published by wildlife conservation society, papua new

Published by Wildlife Conservation Society, Papua New Guinea Program under a

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ISBN: 978-0-9943203-4-6

Cover Photo: Kavulik village, Tsoi Island, Lavongai LLG, New Ireland Province

Cover Photo: WCS PNG 2017

Cover Design: John Tagai Kuange

©Copyright 2017 Wildlife Conservation Society

Wildlife Conservation Society, Papua New Guinea Program

P O Box 277, GOROKA, Eastern Highlands Province, Papua New Guinea

Tel: + (675) 532 3494, Fax: + (675) 532 3180

Email: [email protected]

Website: www.wcspng.org

Contributions by;

John Takai Kuange

John Par Kagl

Elaine Vaina

INTRODUCTION TO CLIMATE

CHANGE:

Supporting Exsisting Education

Curricula in

Papua New Guinea schools

A supplementary resource for teachers

Produced by the

Wildlife Conservation Society

in-partnership with

Climate Change Development Authority and United Nations

Development Programme with financial support from

Adaptation Fund

Table of Contents Foreword .............................................................................................................. 1

Curriculum connections ....................................................................................... 2

Table 1. Knowledge gaps in existing school curriculum .................................... 3

Integrated Teaching ............................................................................................. 5

Some practical methods of teaching .................................................................... 5

Chapter 1: Weather and Climate ....................................................................... 7

Learning Objective .............................................................................................................. 7

Introduction ......................................................................................................................... 7

Activity ................................................................................................................................. 8

Forming ideas ...................................................................................................................... 8

Assessment of outcomes .................................................................................................... 8

Quick revision ...................................................................................................................... 8

Take home points ................................................................................................................ 9

Chapter 2: Global Warming and the Greenhouse Effect ................................ 10

Learning objective ............................................................................................................. 10

Introduction ....................................................................................................................... 10

Activity ............................................................................................................................... 13

Forming ideas .................................................................................................................... 13

Assessment of outcomes .................................................................................................. 13

Quick revision .................................................................................................................... 13

Take home points .............................................................................................................. 13

Chapter 3: Global Warming ....................................................................... 15

Learning objectives ........................................................................................................... 15

Introduction ....................................................................................................................... 15

Activities ............................................................................................................................. 17

Forming ideas .................................................................................................................... 17


Quick Revision ................................................................................................................... 20

Take home points .............................................................................................................. 20

Chapter 4: What is Climate Change? ......................................................... 21

Learning Objectives .......................................................................................................... 21

Introduction ....................................................................................................................... 21

Activities ............................................................................................................................. 22

Forming Ideas .................................................................................................................... 23

Assessment of Outcomes ................................................................................................. 23

Quick Revision ................................................................................................................... 23

Take home points .............................................................................................................. 23

Chapter 5: Impact of Climate Change .......................................................... 24


Introduction ....................................................................................................................... 24

Activity ............................................................................................................................... 26

Forming ideas .................................................................................................................... 27


Take home points .............................................................................................................. 28

Chapter 6: Mitigation and Adaptation. .............................................................. 29

Introduction ....................................................................................................................... 29

Activities ............................................................................................................................. 30

Forming ideas .................................................................................................................... 30

Assessment of Outcomes ................................................................................................. 31

Quick revision .................................................................................................................... 31

Take home points .............................................................................................................. 32

Chapter 7: What can we do now? ............................................................... 33


Introduction ....................................................................................................................... 33

Activities ............................................................................................................................. 35

Forming ideas .................................................................................................................... 35


Quick quiz .......................................................................................................................... 35

Take home points .............................................................................................................. 36

Glossary ............................................................................................................. 37

References .......................................................................................................... 39

Acknowledgments ............................................................................................. 42

Dedication .......................................................................................................... 42

1

Foreword

Curriculum connections

This supplementary material was developed through consultation and surveys of

teachers, students, and boards of governors in selected schools across five provinces

(East Sepik, Madang, Morobe, New Ireland and Northern provinces). As a result, key

information gaps were identified relating to climate change impacts and adaptation

issues relating to: food security, health, and sanitation. Potential gaps where climate

change topics could be incorporated into existing school curricula were identified

(Table 1). These gaps in turn formed the blueprint for the activities and resources laid

out in this book.

3

Table 1. Knowledge gaps in existing school curriculum

Subjects/Syllabus Grades-Level Resources Books NDOE Topic link to climate change Missing information

gaps

Strands Units

Pages

Other Resources

Making a Living: Upper Primary Upper Primary Gr 6,

7, 8

Teacher’s Guide Strands: Managing Resources

Sub strand- Land and water

Sub strand: environment

Sub strand: crops and animal management

Sustainability Conservation and protection

Food security

Gr 6 (6.1.2) Teacher

Resource Book

Gr 7 Gr 7 Teacher’s guide Consequences of Management. Management practice

Exploitation

Dynamite fishing

Benefit to environment

Clean water

Healthy environments

Reduction in diseases

Reduction in pollution

Identify appropriate management


Resource Book

Gr 7 Grade 7.(7.1.2) Teacher

Resource Book

Gr 6 Gr 6 Compare healthy and

unhealthy environment

Consequences and how it

affected


Resource Book

Land and water resources Gr 6 (6.2.3) Teacher

Resource Book

Gr 8 Gr 8 Friendly ways of managing the Environment Gr 8 (1.1.3) Teacher

Resource Book

Science Outcomes Grade Seven

Teachers Resource

Gr 7 A journey together

Traditional Calendar

Traditional Ecological Knowledge

PP 4-5 Teacher

Resource Book

Gr 7 Gr 7 Relationship between living things Ch. 9 Teacher

Resource Book

Selective logging

Erosion and preservation

P 41 Teacher

Resource Book

4

Responsible use of different sources like energy,

firewood, electricity

P 44 Teacher

Resource Book

Throwing rubbish

Gr 8 Science Teachers Resource

book

Gr 8 Gr 8 Conservation

Chemical Pollution

P 28 Teacher

Resource Book

5

Integrated Teaching

The four points below are key to teaching and learning climate change as a cross-

cutting issue:

1. Ensure that climate change is presented in a local context and experiences

2. Emphasise contemporary issues. What is happening in the lives of the students

now, in their communities, Province, PNG, and the world?

