Lifelong Learning Programme -European Commission- · PDF fileLifelong Learning Programme -European Commission- Comenius Multilateral Partnership ... methods, worksheets ... CLIL and

Lifelong Learning Programme -European Commission-

Comenius Multilateral Partnership

Final Product

CLIL and Renewable Energy Sources

-Ankara, Kokkola, Rendsburg-

Germany 2009


- Ankara, Kokkola, Rendsburg – 2 2007 - 2009

1 REPORTS OF THE PROJECT MEETING.......................................................... 4

1.1 First meeting January 2008: Rendsburg, Germany ..... ......................................................... 4

1.2 Second Meeting in May 2008: Ankara, Turkey ......... ............................................................. 5

1.3 Third Meeting in October 2008: Kokkola, Finland.... ............................................................. 7

1.4 Fourth Meeting in March 2009: Ankara, Turkey ....... ............................................................. 8

1.5 Fifth Meeting in May 2009: Rendsburg, Germany...... ........................................................... 9

2 MODULE EVALUATION................................ ................................................... 10

2.1 Evaluation of module 1 ............................. ............................................................................. 10



3 PROJECT RESULTS.................................. ...................................................... 13

4 TEACHING MODULES................................. .................................................... 14

4.1 Module 1: What is climate change and how does it af fect Turkey, Finland and Germany? .................................................................................................................................................. 14

Lesson Plan Module 1....................................................................................................................... 14 Lesson 1: Pre-Test............................................................................................................................ 15 Lesson 1-3: Worksheets Germany ................................................................................................... 17 Lesson 4-5: Worksheets Turkey ....................................................................................................... 33 Lesson 6-7: Worksheets Finland....................................................................................................... 42 Lesson 8: Evaluation......................................................................................................................... 50 Sources ............................................................................................................................................. 52

4.2 MODULE 2: CAUSES OF CLIMATE CHANGE?................ .................................................... 53 Preface .............................................................................................................................................. 55 Lesson 1: Introduction....................................................................................................................... 56 Lesson 2: Natural vs. man-made causes of climate changes .......................................................... 57 Lesson 3: The Mechanisms, or Scientific Causes of Climate Change ............................................. 62 Lesson 4: The Historic and Social Causes of Climate Change ........................................................ 65 Lesson 5: The Ethical Aspects of Climate Change........................................................................... 70 Lesson 6: Evaluation of the Module .................................................................................................. 76

4.3 Module 3: Possible renewable energy sources in Turk ey, Finland and Germany? ........ 80 Lesson 1: renewable and non renewable energy ............................................................................. 80 Lesson 2: renewable energy in Turkey, Finland and Germany ........................................................ 87 Lesson 3: How does it work? .......................................................................................................... 100 Lesson 4: Biogas............................................................................................................................. 101 Lesson 5: Why solar cooking? ........................................................................................................ 105 Lesson 6: What is wind? ................................................................................................................. 108

5 IMPRINT.......................................................................................................... 112



Introduction The project partners in the multilateral Comenius partnership (CML-SH-07-00415) were the Beruflichen Schulen Rendsburg -GTL- from Germany, the private school MEV Ozel Ankara Ilkogretim Okulu from Turkey and the Länsipuiston koulu Kokkola from Finland. The topics of the project were the CLIL methodology and the possibilities of renewable energy sources. The main aims of the project were:

• Student exchange, in which students can experience different cultures and discuss the different modules as well as the corresponding topics

• Development of 3 CLIL modules. The teachers…

• use English as Lingua Franca when communicating with project partners. • make experiences using CLIL as a teaching method. • strengthen their cultural awareness. • compare different teaching methods and evaluate the modules as well as the

project. The Students…

• continue to develop their identity in a wider cultural context. • prepare themselves for globalisation. • make experiences using CLIL as a learning method. • compare different teaching methods. • use English as Lingua Franca when communicating with students from other

countries. • use English in real-life situations in which they can acquire the language. • strengthen their cultural awareness. • deal with climate change and new energetic (re-)sources. • understand migration processes within the EU. • become aware of ecological coherences.



1 Reports of the project meeting The project had five international meetings where all partners took part. On the following pages you can find the reports of these meetings: 1. January 2008: Rendsburg, Germany 2. May 2008: Ankara, Turkey 3. October 2008: Kokkola, Finland 4. March 2009: Ankara, Turkey 5. May 2009: Rendsburg, Germany

1.1 First meeting January 2008: Rendsburg, Germany The first meeting was in January 2008 in Rendsburg. We needed the meeting for the new organisation of the project, because seven schools applied for the project but only a primary school from Turkey, a comprehensive from Finland and a vocational school from Germany got the grant for the project. Because of the different school types and age of students we had to change the prepared project plan. In the first meeting we decided about the project structure and the frame for the teaching units. The project group planned following schedule for the Comenius project: 1. Project planning: 16 January to 15 May 2008

first meeting in Rendsburg • Setting rules for the project and the modules • A greeing the contents and the timetable • Each school prepares one module by the end of April and mails it to all

partners 2nd meeting in Ankara 7 May to 9 May 2008 • presenting the work and synchronising the Finnish one with other modules &

agreeing the contents of the following meetings • Presentation of the modules for the project partners and a discussion about

the contents and methods. • Presentation of the Turkish education system. • Student exercises for European identity.

2. Teaching sequence for the three modules in each country: 08/2008 to 02/2009

• All modules will be taught in each country • A student meeting in Kokkola 6 October to 10 October 2008 • A student meeting in Ankara for the exchange between the students 16

February to 20 February 2009



3. Project analysis: February 2009 to June 2009 1. Meeting in Rendsburg (May 2009) 2. Student meeting and project evaluation

The group also defined the content of the teaching modules: 1. What is climate change and how does it affect Turkey, Finland and Germany?

