible answers are given) Expensive equipment, unevenly distributed There is not always wind, Obstacle for migratory birds Can cause damage, tidal difference should be big enough to cover the expenses The cold Earth’s crust is too thick therefore expenses are higher than income

6. Every group presents their task. The countries named are marked on a map. 79

SELFY - SAVE EARTH’S LIVE FOR YOUTH 7. Students watch short films about alternative energies. 8. Reflection – teacher asks Yes/No questions to find out whether students have understood the topic: a. It is possible to build tide electro stations in Latvia (no) b. It is profitable to build solar electro stations in conditions of wet climate (no) c. The problem of using wind power is its changeability and uneven distribution (yes) d. Geothermal energy is widely used in Iceland (yes) e. Wind power generators can be obstacles for migratory birds (yes) f. The biggest wind park in Europe is situated in Grobiņa (no) g. Solar energy can be changed to electricity by using solar batteries (yes)

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LESSON 24. RENEWABLE AND NON-RENEWABLE

TURKEY

RESOURCES Keywords: natural resources, renewable, nonrenewable Subjects Covered: Science, Reading (possible supplemental activity) Goals:  

Students will be capable of describing a natural resource. Students will name renewable resources.

 

Students will name nonrenewable resources. Student will recognize renewable and nonrenewable resources in a given environment.

Materials: Renewable and Nonrenewable Resources flier – 1 per student or pair of students Appendix 1 – 1 per student or pair of students For teacher: Read through entire lesson and the Renewable and Nonrenewable Resources flier to ensure understanding of the material and activities. Have all materials before beginning lesson. In case of inclement weather, choose a favorite picture book read aloud, or have multiple copies of picture books for student use. Lesson Steps: 1. Introduce the lesson. “Today we will learn about two types of natural resources, renewable, and nonrenewable resources. Can anyone identify or define natural resources? What does it mean to renew something?, etc.” Accept responses to develop an initial interest or connection. 2. Distribute Renewable and Nonrenewable Resources fliers to each student or pair of students. Direct students to look at picture on the cover. As a class, brainstorm any connections between the cover picture and subject of natural resources. possible discussion may include: *two children recycling aluminum cans (man made) 3. Tell students that after reading this flier, they will have a better understanding of natural resources, both renewable and nonrenewable. Place the following T-chart on the board to highlight learning throughout the interactive reading of the flier.

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SELFY - SAVE EARTH’S LIVE FOR YOUTH 4. Direct students to open the flier and focus on first column, where they will first learn about renewable resources. Ask for volunteers to read aloud. Ask, “What is a natural resource?” materials or things people use from the earth “What is a renewable resource?” a resource that will never run out, a resource that can regrow or be replaced within a person’s lifespan “What are some examples of renewable resources?” Add the following to the T-chart.

NATURAL RESOURCES RENEWABLE

NONRENEWABLE

trees animals water air sun energy 5. Continue to have student volunteers read aloud the second column in the flier to develop an understanding of nonrenewable resources. Ask, “What is a nonrenewable resource?” non-living things, they don’t regrow, and there are fixed amounts “What are some examples of nonrenewable resources?” Add the following to the T-chart. NONRENEWABLE fossil fuels (coal, oil, natural gas) rocks&minerals 6. Continue reading and discussing the green column of text text in the middle of the flier about trees. Using the T-chart for discussion, ask, “What are some products made from renewable and nonrenewable resources?” Use pictures in the flier for discussion. Allow students to make personal connections to these items.

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SELFY - SAVE EARTH’S LIVE FOR YOUTH RENEWABLE * clothing – from cotton * food – meat, dairy, grains, fruit, etc. * furniture, paper, rayon cloth, rubber, bark mulch, sawdust for fuel, animal bedding, particle board, medicine, – all from trees

NONRENEWABLE * clothing – from polyester/nylon from oil * brick, cement – from minerals * plastic – from oil * glass – from minerals * metal – from minerals

7. Conclude reading aloud the flier and discuss how reducing, reusing, and recycling will help preserve our natural resources, regardless of whether they are renewable or nonrenewable. 8. To enable students to make further connections to their environment, distribute copies of Appendix 1, and allow students to explore their home, classroom, or playground independently or with a partner and record any renewable or nonrenewable resources they discover. Picture books may be used as an alternative source for discovering and recording renewable and nonrenewable resources.