3. Link the past, the present, and the future. Allow students to decide for

themselves where the knowledge and skills they are learning fits into their lives

and their communities.

4. Understand that there are different ways of understanding the world around

us and the issue(s) affecting us.

Some practical methods of teaching

Students in Papua New Guinea, live lives in both traditional and modern ways. The

impacts of climate change are real, and they affect the communities in which these

students live. Our task now is to help the students to use all their experiences in the

learning process.

Provide opportunities for students to talk about or be involved in everyday

Papua New Guinea culture

Provide opportunities for students to talk about climate change and its effects

and relate these to their experiences and how they are affected by them

Encourage debate and information sharing with: others, in school, in their own

families, and the communities they live in.

Encourage students to link their local experiences to national and global climate

change effects

Encourage group work – it helps students gain confidence in expressing their

experiences

Use real-life situations and real-life problems related to climate change as a

resource material. This book can be another resource.

Use stories, games, models, video, posters, and quizzes related to climate

change

6

Allow students to engage with communities on projects that involve locals;

climate change and its mitigation program should be integrated and be carried

out in the communities as well as in school.

7

Chapter 1: Weather and Climate

This table shows the linkages found in the existing curriculum. Use this table as a

reference point to assist the teacher when teaching climate change-related topics. The

table clearly pinpoints the related grade, strands, and sub strands.

Subject Grade Strand Sub strand

Science 7, 8 Earth & Beyond Living things, earth

and beyond.

Making a Living 6 On land and water

resources

Compare healthy

and unhealthy

Science Outcome 7 A journey made

together

Relationship

between living

things

Learning Objective

The students should be able to:

1. Provide basic information about weather and climate

2. Explain the difference between weather and climate

Introduction

Weather. What is weather? Weather is a day-to-day state of the atmosphere in terms

of temperature, moisture content, rainfall, and air movements. It comes about from

the interplay of sunlight, oceans, landscapes, and the atmosphere. Often small changes

or disturbances will cause changes in the weather. For instance, it is raining today,

but yesterday we had a good sunny day in school.

Climate can be defined as the ‘normal/usual weather’. Climate is how the atmosphere

behaves in a place over a long period of time. In PNG, the people in coastal villages

live in hot climes and the people of the highlands have a colder climate.

What is the difference between weather and climate? Climate is what you expect and

what it was, weather is what you get. Weather is usually understood by people but

climate is a little more difficult as a concept.

8

There are different types of climates on Earth. Countries closer to the north and South

Pole have cold climates, while countries located in the centre of the globe facing the

sun (like PNG) have warm climates.

In Papua New Guinea, places in the highlands regions which are higher because of

mountain ranges are colder, while places in the lowlands and closer to the coast are

generally warmer. For example, Goroka in the Eastern Highlands Province would be

colder at night time while, Kavieng in New Ireland Province would be warmer at

night. This is the climate.

Even in the highlands they can get warm or sunny days. Sometimes on the coast they

can get rainfall, and it can feel cold. This is not climate. This is weather.

Activity

Divide the students in two groups. Ask one group to draw a picture which represents

weather and the other group to draw a picture that represents climate. Then ask each

group to explain the picture to the rest of the class.

Forming ideas

If the students’ pictures particularly focus on a sunny or windy day, or any event of

a day, then it can be concluded that it is weather, whereas if the picture shows the

expected condition of any particular area over a long period of time (i.e., warm, or

cold,) or etc. we can conclude that it is climate.

Assessment of outcomes

Use this quick revision (below) to test the knowledge of the students after each topic.

Put three relevant rapid questions to the students and make it open to answer by

anybody. Let them discuss in groups and share their answers or relate stories they

know.

Quick revision

1. What is the main difference between weather and climate?

2. Today is August 4th. It is a beautiful sunny day. Suddenly the sky is covered

with clouds and becomes windy. Is this weather or climate?

9

Take home points

1. Weather is a day-to-day state of atmosphere in terms of temperature, moisture

content, rainfall, and air movements; it is the result of short-term transience in

the atmosphere.

2. Climate can be defined as the ‘normal weather’. Climate is how the atmosphere

usually behaves in a place over a long period of time.

10

Chapter 2: Global Warming and the Greenhouse Effect


reference point to assist the teacher when teaching a climate change-related topic. The

table clearly pinpoints the related grades, strands, and sub strands.


Science 7, 8 Earth & Beyond Living

things

Living things, earth

and beyond.


resources

Compare healthy

and unhealthy

Science Outcome 7 A journey made together Relationship

between living

things

Learning objective

Students should be able to:

1. Explain the concept of the greenhouse effect and sources of greenhouse

gases

2. Demonstrate the connection between the greenhouse effect and global

warming

3. Explain the consequences of this warming for the Earth

Introduction

When the sun’s energy reaches earth, most of the energy is absorbed by the

atmosphere and the earth’s surface become warm. The earth then reflects some of this

energy back into space as infrared rays. Greenhouse gases in the atmosphere trap

some of the infrared rays before they escape outside the atmosphere. In this way,

greenhouse gases trap heat from the sun and warm the planet's surface. The earth’s

“natural greenhouse effect” is what makes this planet suitable for life. If there was no

greenhouse effect, the Earth’s temperature would be very cold and below the freezing

point. Without the greenhouse effect, it would be impossible for plants to grow and

animals to live on earth. Therefore, the natural greenhouse effect makes life possible.