(Ankara: 7x40 min) 2. What are the reasons for climate change?

(Kokkola 5x 56 min) 3. Possible renewable energy sources in Turkey, Finland and Germany?

(Rendsburg: 3x90 min) Each school prepared its module and shared the exact English lesson plan containing time, methods, worksheets, evaluation, etc. with the other project partners. The modules included diverse methods & forms of classroom teaching and learning, which enable students to an active learning with all senses. In general, in all modules we used Steve Darns publication: “Content and Language Integrated Learning” (http://www.teachingenglish.org.uk/think/methodology/clil.shtml)

1.2 Second Meeting in May 2008: Ankara, Turkey Project goals and the conversion / evaluation of th e project The second meeting was in May 2008 in Ankara. We had the meeting to discuss the project goals and how we reach each goal and then how we could evaluate the goals. We agreed when we had to come with concrete ideas about evaluation of the project. We decided on the student exchange which would enable students to experience different cultures and discuss the different modules and what can be done about climate change in general.We discussed how we could improve the modules to comply with the CLIL methodology. As teachers; once again we emphasized that English as a lingua franca was going to be used to communicate with project partners. We also discussed that while teaching climate change our main aim would be using CLIL as a teaching method. As applying CLIL methodology in classes we would have a better understanding of this methodology and develop some new techniques to make students understand the topic and improve their speaking skills through it. We had a seminar by Steve Darn on CLIL. He presented a sample CLIL lesson explaining the main points to have us get clearer on how we were going to apply it in class.



The main aim of the project is to be familiar with the other cultures so we agreed that The students should learn more about other cultures and accept the differences and come together on a common point and do something about the world. Ideas for Autumn meeting in Finland

• presentations by students from three countries about what’s typical of their own countries

• prejudices, stereotypes-analyse them and negative attitudes • ıce breaker • comparing different teaching

methods and evaluating the modules as well as the project

• While doing this we agreed on the criteria below:

• Verbal mistakes are allowed.

• There are differences in language level, student age and culture.

• What aspects should we use for comparing the methods?

In this project the students;

• continue to develop their identities in a wider cultural context. • by means of the visits to the project countries (culture, way of life,

communication, foreign school, …) • open their minds and come to terms with globalisation. • through the visits to the project countries • gain experiences using CLIL as a learning method. • through the teaching units • learn to work with different teaching methods. • use English as a Lingua Franca when communicating with students from

other countries through the visits in the project countries • use English in real-life situations in which they can acquire the language. • strengthen their cultural awareness.

Through the visits in the project countries

• reflect for themselves on what they think of climate change and learn to understand issues surrounding renewable energy sources.

• understand migration processes within the EU. • become increasingly aware of ecological questions.



1.3 Third Meeting in October 2008: Kokkola, Finland First student meeting In October the participating schools met in Kokkola. This was the first time the students from all countries took part. The programme was planned accordingly, taking in account the appreciable age differences (from 11 to 22 years) and different educational backgrounds (comprehensive school / vocational education). The teachers had a formal meeting and an informal gathering during the days in Kokkola. Topics of different activities were connected to the themes of the project. The programme included the following topics: After an "ice breaking" activity, the visitors together with the hosts visited the local town hall where we were welcomed by the Director of Education, Mr. Peter Johnson. We were introduced to the Finnish education system in general, as well as local education. Monday afternoon was spent in the forest by the seaside where the town has a

recreation centre. Wandering in the forest seemed to be one of the high points of the trip to many of the guests. In the evening the visiting teachers and their colleagues from Länsipuisto school gathered to spend the evening in the same place. Tuesday's topic was to understand our present lifestyle and ecological situation by delving into our past: we had some senior members of local community with us and the students interviewed them and started making posters to present their work to everyone else. After lunch the Turkish and German students had separate programmes. The German vocational students visited local vocational schools. The Turkish students went into Länsipuisto school kitchen to bake traditional Finnish buns "korvapuusti". Afterwards all the students gathered in the local

nature museum "Kieppi" to see the exhibition of Finnish nature and animals. On Wednesday, as Kokkola is a harbour town, the participants visited the local All Weather Terminal (AWT) and also the neighbouring power station "Fortum". In the afternoon, project work was displayed, and the final ceremony rounded off the successful and happy visit (see picture).



1.4 Fourth Meeting in March 2009: Ankara, Turkey The fourth meeting was held in March 2009 in Ankara. Till that meeting Finland and Germany had finished applying all of the modules but Turkey had started but not finished the third module ’Renewable Energy sources by Germany’. Turkey stated they would have finished the third module by the end of the March. After each module an evaluation sheet was given to the students to see how they improved their English and their interest about climate change and environment in general. With student

exchange they got familiar with different cultures and learned to work together. The teacher had a seminar by Steve Darn about CLIL Methodology and evaluated the activities which were done already in the classes. The students had following acitivities in Ankara:

• In a welcome programme they sang traditional songs from their own countries

• To emphasize climate change again a chorus of the students sang ‘You control Climate change’ song and they presented a slide show .

• Students from each country presented slide shows and talked about traditional festivals and celebrations from the three countries to share culture

• They had a group activity for making collage and Marbling Art in Art and Craft classes.

• The students and the teachers visited a Science Museum, the president of our Foundation (MEV), Solid Waste recycling Center, Energy park at MTA, Anatolian Civilizations Museum and Ankara Castle, a vocational School in Etimesgut.