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WILDLIFE

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LESSON 25. PRESERVING NATURE

LATVIA The aim of the lesson – to create students’ understanding on necessity to preserve wildlife and every person’s responsibility towards nature and its sustainability Age of students – 8-10 Resources – worksheet, colour pencils, poster with tree and leaves Lesson plan 1. A poem is written on the boards: Latvian folk song Nevienam tāda dzīve, Kā tam mūsu Jānišam: Visapkārt bērzu birze, Vidū saule laistījās.

2. 3. 4.

5.

6.

English translation Nobody has so good life As our little John: He lives in a birch grow, Where the sun is shining in the middle.

Teacher reads the poem and asks students to tell what a good life according to the poem is. Teacher asks students to draw the poem and think of its title. Students show their drawings to others and tell the titles. Teacher asks the students why our ancestry thought that living in nature is good. Teacher explains students that in ancient times nature was very important to people and they felt close to nature. Also nowadays people understand that nature is an essential part of our lives and it should be saved and we need to be responsible. Our economic activities have become wider, nature resources are used for people’s interest. Sometimes people neglect nature, think only of themselves and their comfors and forget about the living beings around them. By continuing cutting forests, polluting air and other similar actions what use but not save nature people in the future can lose trees, flowers, animals, clean water and air to breathe. Teacher asks students to think about most endangered spheres. Students work in pairs and name the spheres. Possible answers: a. Forests are cut, impoverished soil b. Swamps are drained, cranes don’t have places where to nest c. Polluted air d. Polluted water in rivers, it is difficult for fish to live there e. Grass fires in springs, many insects die Teacher gives students worksheet and asks them to write or draw what people can do in order to save birds, animals, plants and insects. When students finish they tell what they wrote or drew.

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SELFY - SAVE EARTH’S LIVE FOR YOUTH 7. Reflection - teacher asks students to tell to class what each of them has done during the last week to preserve nature. Students write their answers in the leaves of the tree on the poster. The poster is put on the wall in the classroom.

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SELFY - SAVE EARTH’S LIVE FOR YOUTH Worksheet

Preserving nature People are responsible about preserving nature and surrounding environment. Write or draw what people can do to help birds, animals and insects in order they felt safe.

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THE FUTURE IS ORGANIC

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LESSON 26. GENETICALLY MODIFIED FOODS

GERMANY

Learning Objectives: The goal of this lesson is to teach students what genetically modified foods (GMO's) are; determine which foods are genetically modified; determine how they compare to organic foods, and weigh their positive and negative impacts on health and the environment. Age of students: 14-16 years Materials Needed:  Handout copies of Medline Plus: Genetically Modified Foods and WebMD's "Are Biotech Foods Safe to Eat?"

Procedure: 1. Have students define what organic foods are. Ask if they know what genetically modified foods are. Discuss both of these terms and come up with a classroom definition. Organic Foods:Foods grown and processed using all -natural, organic farming and manufacturing methods. Organic foods are grown and processed without synthetic pesticides, growth hormones, antibiotics, chemical fertilizers, bioengineering or ionic radiation. Genetically Modified Foods (GMO's): GMO's are foods or plants that have had their DNA genetically engineered or modified in a laboratory to make them resistant to disease and pests. USDA Organic Foods Definition USDA What Are GMO's?

2. Have students read both classroom handouts and perform additional online research if time allows. 3. Discuss and list why genetically modified foods were created: To feed more people To make foods more resistant to disease and harmful organisms To make food cost effective To give food a longer shelf life