11

What are gases? Gases are air-like substances which we generally can’t see directly;

wind is the movement of air, and we can see, feel, and hear it when it moves. Air is a

mixture of gases including oxygen, which we need to breathe.

What are greenhouse gases? When sunlight passes through the atmosphere (the

collection of gases surrounding the planet) and reaches the earth's surface, some of

this sunlight is captured as heat, and some of it is reflected back toward space. When

greenhouse gases are present in the right amounts, they trap just enough heat to keep

the earth warm enough for organisms to survive while letting excess heat back into

space.

The problem with greenhouse gases is that they need to be present in the right

amounts. When too little gas is present, not enough heat is trapped under the

atmosphere to keep the earth warm. When too much gas is present, too much heat

gets trapped, which warms the earth more than usual. The types and amounts of

greenhouse gases in the atmosphere are only useful when they are present in just the

right balance.

Carbon Dioxide: Carbon dioxide (also known by its chemical formula as CO2) is an

abundant greenhouse gas that is understood to be the main cause of global warming.

Carbon dioxide is a natural by-product of animal and plant breathing but is also

caused by human activities like using fossil fuels (e.g. petrol, diesel, coal, and natural

gas), cutting down trees, and burning wood. Over the last 150 years, the amount of

carbon dioxide in the atmosphere has increased rapidly.

Methane: Methane is second only to carbon dioxide in its impact as a greenhouse gas.

It comes from rubbish dumps, livestock, wetlands, and natural gas stores within the

earth.

Nitrous Oxide: Nitrous oxide is the third most influential greenhouse gas. It stays in

the atmosphere for an estimated 115 years, so the 40% contribution from human

activities adds up quickly. The human contribution comes from sources like fertilizer

and livestock, cars, and human and animal wastes.

Water Vapour: Water Vapour is always in the atmosphere, and it absorbs heat from

the sun. Some amount of water vapour is normal in the atmosphere. Without it, it

would never rain and we wouldn’t be able to go outside without dehydrating very

quickly. The amount of water vapour in the air has impacts on humidity, cloud

formation, and rain.

12

So in essence, a greenhouse gas is simply any atmospheric gas that traps heat within

the atmosphere. This trapped heat creates the greenhouse effect, making the world

become hotter, which further contributes to climate change.

Poster: “the greenhouse effect”

What is the greenhouse effect: If the amount of greenhouse gases increases, that

means more of the sun’s energy is trapped in the atmosphere than normal. This is

called the greenhouse effect and it causes an overall rise in the average temperature

of the planet (a process known as global warming). This warming upsets the normal

patterns of the climate e.g. storms become more frequent and powerful, the timing of

dry and wet seasons changes.

The end result of the greenhouse effect and the warming it brings is part of the process

called climate change.

13

Activity

1. Put this poster (“the greenhouse effect”) on the blackboard and explain the

greenhouse effect.

2. Divide the students into groups of 5-6, distribute butcher paper, and get them

working in group to discuss and make their presentation:

o Group 1. Draw the Greenhouse Effect

o Group 2. Draw the table on the different types of Greenhouse gases

o Group 3. Look at the different human activities that contribute daily to

the build-up of greenhouse gases and cause the earth to become warmer

(global warming).

Forming ideas

The students should draw what they see on the chart, and be able to label the processes

underlying the greenhouse effect. They should also identify different gases that make

up GHGs, discuss the different weather patterns, and relate these to their own areas

and lives. The human activities that contribute to global warming should now be

identified by the students.


Use this quick revision (below) to test the knowledge of the students after each topic.

Put 2-4 questions to the students and make them open to answer by anybody. Let

them discuss in groups and share their answers or relate stories they know.

Quick revision

1. What is the name given to the collection of gases surrounding the planet?

2. Where does the sun’s heat go when it comes to earth?

3. What is the name of an important greenhouse gas?

4. Name some of the activities people do that contribute towards the build-up of

greenhouse gases.

Take home points

1. The energy from the sun makes the earth and the atmosphere warm

2. Greenhouse gases trap some of the sun’s energy, thus making the earth warmer

3. Major greenhouse gases are: carbon dioxide, methane, nitrous oxide, and water

vapour

14

4. Greenhouse gases coming out of vehicles, boats, ships, aeroplanes, livestock,

smoke from bush fires, and felled trees all contribute to the overall greenhouse

effect.

5. The earth’s “natural” levels of greenhouse gas make it suitable for plants,

animals, and people to live on earth.

6. Modern human activities are increasing the amount of greenhouse gas and

consequently the planet is warming which in turn is causing climate change.

Extra notes for the teacher

The main sources of greenhouse gases in PNG

1. Forest fires/Deforestation: Plants take up carbon dioxide in the presence of

sunlight through the process known as photosynthesis in order to grow.

Forests therefore accumulate carbon dioxide and for this reason they are called

carbon sinks. When the forests decrease through logging, bush fires, or for

gardening activities, the amount of carbon stored in the trees/logs is released

back to the atmosphere thus releasing greenhouse gas.

2. Vehicles/Factories: Carbon dioxide and nitrogen oxide enter the atmosphere

as a result of burning fossil fuels in machines, cars, and industrial factories.

3. Uncontrolled Solid Waste and Burning: When rubbish rots in the absence of

air (oxygen), methane gas is produced. Methane is 21 times more powerful in

causing the greenhouse effect than carbon dioxide.

15

Chapter 3: Global Warming




Subject

Grade Strand Sub strand

Science 7, 8 Earth & Beyond Living

things

Living things, earth

and beyond.

Responsible Use of

environment


resources

Managing Resources

Compare healthy and

unhealthy


together

Relationship between

living things

Learning objectives


1. Explain in their own words how the energy from the

sun warms up the earth’s surface

2. Name the different types of gases in the atmosphere

3. Draw and explain the effects of global warming

Introduction

What is Global Warming?