1.5 Fifth Meeting in May 2009: Rendsburg, Germany The fifth and final project meeting took part from the 10.05.2009 until the 14.05.2009 in Rendsburg. All project schools finished teaching the modules until April. The teachers used the meeting to evaluate and discuss the project work and the results. They also prepared the final product of the project to publish it. The group prepared a new project idea for a follow up project. For the student group main topic of this meeting were not the renewable energy sources anymore, because all modules were finished. Nevertheless the group visited the wind turbine company REpower (www.repower.com). In a presentation they got information about the possibilities of producing power with wind turbines on- and offshore. Afterwards they visited the largest offshore wind turbine of the world, the REpower 5M. During the rest of the program they strengthened their cultural awareness and continued developing their identity in a wider cultural context. They also trained their

English language skills. The students participated in a city ralley with a lot of jobs to do, a big barbecue at the Kiel Canal, they climbed up the train bridge of Rendsburg and they went sailing on the Eider. In another part of the meeting they got impressions of some regions of Schleswig-Holstein (Kiel Fjord and North Sea) and recognized possibilities of using renewable energy in this area.



2 Module Evaluation Each project school evaluated each module with the teaching teachers and the participating students. The evaluation results were collected and discussed at an international project meeting. In this chapter you can read the report of the summarized evaluation results of each module.

2.1 Evaluation of module 1 The introductory module 1 was planned by the Turkish school and it was taught in all three participating schools. • In Turkey the module was taught in two different 7th grade classes who have ten

lessons of English per week. Module 1 was taught both by language teachers (in English) and by subject teachers (in Turkish).

• In Finland the module was taught to one 8th grade immersion class and five classes of 9th graders (which include both English immersion classes and regular = non-immersion classes), three to four lessons to each class. Module 1 was taught mainly by the language teachers.

• In Germany the module was taught to two classes of hairdressing students who are in their second year of apprenticeship. They only take part in the CLIL project and have no other English lessons. They were taught in WiPO (Economy and Politics) lessons by a subject teacher. The students’ language level was variable from good to passable knowledge of the English language.

The evaluation of individual lessons was made after each lesson and also at the end of the module, mainly orally, but in Finland with an evaluation sheet as well. Evaluation: There was enough and plenty of material to choose from. Teachers found the material and the instructions understandable. An answer sheet could be provided for every exercise.There was some repetition of exercise types which in some cases reduced the students’ motivation in the course of study, but the students generally found the texts and the worksheets interesting. The language level seemed to be appropriate for the subject and for most pupils. Some students with a lesser knowledge of English found them difficult. Working in groups with students of different language levels seemed to help the learning process.

2.2 Evaluation of module 2 The theoretical part of the project topic, module 2, was planned by the Finnish school and it was taught in all three participating schools. • In Turkey the module was taught to grades 6 to 8 by five language teachers, (in

English), helped out by some subject teachers (in Turkish). • In Finland the module was taught to one 8th grade immersion class and five

classes of 9th graders (which include both English immersion classes and regular



(non-immersion classes), seven lessons to each class. Module 2 was taught mainly by subject teachers, but some parts also by language teachers.

• In Germany the module was taught to a class of technical assistants who are in their third year of apprenticeship. They have only two English lessons a week. They were taught in WiPO (Economy and Politics) lessons by a subject teacher for a total of four hours. All learning material and the student presentations were in English, while instructions and most of the communications were in German. Individual levels of English being variable, the students worked in mixed groups.

The evaluation of individual lessons were made after each lesson and also at the end of the module, mainly orally, but in Finland with an evaluation sheet as well. Evaluation: After the first module, the topic and vocabulary was familiar. Because of the abstract nature of the topic, some of the texts were found difficult, various technical terms in particular. If being used in the future, the levels of English would need to be tailored to the language levels of the students. Repetition of material and terminology decreased motivation to a certain extent. To the younger students, the subject is too abstract, and the teachers wisely adapted the material to the students’ age and intellectual development, using more concrete materials. An abstract topic such as this demands that teachers (both subject and language teachers) be introduced to the theme and material thoroughly before teaching. In addition, coooperation between language and subject teachers is essential. It was felt that, by the end of the second module, student awareness of climate changes and their effects on our lives had increased considerably.

2.3 Evaluation of module 3 The Practical Part of the project topic, Module 3 was planned by the German school and it was taught in all three participating schools. In Turkey, the German module was taught in 8thgrades for 4 hours by 2 English teachers. Science teachers helped with the topic too teaching renewable energy sources in their own lessons in Turkish. In Fınland, the module was taught by three Science teachers. The students: whole 9th grade. The language of material and students’s work was English. Teachers’ instructions and communication was in Finnish. In Germany the German module was taught in 2 classes of hairdressing students who only take part in this CLIL-project and have no regular English lessons. This module was taught in WiPo (Economy and Politics) with 90 min. per week. Evaluation: • In Turkey the evaluation of the module’s lessons were done during the module

orally and at the end of the module an evaluation sheet was given and students personal opinions were taken about the lessons , too. Students were already familiar with the general terminology of climate change and its effects and causes so they didn’t find difficult to talk about renewable



enegy sources.They were at first more interested in what they were doing but then they lost their interest a little bit as we started doing the second and the third texts.It was easy for them to talk about renewable energy sources because they had the same topic and learned a lot about new energy sources in their science classes too. The students taking part in this project have expressed their feelings and said that they are really happy to be doing this kind of an international project about environment. The language level seemed to be appropriate for the subject and for the students.

• In Finland as time ran short before coming to Turkey in March, it was not possible to do any comprehensive evaluation amongst the students, using the questionnaire designed for that purpose in Finland in October. Also, some of the questions are either irrelevant or too mature for our students. And thirdly, the relevant questions are already covered in the three separate evaluations of the modules. Therefore, evaluation questions (from the question sheet) + answers (summing up the different thoughts) are thought for the evaluation of the module The language: as the students are now familiar with the topic language and are motivated and capable of using English, there were no major problems in studying in English. Those students whose English is not up to this level of study were helped by others and the cooperative working style. The students were ready and willing to complete the project by doing these studies, but clearly a saturation point of climate change studies has been reached. But according to the teachers the the awareness and knpwledge for the climate questions has increased amongst the students. And it seems to have a positive effect on their attitudes on these questions.