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SELFY - SAVE EARTH’S LIVE FOR YOUTH 4. Divide the classroom into two groups --one group will focus on genetically modified foods and the other on organic foods. Divide each of these groups into two smaller groups so that there are two groups for each type of food. 5. Have one of the genetically modified foods small groups research and write out how genetically food is produced and what the pros and cons are. Have the other genetically modified foods small group research and list the foods they believe are genetically modified and determine the most commonly found genetically modified foods Do the same procedure with the organic food groups. Make sure students not only focus on grain and produce crops but also the animals that eat these foods and later enter the food supply. GMO pros are feeding larger numbers of people, resistant to pests and diseases, longer shelf life, and they are cost effective. GMO cons include causing adverse health reactions, may trigger new allergic reactions in some people, may create antibiotic-resistant bacteria, and they could potentially adversely impact ecosystems. Common GMO foods and ingredients include corn, potatoes, walnuts, soybeans, dairy products, some fruits and vegetables, rice and canola oil. These ingredients are found in thousands upon thousands of processed foods including cereals, candy, snack foods, baked goods, artificial sweeteners and condiments. Pros of organic foods include having no adverse health effects, they are grown naturally without chemicals, antibiotics or growth hormones, they are safe for wildlife and the environment , and they may have higher nutritional value than foods grown with pesticides. Some cons of organic foods are they are more expensive to grow and process, more susceptible to disease and pests, more expensive to buy, and have limited availability. 6. If possible, plan a trip to your local grocery store. If a trip to the grocery store isn't possible, have students look through foods at home. Have the students who researched genetically modified foods find and list as many GMO foods as possible and their nutrition values . Have the students who researched organic foods do the same for organic foods. When students return to the classroom, have them discuss the following: Because GMO labeling is not required by law, is it difficult to figure out which foods are genetically modified? Are GMO foods cheaper and more abundant? What are the most common types of GMO and organic foods? Is there an obvious nutritional difference in GMO and organic foods? Do students feel GMO's should undergo the same labeling standards as organic foods? 90

SELFY - SAVE EARTH’S LIVE FOR YOUTH 7. End the lesson by having students debate and determine if GMO's or organic foods are best. If they conclude that eating organic foods is best, have them identify easy ways they can spread the word about the benefits of eating organic foods and educate others about GMO labeling.

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LESSON 27. ORGANIC FOOD What is organic?

GREECE

Organic agriculture is defined as an ecological production management system that promotes and enhances biodiversity, biological cycles, and soil biological activity. It is based on the minimal use of off-farm inputs and on management practices that restore, maintain or enhance ecological harmony. The primary goal of organic agriculture is to optimize the health and productivity of interdependent communities of soil life, plants, animals and people. To be certified organic , farmers must pay a fee to have their facilities and food annually inspected by certified organic inspectors. For at least three years in a row the land and crops must not be treated with any synthetic pesticides, insecticides, herbicides or certain fertilizers, such as sewage sludge and most chemical fertilizers. Meat labeled organic must come from livestock that are fed 100 percent organic food or feed and have access to pasture. Synthetic hormones and antibiotics are not allowed. There are also regulations regarding the way the food is processed. No radiation or artificial preservatives can be used during organic food processing. Biotechnologies such as genetic engineering and cloning cannot be used in foods certified organic. How is organic different from other food? The term “organic foods” refers to the methods used to produce the foods rather than to characteristics of the foods themselves. Most of the food available to consumers is produced by methods that are not completely organic. These methods are called “conventional” because they are the most widely accepted and most commonly-used methods for growing food. Although conventional methods make use of available technologies such as inorganic chemical pesticides and fertilizers and genetically -modified organisms, they also include methods aimed at protecting soil structures, conserving water and ensuring conservation and sustainability. No-till farming, which leaves stubble in the fields after a crop is harvested, is a conventional practice which helps prevent soil erosion. Integrated Pest Management is a conventional technique which takes into account several factors to minimize the use of insecticides in order to protect beneficial insects and preserve some biodiversity. Most farmers, whether organic or conventional, are concerned about maintaining the health of the land because the land is their livelihood.

Is organic food better for you or for the environment? Organic food is not necessarily always better for you or the environment. People who choose to 'go organic' may do it because they think organic produce tastes better, and/or believe that it’s safer, more nutritious, better for animal welfare or better for the environment. However, some of these views are popular misconceptions and are not actually true. Nonetheless, the sales of organic food continue to rise year on year. It is thought that the rise in sales is due to increasing public concern about the use of pesticides, as well as an increase in awareness of how food is produced and how far it has traveled. Here are the pros and cons of organic foods so you can make informed choices when considering whether to 'go organic'.