When the sun’s energy reaches earth, most of the energy warms the atmosphere and

the earth’s surface. The earth then releases some of this energy back into space as

infrared rays.

Greenhouse gases in the atmosphere traps some of the infrared rays before they escape

outside the atmosphere. This leads to the addition of more solar energy and thus heat

to the earth’s atmosphere. Most of the rays are reflected back into the space but some

16

are retained and keep the earth warm to sustain life on earth. Now that there is more

GHG, more rays are trapped, and this makes the earth warmer. Thus global warming.

Global warming is the increase in the average temperature of Earth’s near surface air

and oceans since the mid - 20th century and scientist predict that it will it will continue

(see figures below).

Figures: the increase in global temperature and carbon dioxide level 1959 –2016 (based on CO2

data from Mauna Loa Observatory, http://scrippsco2.ucsd.edu)

17

Activities

Activity 1:

Things you and your class will need: 2 Students, 4 blankets

1. Ask two students to volunteer to participate in the activity

2. Let them come to the front and let one student sit on a chair

3. Give a blanket/ cloths to the standing student. Ask him/ her to cover the student

who is sitting on the chair

4. Add on the blanket to the sitting student one by one up to 4-5 blankets

5. Then ask the student who was covered to tell the class what he/she is feeling

and experiencing.

Activity 2.

1. Divide the students into groups of 5-6.

2. Let them do paper cuttings of the following: Earth, name of greenhouse gases,

the atmosphere, Sun, and arrow (drawing in papers); which are required to

show the global warming:

3. Ask them to arrange the pictures in correct order to represent greenhouse

effects.

4. Pictures can be attached to the board or wall.

5. Then ask them to explain briefly about the arrangement of their pictures and

the greenhouse effect.

Forming ideas

As more blankets are added, the student feels warmer and warmer. Similarly, the

earth gets warmer and warmer by the addition of greenhouse gases, which causes the

greenhouse effect and in turn causes global warming. Here, the blanket acts as the

greenhouse gases and the student as the earth. Whatever difficulty the student is

feeling, is also the same as being faced by the earth.


A series of “True of False” flash cards can be made or cut out from the support

materials to be used as teaching aid based on this. The teacher can also produce more

flash cards based on the information contained in this book.

18

True or False

Cutting down trees releases greenhouse

gases and adds to global warming

True

Greenhouse gas is released when the tree

is burnt or left to rot, and this contributes

to global warming

True or False

The amount of carbon dioxide in the

atmosphere is now the highest since people

have been on earth

True

Scientists have evidence that the level of

carbon dioxide is now the highest in

800,000 years

True or False

Nine of the 10 warmest years ever recorded

have occurred since 2000.

True

Global measurements have shown that

the world is getting much warmer.

True or False

China is cumulatively the biggest emitter of

carbon dioxide.

False

The United States of America,

historically, has been the biggest emitter

of carbon dioxide (although China is

currently the single largest emitter).

True or False

Bush fire is the world’s leading contributor

to the increase of greenhouse gases and

therefore global warming.

False

Burning fossils fuels is the world’s

leading contributor to the increase of

greenhouse gas and global warming.

19

True or False

Global warming means everywhere in the

world will become warmer.

False

Global warming will cause climate

patterns to change meaning some places

will be warmer but some may also be

cooler.

True or False

Climate change is too big a problem. What

I do won’t matter.

False

While the efforts of one person may be

small the collective efforts of all the

people on earth has a huge impact. So

everyone counts.

True or False

Papua New Guinea isn’t contributing to

global warming and climate change.

False

Papua New Guinea is contributing to

global warming especially through the

loss of its forests.

True or False

Deforestation (the loss of trees through

cutting and logging) is Papua New

Guinea’s main contribution to greenhouse

gases.

True

Papua New Guinea has very large

forests and by logging them a large

amount of greenhouse gas is released.

True or False

The melting of ice sheets at the north and

south pole won’t have any impact on

Papua New Guinea

False

The ice sheets are enormous. When they

melt this causes the amount of water in

the oceans to increase and leads to sea

level rise.

20

Quick Revision

1. Is global warming happening because of the greenhouse effect?

2. What are the major sources of greenhouse gases?

3. Is the greenhouse effect good or bad? Why?

Take home points

1. The Greenhouse Effect is the result of heat trapped due to increasing

greenhouses gases in the earth’s atmosphere.

2. Global warming means the earth’s temperature is increasing because of the

build-up of greenhouse gases in the atmosphere.

3. Human beings, from the 19th Century until today, have caused most of the

increase in greenhouse gases

21

Chapter 4: What is Climate Change?





Science 7, 8 Earth & Beyond

Living things

Living things, earth and beyond. Responsible Use of

environment


resources

Managing

Resources Compare

healthy and

unhealthy


together

Relationship

between living

things

Learning Objectives


1. Explain how and why the climate is changing

2. Demonstrate the consequences of changes in climatic conditions

Introduction

Climate change is a long-term shift in weather conditions measured by sustained

changes in temperature, precipitation, wind, snow cover, rain falls, prolonged

drought, and other indicators. It can involve both changes in average conditions and

extreme conditions. The earth’s climate is not always the same, and has changed many

times over millions of years in response to a variety of natural causes. Climate change

can be caused by processes other than the amount of greenhouse gases, such as

changes in the energy output of the sun or the amount of volcanic dust in the

atmosphere.

Climate change can also be affected by human activities such as those which involve

the release of greenhouse gases such as burning fossil fuels (e.g. oil, coal, petrol, diesel,

and fuel), logging, bushfires, or creating large rotting masses (e.g. rubbish dumps).

22

Domesticated animals such as cattle also release methane gas when they digest food

and in this way also contribute to the build-up of greenhouse gases and therefore

climate change.