• In Germany the evaluation was done after every lesson and after the whole module was done. We used the process orientated evaluation asking the students questions about their opinion and did not use an evaluation sheet. Summing-up all the results that pieces of this modul have been too difficult for the students with less language ability. The “Realschüler” were able to manage the exercises and present their results, but most of the “Hauptschüler” had big problems The students told that they found this module interesting and that they´ve learned many new things about renewable energy.

Genarally, concerning to CLIL the modul was successful, because the units integrated the 4 C´s:

1. Content: renewable energy 2. Communication: presenting the results, looking for arguments 3. Cognition: developing own meanings and opinions in relation to renewable

energy 4. Culture: learning something about the use of renewable energy in other

countries



3 Project results One main result of our project are the teaching units about renewable energy sources. Comparing the aims of the project there are also following results: The teachers • CLIL communication mehodology which are in the focus of froeign language

learning within the framework of a subject was developed and spread and used in schools,and compared with the other teaching methods. The modules were evaluated as well as the project.

• Teaching experiences were shared among the teachers working together in the project.

• Their cultural awareness was strengthened through the visits to project partner countries

• Immigration problems and the ways of adapting the new neighbourhood were discussed

The students • Students have developed the foreign language that they learn • Some of the students in this project have developed curiosity to learn the other

partner countries’ languages through the visits and even started to learn the languages with the help of internet and emails from their friends.

• They have become aware of the Project partner countries’ culture and the way of life

• They widened their view of their life styles and become more open-minded to accept the differences among the cultures and also built a bridge between the countries and learned to respect them .

• While applying the project and visiting the other countries students have learnt project partner countries’ geography and history and have developed interest to learn more about them.

• They have learnt phrases and vocabulary in English related to climate change and renewable energy sources in general.

• They had the opportunity to see what other countries do about climate change and renewable energy sources.

• They made pledges and changes in their lives to protect the environment. • All the activities in the Project were published in best seller newspapers, schools’

magazines in three countries.They were exhibited on the noticeboards around schools.

In general this project helped students to increase awareness towards global issues of climate change and environment and helped them to improve to use and speak English as lingua franca.



4 Teaching Modules On the following pages you can find the three modules which where planned from the project schools. In the beginning of a Module you can find some teachers notes and afterwords the student worksheets. Followeing modules were created_

1. What is climate change and how does it affect Turkey, Finland and Germany? (Done by Ankara: 7x40 min)

2. What are the reasons for climate change? (Done by Kokkola 5x 56 min) 3. Possible renewable energy sources in Turkey, Finland and Germany? (Done

by Rendsburg: 3x90 min)

Each school prepared its module and shared the exact English lesson plan containing time, methods, worksheets, evaluation, etc. with the other project partners.

4.1 Module 1: What is climate change and how does i t affect Turkey, Finland and Germany?

Lesson Plan Module 1

What is Climate Change and how does it affect us? The effects in three countries: Germany-Turkey-Finl and

AIMS: 1. To increase students’ knowledge of climate change and its effects 2. To develop students’ knowledge of vocabulary related to climate change and its

effects 3. To improve all four language skills within a content based on climate change 4. To increase students’ awareness towards global issue of climate change and its

effects so that they will develop consciousness for preserving the environment. LEVEL : Intermediate and above MATERIALS : Pictures – posters – CD players – Realias-activity sheets – noticeboard – computers and internet- coloured pencils METHODS AND TECHNIQUES: Ask and answer, group - pair and individual work;discussions , concept mapping , drama, role play , interviews, conference and competitions



Lesson 1: Pre-Test

MATCH THE TERMS WITH THE DEFINITIONS

__ 1) Weather

a) is the result of sudden rises and falls which can cause damage

__ 2) Climate

b) refers to an average increase in the Earth’s temperature which in turn causes changes in climate

__ 3) Climate change

c) describes the total of all weather occuring over a period of yeras in a given place

__ 4) Global warming

d) is short time changes in a given place at a given time

__ 5) Extreme weather

e) refers to a change in the long term weather patterns

__ 6) Greenhouse effect

f) is normally useful for the Earth, but can be harmful if it becomes stronger



WEATHER Weather is all around us. Weather may be one of the first things you notice after you wake up. It is cold and snowy, you will wear a jacket when you go outside. If it is hot and sunny, you may wear shorts. Sounds pretty simple, right? But what about climate? How is it different from weather And what is weather, exactly? Weather describes whatever is happening outdoors in a given place at a given time. Weather can change a lot within a very short time. For example, it may rain for an hour and then become sunny and clear. Weather is what we hear about on TV news every night. Weather includes daily changes, in precipitation, barometric pressure, temperature and wind conditions in a given location. CLIMATE Climate describes the total of all weather occuring over a period of years in a given place. This includes average weather conditions, regular weather sequences (like winter, spring, summer and fall) and special events (like tornadoes and floods). Climate tells us what it’s usually like in a place where you live. San Diego is known as having a mild climate, New Orleans a humid climate. How would you describe the climate where you live? CLIMATE CHANGE Climate change represents a change in the long term weather patterns. They can become warmer or colder. Annual amounts of rainfall or snowfall can increase or decrease. GLOBAL WARMING Global warming refers to an average increase in the Earth’s temperature, which in turn causes changes in climate. A warmer Earth may lead to changes in rainfall patterns, a rise in sea level, a wide range impacts on plants, wildlife and humans. When scientists talk about the issue of climate change, their concern is about global warming caused by human activities.



