secondary-geography
Read the article, simplified from the BBC about the Paris Climate Agreement and answer the questions.
How indigenous knowledge is used by local communities to inform climate change technologies, preserving biodiversity.
A. Read the article “How Indigenous knowledge plays a critical role in tackling climate change.”
B. Highlight key terms, any things or vocabulary you do not understand, and interesting information.
C. Answer the comprehension questions based on the text:
Indigenous Knowledge worksheet
Indigenous Knowledge worksheet – reduced text
Students complete a graphic organiser using videos and information sheets. This could be done as a marketplace activity, where students rotate around stations in the room gathering information.
Adaptation/ mitigation worksheet
Adaptation and Mitigation – information sheets for the activity
Example of climate change adaptation and mitigation – Sheffield and flooding along the River Don
Adaptation Top Trumps – introduction
Adaptation Top Trumps – file for printing
External link: strategies to adapt to inland flooding in Sheffield from Earth Learning Ideas
The Pakistan floods of 2022 – causes -ppt
The physical causes of the Monsoon worksheet
Pakistan Floods are a climate catastrophe video tasks worksheet
The Pakistan floods of 2022 – impacts – ppt
Flooding in Sheffield, causes and attribution to climate change
Cambridge temperature data worksheet
2022 heatwave – consequences for people and place worksheet
Heat waves and climate change worksheet
Knowledge Organiser: 2022 Heatwave in Cambridge Case Study
In this lesson we deal with what hazardous weather is and why our weather is becoming more hazardous.
1.How do we define ‘extreme weather’ and why can it be difficult?
2.What events qualify as “extreme weather”?
3.What has happened to the frequency of extreme weather events globally?
4.What has happened to the distribution of extreme weather events?
Time: 30 minutes
You will need: money.docx printed in colour, WeatherRiskGame.pptx, 6 dice – large ones which the whole class can see work best. I got some foam ones very cheaply.
a) Before the event, mark the dice ‘p’ and 1-5. On the die marked 1, cross out or otherwise mark one side, on the die marked 2 cross out or otherwise mark two sides etc. Crossed-out sides represent good weather and sides which aren’t crossed out represent bad weather. The more sides are crossed out, the lower the chance of bad weather!
b) Use the ppt to guide the activity.
c) The students will need to get into 6 groups. Give each group one colour of money and ask them to cut it up. You should keep the ‘insured’ slips.
d) Each time you play, roll the P dice first. On the basis of which side it shows, the students should decide whether to insure their businesses or not (if a 6 is shown, then there is no chance of bad weather and presumably no-one will insure). If they choose to insure, they should pay you the appropriate sum in return for an ‘Insured’ slip. Then, roll the appropriate die (so if the P die gave a 3, next roll the die labelled 3). If a crossed-out side is rolled, then anyone who was not insured should pay you the appropriate sum.
e) Collect in all the insured slips and start again.
f) Continue until either one team, or all teams except one are out, depending on time.
COP29 will take place in Azerbaijan in November 2024.
Adapt these ideas to support your teaching in the weeks leading up to and during the conference to engage your students with the negotiations and where they are taking place:
Priorities for COP29 include:
Data sources: Google Earth, https://weatherandclimate.com/ and https://en.climate-data.org/ November mean temperatures (°C)
Explore the Global Carbon Atlas (some sample screenshots are below)
Graphical/ Numerical skills:
Source: Global Carbon Atlas
Source: Global Carbon Atlas
Use https://showyourstripes.info/ or the IPCC’s Interactive Atlas to see how the climate of Azerbaijan is changing relative to the whole world or to the UK.
Source: Showyourstripes.info Ed Hawkins/ University of Reading
Explore https://climateknowledgeportal.worldbank.org/country/azerbaijan/heat-risk and https://drmkc.jrc.ec.europa.eu/inform-index/INFORM-Climate-Change/INFORM-Climate-Change-Tool
https://drmkc.jrc.ec.europa.eu/inform-index/INFORM-Climate-Change/Results-and-data
Also
https://drmkc.jrc.ec.europa.eu/inform-index/INFORM-Risk/Country-Risk-Profile
https://drmkc.jrc.ec.europa.eu/inform-index/INFORM-Risk/Risk-Facts-Figures
How vulnerable is Azerbaijan to climate change? What impact of climate change (sea level change, river flooding, drought, disease or conflict) poses the greatest risk to Azerbaijan?
Source EU/ Inform Climate Change Tool
Climate justice recognises the fact that the people and countries most vulnerable to climate change are often not the ones who have done the most to cause it.
Thinking about Azerbaijan’s greenhouse gas emissions, GDP and vulnerability to climate change, write a paragraph to justify this definition of climate justice.
Possible extension – Azerbaijan’s climate mitigation action is rated ‘critically insufficient’ by the Climate Action Tracker. How does this relate to the concept of climate justice?
Other useful sources of information:
https://www.adb.org/publications/climate-risk-country-profile-azerbaijan
https://unfccc.int/sites/default/files/NDC/2023-10/Second%20NDC_Azerbaijan_ENG_Final%20%281%29.pdf
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