Climate change and the risks it posse to people may be different in different parts of

world. In Papua New Guinea, the effect of climate change is being experienced across

the whole country, but people might be worried about different effects in different

provinces. Some of the effects can include: coastal erosion, sea level rise, salt water

inundation, prolonged drought, landslides, river flooding, mosquito-borne diseases,

and crop damage from insect pests.

Activities

Activity 1: Display the “What is climate change poster”, and allow the students to

study it.

Poster: “What is climate change?”

23

Activity 2: Divide the students into four groups.

Group 1: Study and discuss ‘What causes climate change?’

Group 2: Study and discuss ‘What are the effects of climate change on PNG?’

Group 3: Study and discuss ‘What can we do?’

Group 4: Study and discuss ‘Act now!’

Make your points and present them to the class.

Forming Ideas

The teacher can give some examples at the regional or global level so that students can

know that climate change is happening at global level as well. It will show how

widespread the problem is and how it is part of a worldwide problem

Assessment of Outcomes

Allow students to:

1. Practice (teacher provides guide)

2. Guide, facilitate confidence building skills,

3. Supervise practical sessions

Quick Revision

1. What are the main causes of climate change?

2. Is climate change caused by nature or caused by humans?

Take home points

1. Climate Change is any change in the climatic conditions over time, whether

due to natural occurrence or as a result of human activities.

2. Climate change is real and it is happening all around the globe mainly because

of the heavy use of fossil fuel and deforestation

3. The major consequences of climate change include global temperature rise,

changes in the seasonality of weather patterns, and sea level rise (through

melting of the ice sheets around the north and south poles).

24

Chapter 5: Impact of Climate Change





Science 7, 8 Earth & Beyond Living things Responsible Use of

environment

Making a Living 6 On land sea, and water

resources

Managing Resources

Science Outcome 7 A journey made together Relationship between living things Earth and living things beyond Water Pollution Compare health and unhealthy environment Consequences when

one is affected.

Learning objectives


1. Identify the potential impacts of climate change on different regions of the

world.

2. Describe the impact of climate change specifically in Papua New Guinea

Introduction

The impacts and threats caused by climate change can be different from one place to

another. But similar places may experience similar impacts. Explained below are some

of the different impacts of climate change around the world and in Papua New

Guinea.

1: Change in the amount and timing of rain As a result of climate change, the seasonal

pattern and distribution of rainfall has changed. Some areas are now receiving more

rainfall, whereas some areas now receive very little or no rain. Because of too much

water, some areas are experiencing floods and landslides, while other places with too

little rainfall are experiencing drought

25

2: Health effects from too much or too little water: In PNG, droughts and wet seasons

have been observed occurring with greater intensity and lasting longer. Such events

can make safe drinkable water scarce. Flooding can cause wells and streams to become

polluted, making them unsafe for drinking, while droughts can make water sources

dry up and disappear. During flooding events, people are at risk from water-borne

diseases such as diarrhoea, cholera, and typhoid, because water sources become

contaminated with human and animal waste. After flooding, pools of still water can

become home to mosquitos which can then transfer malaria to people.

3: Our seas and marine life: Melting of ice at the north and South Pole is making the

volume of water in the sea increase thereby leading to sea level rise. Sea level rise can

result in coastal erosion, increased soil salinity, and low lying islands being

permanently covered by sea water; all of which can lead to the loss of agricultural

land. If the level of salt (salinity) in the soil increases too much it can cause food crops

to die off (like sago). Such difficulties place a lot of pressure on families who depend

on their gardens for survival.

Another effect of climate change is causing the sea to become warmer than before. As

a result of the greenhouse effect, more heat is being absorbed by the sea. When

combined with certain weather patterns the sea temperature can increase too much

for coral to live. The result is known as coral beaching (coral reefs dying). Because the

coral is an important part of a reef system, many fish will die without coral, and fishing

families may suffer.

6: Fruiting and flowering seasons: The unpredictable weather patterns also affect the

timing of plants and their flowering cycle. This makes it confusing and hard for local

people who depend on forests and gardens to feed themselves.

7: Food security and families: For some families, the difficulty of finding food is

increasing because of the effects of climate change. Some families have to spend longer

hours and travel further out into the sea to fish. If the crop yield from their gardens is

low, communities that live in forests and valleys may have to travel long distances to

look for food. In recent years, lowland provinces like East Sepik, Madang, Morobe

and Northern provinces have lost crops due to flooding, while at the same time a

number of highland provinces have been severely affected by drought. In some case

26

the change in climate is also making insect pests more common, which in turn further

reduces crop yields.

Activity

Guided discussion with video. Watch the series of five videos showing how the

impacts of climate change have affected different people in Papua New Guinea. The

video cards (below) can be used to guide the class in a discussion.

Video Card 1

Title: The importance of mangroves

Themes: The high tide from cyclone Guba destroyed mangroves resulting in shortage

of building materials and firewood making life more difficult.

Discussion questions:

1. What happened to the mangrove when there was high tide?

2. What was the impact of the sea current?

3. Name two uses of mangroves?

4. Is it easier now to cut building materials to build a house? Explain.

Video Card 2

Title: Culture, nature, and climate change

Themes: Traditional knowledge is dying out slowly. Carving for men, and women

weaving baskets, mats, and necklaces to sell. Food from gardening and fishing for

consumption or to sell and make extra money for school fees.


What is happening to the coconut trees on the island?

What do men do to make money?

What do women produce to make money?

Describe what is happening to the culture as a result of climate change.

Video Card 3

Title: Drought makes water unsafe to drink

Themes: Drought causes food crops to dry out, as soil was dry. Drought causes

shortages of good drinking water. People travel long distances to fetch water. Water

is boiled for children. People and children get sick from drinking water.


1. What happened to the garden food?

2. What is another problem caused by drought?

3. Why does she boil water?

27

Video card 4

Title: Good and Bad sides of the Wet Season.