Lesson 1-3: Worksheets Germany

CLASS DISCUSSION: 1.COMPARE 1) Why can’t we live in other planets but earth? 2) What makes it possible to live in our planet? 3) What does it have that other planets lack?(The atmosphere and some crucial gases, like oxygen and carbondioxide and so on )

2. GROUP WORK/ DEMONSTARATION : Discuss Greenhouse gases and its effects in 4 groups 3. TRUE / FALSE: LOOK AT THE ARTICLE’S HEADLINE AND GUESS

a. We have a constant temperature of around 15 degrees Celsius because of greenhouse gases

T / F

b. Global warming is not worse than once believed. It's not an alarming announcement

T / F

c. Global Warming will not cause any health problems T / F d. Because of climate change the temperature decreases in Germany T / F e. Glaciers don’t melt because of the increase in temperature T / F f. There can be good sides of climate change in Germany T / F g. Polar bears’ life will become easier when the ice melts in the Arctic T / F h. Floods will be a regular phenomeanon T / F



4. DEFINITION MATCH: MATCH THE FOLLOWING SYNONYMS FROM THE ARTICLE a. survive the quality of being a hindrance, obstacles

b. Urban forceful and extreme and rigorous

c. Đncrease give off, send forth, or discharge; as of light, heat, or radiation, vapor, etc

d. drastic a slowly moving mass of ice

e. severe relating to or concerned with a city or densely populated area, related to city life

f. Constant an event resulting in great loss and misfortune; disaster

g. Drought a quantity that does not vary, invariable h. catastrophe intensely or extremely bad or unpleasant in degree or

quality, terrible i. Glacier the act of decreasing or reducing something)

j. Climate the weather in some location averaged over some long period of time

k. Emit shortage of rainfall;

l. Reduction become bigger or greater in amount

n. Drawbacks continue to live through hardship or adversity, live on THE TEXT General Information - Climate

Our atmosphere is a small miracle of nature. It contains so-called greenhouse gases that form a protective layer around the earth and prevent the heat emitting from earth disappearing into space. The earth would be bitterly cold without these greenhouse gases. Instead, we have a constant temperature of around 15 degrees Celsius.

German film director Roland Emmerich filmed it with his big-budget natural catastrophe movie "The Day After Tomorrow." The United Nations is seeking to slow it down with the Kyoto Protocol. And photos of the Alps from the early 20th century compared with 2005 show it clearly: (Show the pics from the movie)



Global warming Now, the Max Planck Institute for Meteorology in Hamburg has presented its most recent assessment report of the Intergovernmental Panel on Climate Change (IPCC). According to its simulations, global warming is worse than once believed. It's an alarming announcement, considering how drastic earlier predictions were. GERMANY- THE EFFECTS OF CLIMATE CHANGE Antje von Brook from BUND/Friends of the Earth Germany describes how slight climate changes are having a long term impact in Germany:background THE TEMPERATURE INCREASES AND PROBLEMS START….. In Germany the average temperature has risen by 0.9°C. Autumns are much warmer than before – since the beginning of the last century, the temperature at this time of year rose by 1.1°C. This is only the precursor; climate models predict that the average temperature could rise by 2°C or even more compared with the second half of the last century. *Health problems……. As the temperature increases, those in urban areas are likely to suffer the most, especially the elderly and those with heart disease. In 2003 more than 5,000 people died because of the heat and future summers may bring more fatalities. With the rise in temperature, tropical diseases can survive even in central Europe. Cases of dengue fever have already been reported in France and Italy. In Germany there were cases of leishmaniasis (Dum-Dum-fever) and an increase in Lyme disease.

Glaciers melt…… While the skiing industry is struggling with warmer winters and lower snowfall, the Alps face even more severe problems. Increased temperatures, even in the high mountains, cause glaciers to melt and have caused a reduction of 20% in the last 20 years. With the decrease in ice and the melting of permafrost zones, rocks become loose, avalanches are more common, and mudflows threaten houses and even

whole villages. Can Germany benefit from Climate change ?

The predicted temperature increase of 3 degrees Celsius would mean that summers in Hamburg, not far from the North Sea coast, would be as warm as they are today in the southwestern city of Freiburg, while conditions in Freiburg would be more like those in Marseille today. Germany will undoubtedly be one of the beneficiaries of climate change. Perhaps palm trees will be growing on the island of Helgoland in the North Sea soon, and

German citizens will be saving billions in heating costs -- which in turn would lead to a reduction in CO2 emissions.



Dry spells and floods become the norm The drought and insufferable heat that hit most of western Europe, including Germany, in 2003 will be a normal occurrence in 50 years. Averages of 30 degrees Celsius will no longer be unusual in the June, July and August. In the winter, instead of snow falling, rain will, and whenever it does so, then it will last longer and be heavier. "Weather situations in which extreme floods occur will increase," said study leader Erich Roeckner. Floods like those in southern Germany and Austria this summer or the Elbe flood in 2002 could happen regularly. Will skiing become an indoor activity in Europe?In addition, the mild temperature will mean the end of Alpine glaciers by the end of this century. They will melt away due to the higher temperatures, causing flooding at that time. But rivers like the Rhine, which depend on glacial melt, will turn into a trickle of their former strength. But not only those living on river flood plains must worry. Due to predominantly westerly winds in the winter, residents along the North Sea will encounter sea levels up 43 centimeters, over 40 percent above the average expected increase. And where will polar bears go? Over 1,000 scientists from around the world helped collect data for the most recent IPCC assessment report. In 2007, a final report will be presented to governments around the world. The climatologists have reached a consensus on what lies behind the rapid pace of climate change. "Humans have had a large one-of-a-kind influence on the climate," Roeckner said.

Polar bears won't be too happy with loss of their habitat. Foresters will have to adapt to the new climate by planting new varieties of trees. The polar ice cap will shrink in size, and by 2100, it is possible that the Arctic will be ice free in the summer. The annual melt of the Arctic the past three years equaled 1.3 million square kilometers (502,000 square miles) or four times that the area of Germany. The polar bear, dependent on ice floes to catch and kill its prey, will face more and more difficulties.