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SELFY - SAVE EARTH’S LIVE FOR YOUTH A. Pros 1. Eco Friendliness: Organic farming is a boon to our deteriorating environment. As it does not go by the principle of increasing crop size, it has lesser complications for the soil and atmosphere. They also conserve water for our future. In organic farms, there is increased diversity of crops. 2. Zero Hydrogenated Fat: Thus they reduce the risk to heart related ailments and can help you protect your heart. 3. High Nutritional Values: As compared to conventional farming, organic products are rich store houses of minerals. Organic farming increases the potency and benefits of soil. As such, these benefits are passed on to you whenever you eat these products. 4. Healthier for the unborn babies: Research has proved that pesticides and harmful fertilizers of non - organic food may traverse placenta to harm the unborn babies. The toxins in such food can cause serious health issues for them. In fact, lower birth weight, autism, and birth defects in some cases are attributed to these chemicals. So, with organic food, the unborn baby is protected from such disorders. 5. Better treating of animals: Organic farming ensures that animals are fed a natural diet and kept in free-range conditions. 6. Genetically modified (GM) crops are not allowed under organic standards. 7. Lower levels of pesticide residues: Only a small number of chemicals are allowed in organic food production. However, it should be noted here that it is possible to produce conventionally -grown fruit and vegetables with minimal residues. B. Cons 1. High Price Levels: In organic farming, the produce is usually lower due to lack of synthetic fertilizers. As such, they tend to be pricey than non- organic food. Even the overhead costs are higher in organic farming. All these factors make them heavier on your pocket. 2. Fast Rotting: This is the most alarming fact related to organic food. It goes off the shelves rather quickly. Actually, organic food is produced without artificial preservatives or irradiation. Hence, they tend to be spoiled faster than processed non-organic food. 3. Contamination by E. Coli: This bacteria found in intestinal tract of animals is a threat to human health. It has been revealed that even the organic food is not safe from the contamination caused by it. Some 93

SELFY - SAVE EARTH’S LIVE FOR YOUTH alarming revelations have been made in recent studies that organic food is not actually better than conventional food on the counts of health benefits and nutrition .

4. Hard To Find: Sometimes, you may not be able to find organic food at a store near you. This is basically due to non- feasibility of organic farming in every region. Also, because, organic food has lower shelf life, you cannot always expect to procure it from far flung areas where organic farming is done. 5. Organic farming allows a limited number of chemicals to be used.

Conclusion As you can see, there are reasons both for and against the consumption of organic food. As for health benefits there is no consensus on reports linking organic food to them. So, what should you do? Either you choose organic or conventional food you should always keep in min d that a balanced diet is absolutely fundamental. Try, therefore, to consume more fruit and vegetables and fewer fatty and sugary foods.

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LESSON 28. ORGANIC AND LOCALLY GROWN FOODS

ITALY

Students’ age: 14- 16 In this multi-day lesson plan, students will learn to increase healthy eating habits by growing, harvesting, and eating more fresh fruit, veggies, and herbs at school, as well as working with school lunch staff to incorporate garden items into a lunch menu. Studen ts will also visit a local farm stand, organic market, or restaurant to learn about the importance of locally grown produce and present their findings to others. Students will: 1. Increase healthful eating by growing, harvesting, and eating more fresh fruit, veggies, and herbs at school. 2. Build awareness of the natural world and make connections to fresh, locally grown foods, organic farming methods, and a school garden. 3. Work with school lunch staff to incorporate garden items into a lunch menu. Materials:  Access to BrainPOP to view Organic Food movie and related resources  An established school garden program with safe soil  Paper/markers to make garden plan with planting map of garden site  Garden tools: rake, pitchfork, trowels and gloves  Seeds, plants, and organic fertilizer or compost  Garden caretaker calendar Vocabulary: fresh, community gardens, community supported agriculture, sustainability, locally grown, organic farming, manure and compost, pesticides, genetically modified, radiation, U.S. Department of Agriculture Preparation: Preview the movie and read through the Organic Food FYI resources to further your understanding of the topic. You may also wish to compile web and local community gardening resources for students to use during the planning and planting of their school garden. Define garden objectives to help map out cross-curricular lesson plans, activities, and work needed to support the garden. Organize a class field tri p to visit a local farm, farmers’ market, farm stand, community garden, or other place that sells fruits or vegetables grown locally. Lesson Procedure: 1. Discuss: Ask students to discuss what they remember about their field trip, the people met, the different types of locally grown food, and what factors made the experience memorable. Talk about what it means to “eat organic” and to “eat locally.” 2. Show the Organic Food movie. Pause as needed throughout the movie to respond to questions and develop understanding about different types of organic and healthy food choices.