Themes: There are two seasons in Sepik River - Wet and Dry. Wet season brings a lot

of mosquitos, which makes children sick. There are no medicines at clinics so they use

herbs. Wet season brings a lot of fish to sell to make money. Wet season too brings lots

of fish for family to eat.


1. Wet season brings a lot of mosquitos. More people get sick. What medicine do

they use?

2. Why do they clean around their house?

3. What are two good benefits of the wet season?

Video Card 5

Title: Importance of Backyard Farming

Themes: Backyard farming helps minimize food insecurity and climate change

challenges at Karkar Island Madang Province. A retired agriculture officer has started

planting food in front of his house to adapt to the challenges that Climate Change

brought via increased population, land shortages, and prolonged drought.


1. Why did the people move inland?

2. What happened to all the good land?

3. Why is backyard farming useful?

Forming ideas

This activity will help students understand other vulnerable people’s situation and

realise the extent of how climate change is affecting many people around them and

the wider world.

The activity will also allow students to identify the impacts of climate change and how

they see it from their own experience.


1. Give two examples of climate change impacts in your community.

2. How will sea level rise affect your village?

3. When there is flood in your village, what will happen to your gardens?

4. What should you do when the days are getting so warm during the school

year?

5. What are two activities your school and the community can work on together

to address climate change-related effects in your community?

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Take home points

1. Floods are caused by too much water, which is in turn caused by increased

rain coupled with sea-level rise.

2. Because the sea is becoming warmer, fish are moving further out to open seas

where it is cooler. As a result, people spend more time travelling out to the

open sea to fish, which is often dangerous.

3. Gardens are destroyed by floods and droughts, reducing food supplies and

causing starvation.

4. More sicknesses now than before, placing a lot of pressure on families

5. The cost to get medicine and health services are very high. Climate Change

causes disease outbreaks, straining existing facilities and causing deaths.

Picture: typical surface flooding of a village

29

Chapter 6: Mitigation and Adaptation.

This table shows the links found in the existing curriculum. Use this table as a



Subject

Grade

Strand

Sub strand

Science

7, 8 Earth & Beyond Living

things

Living things,

earth and beyond.

Responsible Use

of environment


resources

Managing

Resources

Water Resources


together

Learning objectives


1. Discuss practical suggestions for adaptation and mitigation approaches

2. Describe how these approaches are important for Papua New Guinea

Introduction

There are two important ways to address the impacts of climate change: Mitigation,

and Adaptation

What is Mitigation? Mitigation simply means activities that will reduce the impact of

climate change, including ways to reduce greenhouse gas sources and emission.

Mitigation activities contribute to long-term results.

A very good example of mitigation is planting trees for those in the mountains. The

people on the coast may plant mangroves, or build seawalls.

30

What is Adaptation? The effects of climate change are dealt with by taking actions to

adjust to the negative impacts. A very good example of this is by moving houses to

higher grounds when sea level is rising. The people in the highlands of PNG now use

mosquito nets to sleep at nights as the mosquitos are becoming more numerous and

widespread, because the highlands are warming.

In drought stricken areas, people change their way of gardening by planting drought

tolerant crops.

But the impacts of the climate change are impossible to avoid entirely. An intermediate

measure is to lower the risks of the negative impacts. This can be done by adopting

necessary approaches or measures at local or community levels. Adaptation can

reduce high risks, both in the short and the long term. It is an important way to address

the impacts of climate change for developing countries, like PNG. There are some

organizations in PNG who are implementing Community Based Adaptation Practices.

For example:

Building stone walls, planting mangroves, raising awareness and producing

educational materials on climate change programs are some of the mitigation

measures. Introduction of new varieties of disease resistant, drought tolerant crops,

and moving houses to higher grounds, are some examples of adaptation measures.

Activities

1. Hang the three posters for the class to see.

2. Allow students to brainstorm which actions are adaptation and which ones are

mitigation, and state their reasons. Follow this with discussion.

3. Hear from the students, and take note of their points.

4. Ask the students what would be an activity the school could do together with

the community every month as a community-based project to address the

effects of climate change.

Forming ideas

Using an umbrella while walking in the hot sun is a form of adaptation.

By using an umbrella we are blocking the heat from the sun from hitting us directly

as we cannot change the sun form shinning. We are managing what we cannot avoid.

31

Planting trees are a form of mitigation because they absorb carbon dioxide, a

greenhouse gas. Forests act as a carbon sink; when we plant trees we are reducing the

level of carbon dioxide as more trees absorb carbon dioxide and reduce the amount of

GHG.

Assessment of Outcomes

Allow students to study the posters of carbon cycle and see if they can redraw it from

memory in groups.

Poster: “The work of a tree”

Quick revision

1. Which of these two approaches is better for your community, Adaptation or

Mitigation?

2. Give an example of Mitigation.

3. Give one example of Adaptation you could do at home.

32

Take home points

Adaptation is making adjustment to natural or human systems to meet the threats or

effects of climate change. Adaptation reduces harm or develops practical approach to

the impacts of climate change. Adaptation also entails changing the way we manage

our environment so we are better prepared.

Mitigation is an activity carried out by people to reduce greenhouse gases. Future

climate change can be reduced if less carbon is released into the atmosphere from

things such as cars, boats, burning of bush lands, logging, and cutting down forests to

make gardens. Mitigation activities also help to absorb greenhouse gases, such as

through the planting of trees.

33

Chapter 7: What can we do now?

This table shows the links found in the existing curriculum. Use this table as a

reference when teaching climate change-related topics. The table clearly pinpoints the

related grade, strands, and sub strands.


Science 7, 8 Earth & Beyond

Living things

Living things, earth and

beyond.

Responsible Use of

environment


resources

Managing Resources

Compare healthy and

unhealthy


together

Responsible us of

environment.

