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Lesson 7, Topic 1
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Multiple ecological crisis

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Activity title

Climate Crisis Table Quiz

Overview

Participants sit together in small groups (3-4 people) and answer questions about the climate crisis, which the trainer reads out. Afterwards, the groups discuss  the answers to the thought-     provoking questions.

Objectives

  • To gain an insight into some of the core issues of the climate crisis

Materials

Time

10 – 30 minutes

Group size

Works for all group sizes, or online with programs like Mentimeter

Instructions for trainers

  1. Break up the class into small groups.
  2. Read out the questions for each round. 
  3. After each round give the answers to the questions and encourage discussion. What answers surprised them? Why?

Round 1

  1. Which percentage of the global primary energy supply comes from fossil fuels? A) Around 30% B) Around 55% C) Around 80%
  2. True or false? Climate change is a linear process that is currently becoming faster and faster.
  3. True or false? Deforestation and habitat destruction can cause the outbreak of new diseases.
  4. True or false? Since the beginning of the 20th century, around 20 percent of the species on earth have become extinct.
  5. A half degree difference: A how much greater loss of insects is forecasted if the average rise in temperature is 2 degrees instead of 1.5 degrees? A) Twice as big B) Three times as big C) Five times the size

Round 2 

  1. True or false? While the poorest half of the world´s population emits only about 10% of total global emissions, the richest 10% are responsible for around 50%.
  2. True or false? The 100 companies and organizations responsible for the highest emissions have been the source of more than 80% of the world’s greenhouse gas emissions emitted since 1988. 
  3. True or false? Already today, more people lose their means of existence due to extreme weather events than due to violence and war.
  4. True or false? Worldwide, air, water and soil pollutants cause nine million deaths, three times as many as AIDS, tuberculosis and malaria combined.
  5. True or false? In 2016 air pollution caused nearly 30.000 premature deaths in Europe.

Debriefing and evaluation

Answer Sheet Round 1:

  1. C. Of the total primary energy supply 28% comes from coal, 22% from gas and 32% from oil.
  2. False. The climate crisis is even more dangerous, as temperatures do not simply rise linearly. If so-called tipping points are exceeded, entire subsystems of the global climate system can collapse.
  3. True. Many newly emerging pathogens are of animal origin. Habitat destruction brings wildlife closer to human settlements which can lead to the outbreak of diseases. For example, Ebola (origin bat species) is more common after large scale deforestation, and also mosquito-borne diseases are more common in deforested areas. 
  4. True. Particularly industrial agriculture contributes to the extinction of species to an unprecedented extent through deforestation and the use of pesticides and machinery.
  5. B. Due to a global warming of 1,5 degrees it is forecasted that 6% of insects lose at least half their species range. For a global warming of 2 degrees even a loss of 18% of the insects is forecasted, which means a three times as big species loss.  

Answer Sheet Round 2:

  1. True.
  2. False. The 100 companies and organizations responsible for the highest emissions have been the source of 71% of the world’s greenhouse gas emissions emitted since 1988.
  3. True.  Furthermore, if the climate goals of the Paris Agreement are not met, large parts of the earth will become uninhabitable for humans before the end of this century.
  4. True. 
  5. False. In 2016 air pollution led to nearly 500.000 premature deaths in Europe.

Tips for trainers

The activity can be shortened by playing only one round or by leaving less time for discussion.

Activity title

Follow up activity: Climate Crisis Quiz Inquiry

Overview

In small groups participants find creative ways of communicating the climate crisis.

Objectives

  • To deal with one aspect of the climate crises more in depth
  • To jointly discover ways of effectively communicating the climate crisis 

Materials

Paper, Pens, possibly other material

Time

30 – 60 minutes

Group size

Works for all group sizes

Instructions for trainers

  1. Record the correct answers from the quiz on the board.
  2. Each quiz group chooses a fact on which to focus.
  3. Invite each group to discuss their fact, including its causes and consequences.
  4. Invite participants to devise a creative and effective means of communicating these facts to the wider audience. Participants could e.g. devise a mini-drama, a news report, a series of images, a poem, a comic, or something else.
  5. Each group is invited to present their fact to the wider group. 

Debriefing and evaluation

Honour every group’s creative contribution. Option: Together you can try to find out, which were the key elements that helped in effective communication.

Activity title

A fair share?

Overview

Participants estimate climate related regional inequalities, and on the basis of the correct answers, discuss those inequalities. 

Objectives

  • To get a feeling of how disproportionately different areas contribute to climate change

Materials

6 sticky notes (Europe, North America, Central and Latin America, Asia, Oceania, Africa)

Time

25-40 minutes

Group size

Works for all group sizes, ideally at least 10 participants

Instructions for trainers

  1. Mark out 6 areas in the room to represent each of the following regions: Europe, North America, South America, Asia, Oceania and Africa.
  2. Explain to the group that 10 of them should split up and stand in the marked ‘regions’ to represent the regions share of a) population b) production based emissions c) historical emissions d) the people at risk (see explanation of terms).
  3. When the participants have settled into place let them know the actual break down so they can rearrange themselves according to it. 

Explanation of terms: 

Production based emissions: annual CO₂ emissions from fossil fuel use and cement production (2013). This is the conventional way to view national emissions, but it ignores imports and exports of fossil fuels and goods and services.

Consumption based emissions: carbon footprint of all goods and services consumed in a nation (2012), including imports and excluding exports. Compared to the production based emissions, major exporters such as China show lower emissions, while net importers such as the UK have higher ones.     

Historical emissions: CO₂ emissions from energy use 1850–2011. These historical (or ‘cumulative’) emissions remain relevant because CO₂ can remain in the air for centuries. People at risk: people injured, left homeless, displaced or requiring emergency assistance due to floods, droughts or extreme temperatures in a typical year. Climate change is expected to exacerbate many of these threats.

Debriefing and evaluation

For the different rounds the 10 people should be spread as follows:

 

Population

Production based emissions

Historical Emissions

People at risk

Europe

1

2

4

0

Africa

2

0

0

1

Asia

6

6

3

9

North America

1

2

3

0

South America

0

0

0

0

Oceania

0

0

0

0


Discuss with the participants: Are you surprised? How do you feel about your vulnerability to climate risks and your share of emissions? Optionally also discuss: How should emissions be counted: production based, consumption based or based on historical emissions? Why? What have we learnt from the activity?

Tips for trainers

In case you have less time you can also show the carbon map video http://www.carbonmap.org (2 min) and afterwards discuss the questions (8min). 

 

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