"How are polar bears going to survive?" Roger Barry from the US National Snow and Ice Data Center (NSDIC) asked. Can there be good sides of it? But climate change will also have its drawbacks. While German summers will be less rainy, fall and winter rainfall in the country's north will increase by up to 30 percent -- and snow will be a thing of the past. Heavy downpours will also become more common. To avoid flooding, steps will have to be taken to provide better drainage for fields and farmlands, as well as to restore natural flood plains. Meanwhile, the Kiel Institute for World Economics warns that higher temperatures could mean thousands of heat-related deaths every year. But the extrapolations that lead to this dire prediction are based on the mortality rate in the unusually hot



summer of 2003, for which Germans were wholly unprepared. But if hot summer days do become the norm, people will simply adjust by taking siestas and installing air-conditioning. The medical benefits of higher average temperatures have also been ignored. According to Richard Tol, an environmental economist, "warming temperatures will mean that in 2050 there will be about 40,000 fewer deaths in Germany attributable to cold-related illnesses like the flu." Another widespread fear about global warming -- that it will cause super-storms that could devastate towns and villages with unprecedented fury -- also appears to be unfounded. Current long-term simulations, at any rate, do not suggest that such a trend will in fact materialize. 5. ANTONYMS MATCH: MATCH THE FOLLOWING SYNONYMS FRO M THE ARTICLE

a. survive stretch, expand b. Urban mild c. Đncrease decrease d. Drastic die

e. Severe rural f. Constant unforceful g. Shrink noncontinuous

6.GENERAL QUESTIONS ON THE TEXT

1. Read the text and say what it is about? 2. Look at the titles of the paragraphs 3. Do you think there can be good sides of Climate change in Germany?

7. LISTEN AND FILL IN WITH THE WORDS IN THE BOX Because of the heat Rose by 1.1 C

avalanches diseases Heart disease To suffer face Europe Could rise by 2. C increase problems Has risen by o.9C

decrease glaciers temperature

The temperature increases and problems start In Germany the average temperature………….Autumns are much warmer than before – since the beginning of the last century, the temperature at this time of year……………….. This is only the precursor; climate models predict that the average temperature ……………….or even more compared with the second half of the last century. Health problems



As the ………………..increases, those in urban areas are likely ……………the most, especially the elderly and those with…………….. In 2003 more than 5,000 people died ………………and future summers may bring more fatalities. With the rise in temperature, tropical ……………….can survive even in central………... Cases of dengue fever have already been reported in France and Italy. In Germany there were cases of leishmaniasis (Dum-Dum-fever) and an …………….. in Lyme disease. Glaciers melt While the skiing industry is struggling with warmer winters and lower snowfall, the Alps …………….even more severe…………... Increased temperatures, even in the high mountains, cause ……………to melt and have caused a reduction of 20% in the last 20 years. With the ……………in ice and the melting of permafrost zones, rocks become loose, ……………are more common, and mudflows threaten houses and even whole villages.¨ 6. PHRASE MATCH: Match the following phrases from the article (sometimes more than one combination is possible): a. With the Increased temperatures the Alps

face has risen by 0.9°C.

b. average temperature even more severe problems c. As the temperature increases because of the heat d. In 2003 more than 5,000 people people died diseases can survive even in central

Europe.

e. The earth would be bitterly cold without rocks become loose, avalanches are more common

f. especially the elderly and those with heart disease

cause glaciers to melt

g. The polar ice cap on the climate h. "Humans have had a large one-of-a-kind

influence will shrink in size

i. Increased temperatures, even in the high mountains,

are likely to suffer the most from the heat

j. higher temperatures could mean thousands of heat-related deaths k. With the decrease in ice and the melting of

permafrost zones, green house gases

7.DRAW A MAP OF EFFECTS ON GERMANY :

EFFECTS ON GERMANY



8.READ AND ANSWER THE QUESTIONS 1. What do grenhouse gases do ? What is their role in Global warming? 2. What changes happened in temperature in Germany ? 3. How can people’s health be affected by climate change? 4. What kind of consequences will we have if glaciers melt? 5. How can German citizens be saving billions due to the ıncrease in the

temperature? 6. What does climate change mean for the polar bears ?How can they be affected? 7. Can there be any good sides of climate change in Germany? 9.ROLE PLAY:

1. If you were the earth, the world suffering from the enhanced heating what would you do and how would you feel?????

2. If you were the greenhouse gases , the ozone layer or sun or the sun rays………what would you do? How would you think you could affect the Earth and the people and animals living on it…..

3. Develop your roles and discuss ideas and “strategies” before the role play begins. Introduce yourself to the other role players.

Roles: greenhouse gases - ozone layer- sun and sun rays - the earth - the people - the animals Homework 1. VOCABULARY EXTENSION : Choose several of the words from the text. Use a dictionary or Google’s search field (or another search engine) to build up more associations / collocations of each word. 2. INTERNET: Search the Internet and find more information on the Greenhouse effects and clımate change reports in three dıfferent countrıes. Share your findings with your class in the next lesson. Did you all find out similar things? 3. PROJECT: Prepare a project on greenhouse gases and and how it affects our planet



Lesson 1: Teachers Notes

AIMS: 1. To increase students’ knowledge of climate change and its effects 2. To develop students’ knowledge of vocabulary related to climate change and its

effects 3. To improve all four language skills within a content based on climate change 4. To increase students’ awareness towards global issue of climate change and its

effects so that they will develop consciousness for preserving the environment. LEVEL : Intermediate and above MATERIALS : Pictures – posters – CD players – Realias-activity sheets – noticeboard – computers and internet- coloured pencils METHODS AND TECHNIQUES: Ask and answer, group - pair and individual work;discussions , concept mapping , drama, role play , interviews, conference and competitions STEPS OF THE LESSON ON CLIMATE CHANGE AND ITS EFFE CTS IN GERMANY OBJECTIVES:

• To increase students knowledge about climate change and its effects in Germany

• To get the students to learn related vocabulay and phrases RE ENTRY BEHAVIOUR : Students have watched the film ‘The day after Tomorrow’ They are familiar with the terms ‘ global warming ‘ climate change’ and some other disasters . They have enough language skills and backround knowledge to discuss and talk about the issue. To remember what was happening in the movie generally to introduce the key vocabulary...The students are going to talk about the key events and the scenes.. Lesson 1: (10 MINUTES) STEP1 PRE-TEST: To introduce the topic of global warming and to elicitate what they already know, the teacher gives it to the students . STEP 2 WARM UP (5minutes) ►CLASS DISCUSSION : The teacher gets the students to talk about the difference between the Earth and the other planets in terms of conditions to live ( through pictures to provide visual aids)



COMPARE 1) Why can’t we live in other planets but earth? 2) What makes it possible to live in our planet? 3) What does it have that other planets lack?(The atmosphere and some crucial gases, like oxygen and carbondioxide and so on ) students’ answers and opinions STEP 3 GROUP WORK/ DEMONSTRATION(10 minutes)

With the help of 3-D model we prepared about greenhouse gases, students are led to discuss greenhouse gases and its effects in 4 groups , then every group expresses their opinions choosing their group leaders. Every group leader comes to the board to state their group’s ideas on the 3-D model (using visual aid for visual learners too...)

(www.whrc.org/.../images/Greenhouse.gif) STEP 4►HANDOUTS (5MINUTES) After the completion of the activities above , the teacher gives handouts explaining the basic concepts to provide consistency on definitions throughout the the lessons

• Students read the handouts silently and discuss the meanings afterwards. STEP 5 (5 MINUTES)

►CLASS DISCUSSION with the use of maps, diagrams, realias...etc.: To get them think about the present situation in Germany , students are shown the map of Germany,polar bears, glaciers, melting ice,-ice caps, the Alps etc. and led to talk about the possible effects of climate change in Germany through guiding questions by the teacher: 1) Where is Germany? 2) What kind of weather has it got now? 3) How can that change through global warming?

(www.ezilon.com/eu_countries_europe.jpg) STEP 6 (5 MINUTES)BEFORE READING-LISTENING: TRUE- FALSE To get the students to be familiar with the points discussed in the text, the teacher gives some True– False questions for quick scanning/ skimming.



►BEFORE READING / LISTENING TRUE / FALSE:Look at the article’s headline and guess whether these sentences are

true (T) or false (F) a. We have a constant temperature of around 15 degrees Celsius because

of greenhouse gases T / F

b. Global warming is not worse than once believed. It's not an alarming announcement

T / F

c. Global Warming will not cause any health problems T / F

d. Because of climate change the temperature decreases in Germany T / F

e. Glaciers don’t melt because of the increase in temperature T / F

f. There can be good sides of climate change in Germany T / F

g. Polar bears’ life will become easier when the ice melts in the Arctic T / F

h. Floods will be a regular phenomeanon T / F

Lesson 2: Teachers Notes

STEP1 (10 MINUTES)►VOCABULARY EXERCISE : To get the students to be familiar with the words in the text before starting to read, they are led to look at the synonyms table and try to guess the meanings of the words and find the synonyms. (Definition MATCH: Match the following synonyms from the article:) )

a. Survive the quality of being a hindrance, obstacles b. Urban forceful and extreme and rigorous

c. increase give off, send forth, or discharge; as of light, heat, or radiation, vapor, etc

d. Drastic a slowly moving mass of ice e. Severe relating to or concerned with a city or densely populated

area, related to city life f. constant an event resulting in great loss and misfortune; disaster

g. drought a quantity that does not vary, invariable h. Catastrophe intensely or extremely bad or unpleasant in degree or

quality, terrible i. Glacier the act of decreasing or reducing something J: climate the weather in some location averaged over some long

period of time k. Emit shortage of rainfall



l. reduction become bigger or greater in amount n. drawbacks continue to live through hardship or adversity, live on

STEP1 (5MINUTES) ►VOCABULARY EXERCISE : To get the students to be familiar with the words in the text they are led to look at the antonyms table and try to guess the meanings of the words and find the antonyms. ANTONYMS MATCH: Match the following antonyms from t he article:

a. Survive stretch, expand b. Urban mild c. Increase decrease d. drastic die e. Severe rural f. Constant unforceful g. Shrink noncontinuous

STEP 2 (10 MINUTES)►DURING READING ACTIVITY READING THE TEXT: General questions on climate change to get them to read for a purpose you read the text ...and tell me what it is about?

• Look at the titles of the paragraphs • Do you think there can be good sides of Climate change in Germany?

To check whether the students were correct guessing the meaning and opposite meanings of the words they read the text and check. THE TEXT General Information - Climate

Our atmosphere is a small miracle of nature. It contains so-called greenhouse gases that form a protective layer around the earth and prevent the heat emitting from earth disappearing into space. The earth would be bitterly cold without these greenhouse gases. Instead, we have a constant temperature of around 15 degrees Celsius. German film director Roland Emmerich filmed it with his

big-budget natural catastrophe movie "The Day After Tomorrow." The United Nations is seeking to slow it down with the Kyoto Protocol. And photos of the Alps from the early 20th century compared with 2005 show it clearly: (Show the pics from the movie) Global warming. Now, the Max Planck Institute for Meteorology in Hamburg has presented its most recent assessment report of the Intergovernmental Panel on Climate Change (IPCC). According to its simulations, global warming is worse than once believed. It's an alarming announcement, considering how drastic earlier predictions were.