Relationship between

living things

Learning objectives


1. Identify different ways to contribute to mitigating climate change

2. Identify practical things that can be done at home or in their communities

to reduce the effects of climate change

Introduction

Can climate change be addressed? Carbon dioxide is the main cause of human induced

climate change. It is a very long-lived gas, which means levels of carbon dioxide build

up in the atmosphere over time. Stopping climate change can only be brought about

by reducing global emissions of greenhouse gases, especially from human combustion

of fossil fuels and industrial processes. Climate models have shown that to limit global

warming to two degrees Celsius, a major reduction in human emissions needs to be

accomplished by around the middle of this century. It will be a difficult the challenge.

In order to reduce the amount of greenhouse gas in the atmosphere, everyone has a

part to play.

34

What can we do to stop Global Warming and Climate Change?

Poster: “Act now a climate change story”

We can slow down global warming, reduce greenhouse gas emissions, improve

ambient air quality, and reduce effects of climate change by adopting better

environmental practices in our daily routines.

It starts at home. Simple decisions can help minimise the amount of greenhouse gases

we release. For example, don’t make fires that will lead to bush fires, make more

people aware of the situation (e.g. set up environment clubs in schools), where

possible use solar lamps instead of kerosene lamps, compost all degradable rubbish

like vegetable peels, keep engines well maintained so they use fossil fuels efficiently,

plant trees around your village, and only engage in sustainable forestry practices. You

35

can also promote climate change adaption by ensuring you have safe water in times

of flooding and drought, make people aware of sanitation issues connected with

extreme weather events (e.g. toilets flooding and contaminating water supplies),

additionally you can promote the retention of trees around streams and rivers, and

mangroves around shorelines to prevent erosion.

Activities

1. The class can have a discussion and plan on how you want to celebrate World

Environment Day this year by inviting the community to come and take part

in the celebration. The class can then write a letter to the head teachers and the

schools board of management to seek their approval.

2. Do a brain storming exercise of activities the school can do. Assign different

tasks to groups, and choose a theme for the day.

3. Decide on activities that will involve the students and staff.

4. Draw up a program in which the community can be involved to celebrate

World Environment Day together with the community.

5. Write a letter of invitation to the ward counsellor and ask for a discussion with

him/her and the ward development committee members.

Forming ideas

Each group can prepare:

1. Posters

2. Dramas

3. Talking points


Allow students to

1. Brainstorm and come up with their own suggestions on how

to implement activities they want to do at home, in their

community and in school

2. Guide, facilitate and encourage confidence building skills

3. Conduct practical sessions in class

Quick quiz

1. Whose job is it to help solve the threats of climate change?

36

2. What can you do now in your class, your school, your family, and your

community?

Take home points

1. Be Active, and live by example

2. Learn: Find information and learn about issues and find ways to solve it

3. Share: Correct information and facts with family and friends to change

attitudes

4. Take part: in communities, join groups, contribute ideas towards the common

good

5. Protect and Plant trees: Planting trees is fun and it reduces greenhouse gas from

the air.

37

Glossary

Adaptation Actions taken to help communities and ecosystems cope with

impacts of climate change

Atmosphere The gases that surround astronomical objects such as the earth

Carbon dioxide CO2. A chemical compound. It is made of one carbon and two

oxygen atoms. People and animals release carbon

dioxide when they breathe out. Also, every time something

organic is burnt (or a fire is made), it gives off carbon dioxide.

Plants use carbon dioxide to make food.

Century A period of a hundred years.

Climate Long-term trends or averages in weather such as rainfall,

temperature, humidity, and wind.

Competency An ability to do something, especially measured against a

standard.

Conceptual An idea based on what we think to be real

Deforestation Clearing of forest or trees from an area of land

Environment The sum total of all surroundings of a living organism, including

natural forces and other living things, which provide conditions

for development and growth as well as of danger and damage.

Fossil The remains of an animal or plant preserved from an earlier era

inside a rock or other geological deposit.

Global warming An increase in the world’s temperature caused in part by the

greenhouse effect.

Goroka The Capital town of Eastern Highlands Province in Papua New

Guinea

Greenhouse

effect

Warming of the earth’s surface caused by the pollution of gases

into the atmosphere.

Greenhouse

gases

A gas that contribute to the warming of the earth’s atmosphere

by trapping radiation from the earth’s surface, e.g. carbon

dioxide, methane, or water vapour.

Hazards Something that is potentially very dangerous.

Internal Originating, operating or located within a country’s boundaries

Livelihoods Something that provides income to live on.

Logging The job of felling, trimming, and transporting trees

38

Malaria An infectious disease that is caused by a parasite that is injected

by the bite of infected mosquitos. Common in tropical countries,

the sickness is characterized by chills and fever.

Marine Relating to, found in, or living in the sea.

Methane A colourless, odourless, flammable gas that is the main

constituent of natural gas. It is used as a fuel.

Mitigation Dealing with the causes of climate change by reducing the

amount of carbon dioxide produced.

Photosynthesis A process by which green plants and other organisms turn

carbon dioxide and water into carbohydrates and oxygen, using

light energy trapped by chlorophyll.

Resilience The ability to recover quickly from setbacks.

Statistical The process of treating somebody or something as part of a

dataset.

Supplementary Making up for something that is lacking.

Temperature The degree of heat as an inherent quality of objects as hotness or

coldness relative to something else.

Typhoid A serious and sometimes fatal bacterial infection of the digestive

system, as a result of eating food or drinking water that is

contaminated with the bacillus Salmonella typhi. It causes severe

abdominal pain, and sometimes intestinal bleeding,

Volcanic Relating to or originating from volcanoes.

Vulnerable Open to physical or emotional harm

Weather

The mix of events that happen each day in our

atmosphere including temperature, rainfall, and

humidity.

