© British Broadcasting Corporation (BBC)
Work in small groups to agree answers to these questions.
1. What is the target increase in global temperature?
2. What is meant by Loss & Damage?
3. What is transparency?
In GITN this time we are going to investigate the Paris Climate Change Agreement and carry out a DME on what we can do to help.
In December 2015 the leaders of nearly 200 countries attended the start of a big meeting in Paris. This was the biggest gathering of Heads of State in all of human history.
Answer = Climate Change
The majority of scientists in the world agree that human beings and human activity is changing global climates. At a global scale this is seen as an increase in global temperature.
At regional and local scales however it is seen as any number of changes:
If you need to refresh your knowledge about climate change then read the two linked articles in this edition of Geography In The News.
What causes climate change? - Click below
What are the consequences and what we can do to reduce climate change? - Click below
Important things in the 2015 Paris agreement are:
Image: JCH 6442 (22802505643) - Presidencia de la República Mexicana © Wikimedia Commons under Creative Commons Attribution 2.0 Generic
This concept was very important for both less developed and more developed countries.
Image: Large Landslide in Uganda - Jesse Allen, NASA Earth Observatory © Wikimedia Commons - Public Domain
Remember scientists believe that climate change due to human activity is already over the 1°C increase level almost all of this has come from the wealthy nations.
Image: Global Temperature Anomaly - NASA © Wikimedia Commons - Public Domain
Wealthy nations were frightened they would get the blame and also the responsibility to try to help put things right.
The compromise was that it was included within the agreement in terms of something to investigate.
This is all about how everything is measured in each country and how this information is then shared and used.
Image: WQ sampling station USGS 2004 - Hall, David W., U.S. Geological Survey © Wikimedia Commons - Public Domain
70% of climate change gas emissions come from just 10 countries.
|
% of global emissions |
Population in December 2015 (Global Pop. = 7,387,943,081) |
China |
24% |
1,367,485,388 |
USA |
12% |
321,368,864 |
EU |
9% |
507,000,000 |
Brazil |
6% |
204,259,812 |
India |
6% |
1,251,695,584 |
Russia |
5% |
142,423,773 |
Japan |
3% |
126,919,659 |
Canada |
2% |
35,099,836 |
D.R. Congo |
1.5% |
79,375,136 |
Indonesia |
1.5% |
255,993,674 |
Looking at the table above you should able to make some quick estimates using your numeracy skills to see whether a country is creating emissions in line with its population:
The ‘bottom line’ however is that whether or not a country is producing emissions in line with its population as a planet emissions are too high and must be reduced.
Image: Co2-1990-2012 - Chris55 © Wikimedia Commons under Creative Commons Attribution-Share Alike 4.0 International
This is the problem with countries needing to develop; they will need to either increase emissions or follow a different route of development which will involve a lot of money and access to the latest technology.
The latest technology has been invented and designed by individuals and businesses and they are allowed to make money from selling their inventions.
Image: Twice Cropped Zonnecollectoren - Mrshaba © Wikimedia Commons under Creative Commons Attribution-Share Alike 3.0 Unported
This is a big problem as the poorest places in the world which have the least amount of money cannot afford such technology.
If poor developing countries cannot afford ‘green development then they will follow the same route as the rest of the World’s developed nations of burning fossil fuels.
Image: Wind power plants in Xinjiang, China - Chris Lim © Wikimedia Commons under Creative Commons Attribution-Share Alike 2.0 Generic
Image: Oosterscheldekering-pohled - Vladimír Šiman © GNU Free Documentation License under Creative Commons Attribution 3.0 Unported
Image: USCurrency Federal Reserve - BrokenSegue © Wikimedia Commons - Public Domain
Image: Ikata Nuclear Powerplant - ja:User:Newsliner - Wikimedia Commons under Creative Commons Attribution-Share Alike 2.5 Generic
Types of country:
‘Explain the views of the country that you represent.’
The resource is designed to be used as whole class resource from the front of the classroom on the projector/interactive whiteboard.
The various graphics should be supported by teacher exposition based on the text which will not be readable in permitted time to the vast majority of pupils), following this it is ideal that the students have access to the online resource in order to work on the activity sheet (designed to be printed on A3 size paper).
Ideally these activities will be supported by the use of a network room, tablets/laptops or students own phones/devices if permitted.
However the activities are also designed to be used in a typical one hour lesson with the teacher input using the resource from the front of the classroom alongside the resource sheet.
Students can then be set a homework task to study the three articles in advance of the following lesson.
The resource and accompanying sheet is designed to support the LNF framework while giving students key geographical knowledge about places in relation to climate change.
Either in class or at home read and complete the activities in the online resource article and in the linked articles in this edition of Geography in the News. Attempt to complete all of the activities in the resource sheet.
What you will learn:
You will learn new geographical terms highlighted in purple these should be learned and added to a glossary. A glossary is a list of words and their meanings. You could have one in the back of your geography exercise book, if you have a planner it is probably a good place to keep a glossary, or you may keep a separate glossary or word book. A good glossary helps you build your vocabulary and your literacy. Research meanings using related article content, discussion or a dictionary (either online or a book).
Other articles you may find of interest, Copenhagen climate conference.