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SELFY - SAVE EARTH’S LIVE FOR YOUTH 3. Ask students why they think eating fresh, organic or locally grown food is important. Create a list of their suggestions on the board. 4. Plan: Divide students into heterogeneous small groups to work together on various aspects of the garden project, such as: Design/Planners, Gardeners, or Community Liaison. 5. Design the garden plot map (planting plan) and make a caretaker plan (dai ly chart of who will water and weed the garden). 6. Purchase herb, veggie, and flower seeds and/or seedlings. 7. Form student, school, and parent volunteer garden committee and assign tasks. 8. Grow: Prepare soil and fertilize using compost or organic materials. 9. Plant seeds/seedlings. 10. Follow daily watering/weeding caretaker plan. 11. Harvest: Students gather herbs and produce grown. 12. One student group can work with the lunchroom staff to plan a menu to incorporate the fresh grown produce into a school lunch for all to enjoy. 13. Connect: Help students make the fresh/local connection by contacting a farmer or produce manager of a health food store, farm stand, market, or restaurant which buys or promotes locally grown foods. Invite the person to the classroom or take students on a field trip so they can conduct an interview. Prepare your interviewers by brainstorming questions to ask, such as: Why do your customers want food grown locally? Why do you think it’s a good idea? How are local foods different from those that come from far away? What is the difference in cost? Discuss the importance of asking questions that require more than yes or no answers. 14. Use this information and garden experience to create a PSA about locally grown produce. Each group should write a script or create a plan to perform their PSA. For student reference, leave on the board the class' list of reasons why eating fresh, organic or local produce is important. Groups may plan to act out their skit live or record it as a video clip or movie. Alternatively, students might create a PSA print advertisement or multi-media presentation. 15. Provide the groups with time to create their presentations. Remind students that their focus should be on educating their peers about the edible schoolyard, organic or locally grown produce and explaining how it benefits the community. Students can discuss the progress they've made toward a healthier lifestyle by eating more fresh, locally grown food. Extension Activity: Engage students in a problem-based learning project to identify food-related problems in their own communities and then take action to remedy the problem. For example, students can conduct a nutritional, economic, or social justice analysis of the food that is served in their school cafeteria/ canteen. You may wish to partner with organizations to increase awareness and action around food, farm issues or your school’s food options. 96

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LESSON 29. ORGANIC FOOD

LATVIA The aim of the lesson – to create students’ understanding on organic food and let them think about their own everyday menu Age of students – 13-17 Resources – worksheets Bread, Balanced food, Food cards, Healthy food pyramide, Photo stories Lesson plan 1. Teacher gives students worksheet with word BREAD in different languages. Students have to write next to each word in what language it is. After finishing work students get the right answers and compare to theirs. Students try to guess what the lesson topic is. No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

BREAD MAIZE ХЛЕБ CHLEB PAN LEIB LEIPÄ PÃO PAIN PANE ROTI ТАЛХ KRUH ROOTI BROT EKMEK

Language Latvian Russian Polish Spanish Estonian Finnish Portuguese French Italian Malay Mongol Slovenian Somali German Turkish

2. What is balanced food? a. Students get the worksheet “Balanced food”, read sentences and write TRUE/FALSE next to every sentence. b. Students read the text about balanced food and find out if their answers in the worksheet were correct. c. Students work in pairs to write a definition what is balanced food d. Students work in groups. They get cards with pictures of products. The task is to prepare healthy food – salad, soup, main course, dessert etc. e. Students discuss which of the used products are from Latvia and which are from other countries (what countries?) 97

SELFY - SAVE EARTH’S LIVE FOR YOUTH f.

3. 4.

5. 6. 7.

Students compare their recipe with the information in food pyramid, tell to others what is missing from necessary food. Food as a part of identity. Every group chooses and agrees on a family recipe to present to other groups, makes a poster. Photo stories – menu of a week for a family in different countries. Students get worksheets with photos by Peter Menzel from different countries – Chada, Ecuador, Bhutan, Guatemala, Mali. Students analyse photos and find answers to the following questions: a. Which country? b. How many people are there in the family – kids, adults? c. How the food is prepared? Students read text about hunger in the world, discuss what information in the text was the most surprising. Students read about causes of hunger and think which causes depend on human activities and which do not. Myths and truth about hunger in the world. Teacher writes MYTH and TRUTH on the board. Every student chooses a sentence about hunger and has to stick the senten ce under the correct word. Student has to comment his/her choice.