39

References

Some useful sources/website the teacher can look for to improve the teaching and

learning of climate change in Primary schools.

Topics Website

Climate change http://www.climatechange.gc.ca

Climate Change and

Development Authority

https://www.facebook.com/www.occd.gov.pg/

Climate change causes https://www.epa.gov/climate-change-science/causes-

climate-change

Global Footprint Network http://www.footprintnetwork.org/en/index.php/GFN/page/

world_footprint/

World Development

Indicators

http://databank.worldbank.org

Population Reference Bureau http://www.prb.org

United Nations Development http://www.undp.org/content/undp/en/home/ourwork/envir

onmentandenergy/strategic_themes/climate_change/focus_

areas/adapting_to_climatechange/

Programme -climate change

adaptation

World’s autos http://www.huffingtonpost.ca/2011/08/23/carpopulation_n_934291.html http://www.greencarreports.com/news/1093560_1-2-

billionvehicles-on-worlds-roads-now-2-billion-by-2035-

report

Water power www.practicalaction.org

What is weather http://www.econet.org.uk/weather/whatis.html

Wildlife Conservation

Society

www.wcspng.org

http://www.climatechange.gc.ca/

https://www.facebook.com/www.occd.gov.pg/

https://www.epa.gov/climate-change-science/causes-climate-change

https://www.epa.gov/climate-change-science/causes-climate-change

http://www.footprintnetwork.org/en/index.php/GFN/page/world_footprint/

http://www.footprintnetwork.org/en/index.php/GFN/page/world_footprint/

http://databank.worldbank.org/

http://www.prb.org/

http://www.undp.org/content/undp/en/home/ourwork/environmentandenergy/strategic_themes/climate_change/focus_areas/adapting_to_climatechange/



http://www.huffingtonpost.ca/2011/08/23/carpopulation_n_934291.html

http://www.huffingtonpost.ca/2011/08/23/carpopulation_n_934291.html

http://www.greencarreports.com/news/1093560_1-2-billionvehicles-on-worlds-roads-now-2-billion-by-2035-report



http://www.practicalaction.org/

http://www.econet.org.uk/weather/whatis.html

http://www.wcspng.org/

40

Book titles Author

How We Know What We Know about Our

Changing Climate: Lessons, Resources, and

Guidelines about Global Warming

(Teacher's Guide: Grades 6-9)

Carol L. Malnor

Climate Change Youth Guide to Action Taking IT Global

The UNESCO climate change initiative UNESCO

Introduction to Mangroves, A teaching

resource for lower primary

Climate Change Adaptation, Teachers

Resource Book

Sangion A.Tiu, Sheebah Mirisa, Igsie

Jimiki.

Poster titles Work of a tree- The Carbon Cycle English

Wok bilong diwai-The Carbon Cycle (Tok Pisin)

Adaptation

Act Now

Impacts of climate change

What is Climate change

Kitchen/backyard/organic garden

Floating garden

Video titles Organisation

1. Telling Our Stories: Importance of Mangroves

Northern Province – Katuna www.wcs.org

2. Telling Our Stories: Culture, Nature and Climate

Change

Morobe Province – Tami Island www.wcs.org

3. Telling Our Stories: Drought makes drinking water

unsafe to drink

New Ireland Province – Ungakum www.wcs.org

4. Telling Our Stories: Good and Bad side of Wet Season

East Sepik Province – Angoram www.wcs.org

5. Telling Our Stories: Importance

of Backyard farming

Madang Province – Karkar Island www.wcs.org

6. Climate Change-Everyone’s

business

Live and Learn

7. Global Warming-Carteret Island

Part 1

http://edition.cnn.com/CNNI/Programs/untoldstori

es/blog/2007/05/carteret-islands-that-sinking-

feeling.html

http://www.wcs.org/

http://www.wcs.org/

http://edition.cnn.com/CNNI/Programs/untoldstories/blog/2007/05/carteret-islands-that-sinking-feeling.html



41

Organisations in PNG who work on climate

change Website

Climate Change Development Authority www.occd.gov.pg

Conservation and Environment Protection

Authority

http://pngcepa.com

PNG Eco Forestry Forum www.ecoforestry.org.pg

PNG Forest Authority www.forestry.gov.pg

PNG Institute of Biological Research www.pngibr.org

Research & Conservation Foundation http://www.rcfpng.org

Wildlife Conservation Society www.wcspng.org

http://www.occd.gov.pg/

http://pngcepa.com/

http://www.ecoforestry.org.pg/

http://www.forestry.gov.pg/

http://www.pngibr.org/

http://www.rcfpng.org/

http://www.wcspng.org/

Acknowledgments

The following individuals and organizations supported the development of these

supplementary curriculum materials to be used in support of the existing curriculum for

Primary Schools in the five climate change prone provinces in Papua New Guinea. In

particular we would like to thank: United Nations Development Programme (UNDP),

Adaptation Fund, Climate Change and Development Authority (CCDA), Derek Warakai,

Esau Kabin, Alice Daniel, Miranda Amean, Arthur Forepe, Robin Kiki-Jack Lapauwe, Pius

Mungkaje, Maino Vegoli, Moses Sariki, Keith Jiram. We also would like to thank the head

teachers, teachers, students, board of governors of the participating schools.

Dedication

This book is dedicated to the memory

of Peter Anga, who was the Provincial

Project Assistant for UNDP/Adaptation

Fund Projects in Madang.

Peter played a pivotal role in

identifying sites for both curriculum

and media teams, and linked WCS staff

to the site managers, local communities

and other partners. He

organized logistics, accommodation,

sought approval from the education

authorities, and provincial disaster and

emergency services for WCS activities

in Madang to be carried out.

Peter travelled with both teams in collecting data, and offered advice and support to

ensure we carried out our tasks with favourable results. We will remember you for a long

time.

published by wildlife conservation society, papua new

Documents