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SELFY - SAVE EARTH’S LIVE FOR YOUTH Worksheet

BREAD in different languages Write the correct language next to the word. Russian, Latvian, Malay, Italian, Somali, Estonian, German, Mongol, Portuguese, Turkish, Spanish, Polish, French, Finnish, Slovenian No.

BREAD

1.

Maize

2.

Хлеб

3.

Chleb

4.

Pan

5.

Leib

6.

Leipä

7.

Pão

8.

Pain

9.

Pane

10.

Roti

11.

Талх

12.

Kruh

13.

Rooti

14.

Brot

15.

Ekmek

Language

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SELFY - SAVE EARTH’S LIVE FOR YOUTH Worksheet

Balanced food Write TRUE or FALSE next to the sentences

True / False

Sentence

True / False

There are about 55% of carbohydrates in balanced menu There are about 30 % of proteins in balanced menu The recommended amount of energy for adults is 4500 kcal per day The main role of carbohydrates is to supply body with energy The main sources of carbohydrates is cereals, sweets, fruit, berries Proteins provide development and growing of the body The main sources of proteins is milk, meat, cereals Fats improve digestion and blood circulation Fiber promotes intestinal functions Vitamins protect the body from cooling down Minerals participate in skeletal formation The main sources of vitamin A is spinach and cabbage Write you own explanation

Balanced food is

______________________________________________________

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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SELFY - SAVE EARTH’S LIVE FOR YOUTH Balanced food for people living in Latvia Recommended daily amount of energy and nutrients for people living in Latvia Age 11-14 years 15-18 years Adults

Gender Boys Girls Boys Girls Men Women

Energy (E) kcal/day 2500 2300 3000 2400 2400 2000

Carbohydrates E%

Fats E%

50-55

30-35

Proteins E%

10-15 55-60

25-30

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5%

5%

15%

30%

15%

30%

50%

50% The healthy eating pyramid for people living in Latvia Optimal proportions of food per day:  50% cereals and potatoes or 800 g  30% vegetables, fruit, berries or 400 g  15% milk or dairy products (500-750 ml), fish, meat (300-600 g)  5% butter, oil, sugar

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Chad: The Aboubakar family of Breidjing Camp Expenditure on food for one week $1.23 Favorite food: soup with fresh sheep meat Photo by Peter Manzel Published in http://www.worldtime.com

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Ecuador: The Ayme family of Tingo Expenditure on food for one week $31.55 Family recipe: Potato soup with cabbage Photo by Peter Manzel Published in http://www.worldtime.com

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Bhutan: The Namgay family of Shingkhey Village Expenditure on food for one week $5.03 Family recipe: Mushroom, cheese and pork Photo by Peter Manzel Published in http://www.worldtime.com

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Guatemala. The Mendoza family in Todos Santos Cuchumatán Expenditure on food for one week $75.70 Family recipe: Turkey Stew and Matias's Sheep Soup. Photo by Peter Manzel Published in http://www.worldtime.com

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Mali. The Natomo family in Kouakourou. Food expenditure for one week: $26.39 Family recipe: Natomo Family Rice Dish. Photo by Peter Manzel Published in http://www.worldtime.com

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THIS BOOK WAS CRETAED BY: FRANCE /REUNION LYCEE SARDA GARRIGA GERMANY STÄDTISCHES WERNER VON SIEMENS GYMNASIUM GREECE 1O GENIKO LYKEIO PALLINIS "PIERRE DE COUBERTIN" ITALY LICEO CARLO TROYA LATVIA SMILTENES ĢIMNĀZIJA/ SMILTENES VIDUSSKOLA PORTUGAL ESCOLA SECUNDÁRIA AUGUSTO CABRITA ROMANIA CALISTRAT HOGAS NATIONAL COLLEGE TURKEY NAMIK KARAMANCI FEN LISESI AKSEMSEDDIN BILIM VE SANAT MERKEZI NOTE: The information and views set out in this publication are those of the author(s) and do not necessarily reflect the official opinion of the European Union. Neither the European Union institutions and bodies nor any person acting on their behalf may be held responsible for the use which may be made of the information contained therein.

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