GERMANY- THE EFFECTS OF CLIMATE CHANGE Antje von Brook from BUND/Friends of the Earth Germany describes how slight climate changes are having a long term impact in Germany: Background The temperature increases and problems start….. In Germany the average temperature has risen by 0.9°C. Autumns are much warmer than before – since the beginning of the last century, the temperature at this time of year rose by 1.1°C. This is only the precursor ; climate models predict that the average temperature could rise by 2°C or even more compared with the second half of the last century. Health problems……. As the temperature increases, those in urban areas are likely to suffer the most, especially the elderly and those with heart disease. In 2003 more than 5,000 people died because of the heat and future summers may bring more fatalities. With the rise in temperature, tropical diseases can survive even in central Europe. Cases of dengue fever have already been reported in France and Italy. In Germany there were cases of leishmaniasis (Dum-Dum-fever) and an increase in Lyme disease. Glaciers melt…… While the skiing industry is struggling with warmer winters and lower snowfall, the Alps face even more severe problems. Increased temperatures, even in the high mountains, cause glaciers to melt and have caused a reduction of 20% in the last 20 years. With the decrease in ice and the melting of permafrost zones, rocks become loose, avalanches are more common, and mudflows threaten houses and even whole villages.¨ Can Germany benefit from Climate change ?………. The predicted temperature increase of 3 degrees Celsius would mean that summers in Hamburg, not far from the North Sea coast, would be as warm as they are today in the southwestern city of Freiburg, while conditions in Freiburg would be more like those in Marseille today. Germany will undoubtedly be one of the beneficiaries of climate change. Perhaps palm trees will be growing on the island of Helgoland in the North Sea soon, and German citizens will be saving billions in heating costs -- which in turn would lead to a reduction in CO2 emissions. Dry spells and floods become the norm The drought and insufferable heat that hit most of western Europe, including Germany, in 2003 will be a normal occurrence in 50 years. Averages of 30 degrees Celsius will no longer be unusual in the June, July and August. In the winter, instead of snow falling, rain will, and whenever it does so, then it will last longer and be heavier. "Weather situations in which extreme floods occur will increase," said study leader Erich Roeckner. Floods like those in southern Germany and Austria this summer or the Elbe flood in 2002 could happen regularly. Will skiing become an indoor activity in Europe? In addition, the mild temperature will mean the end of Alpine glaciers by the end of this century. They will melt away due to the higher temperatures, causing flooding at



that time. But rivers like the Rhine, which depend on glacial melt, will turn into a trickle of their former strength. But not only those living on river flood plains must worry. Due to predominantly westerly winds in the winter, residents along the North Sea will encounter sea levels up 43 centimeters, over 40 percent above the average expected increase. And where will polar bears go?............ Over 1,000 scientists from around the world helped collect data for the most recent IPCC assessment report. In 2007, a final report will be presented to governments around the world. The climatologists have reached a consensus on what lies behind the rapid pace of climate change. "Humans have had a large one-of-a-kind influence on the climate," Roeckner said.

Foresters will have to adapt to the new climate by planting new varieties of trees. The polar ice cap will shrink in size, and by 2100, it is possible that the Arctic will be ice free in the summer. The annual melt of the Arctic the past three years equaled 1.3 million square kilometers (502,000 square miles) or four times that the area of Germany. The polar bear, dependent on ice floes to catch and kill its prey, will face

more and more difficulties."How are polar bears going to survive?" Roger Barry from the US National Snow and Ice Data Center (NSDIC) asked. Can there be good sides of it? But climate change will also have its drawbacks. While German summers will be less rainy, fall and winter rainfall in the country's north will increase by up to 30 percent -- and snow will be a thing of the past. Heavy downpours will also become more common. To avoid flooding, steps will have to be taken to provide better drainage for fields and farmlands, as well as to restore natural flood plains. Meanwhile, the Kiel Institute for World Economics warns that higher temperatures could mean thousands of heat-related deaths every year. But the extrapolations that lead to this dire prediction are based on the mortality rate in the unusually hot summer of 2003, for which Germans were wholly unprepared. But if hot summer days do become the norm, people will simply adjust by taking siestas and installing air-conditioning. The medical benefits of higher average temperatures have also been ignored. According to Richard Tol, an environmental economist, "warming temperatures will mean that in 2050 there will be about 40,000 fewer deaths in Germany attributable to cold-related illnesses like the flu." Another widespread fear about global warming -- that it will cause super-storms that could devastate towns and villages with unprecedented fury -- also appears to be unfounded. Current long-term simulations, at any rate, do not suggest that such a trend will in fact materialize. STEP3 ►AFTER READING: (10MINUTES) LISTENING ACTIVITY: to get the students to remember the key words better , they are led to listen to some parts of the text and fill in the blanks with the given words.



LISTEN AND FILL IN WITH THE WORDS IN THE BO X Because of the heat Rose by 1.1 C avalanches diseases Heart disease To suffer face Europe Could rise by 2. C increase problems Has risen by o.9C decrease glaciers temperature

The temperature increases and problems start..... In Germany the average temperature………….Autumns are much warmer than before – since the beginning of the last century, the temperature at this time of year……………….. This is only the precursor; climate models predict that the average temperature ……………….or even more compared with the second half of the last century. Health problems……. As the ………………..increases, those in urban areas are likely ……………the most, especially the elderly and those with…………….. In 2003 more than 5,000 people died ………………and future summers may bring more fatalities. With the rise in temperature, tropical ……………….can survive even in central………... Cases of dengue fever have already been reported in France and Italy. In Germany there were cases of leishmaniasis (Dum-Dum-fever) and an …………….. in Lyme disease. Glaciers melt…… While the skiing industry is struggling with warmer winters and lower snowfall, the Alps …………….even more severe…………... Increased temperatures, even in the high mountains, cause ……………to melt and have caused a reduction of 20% in the last 20 years. With the ……………in ice and the melting of permafrost zones, rocks become loose, ……………are more common, and mudflows threaten houses and even whole villages.¨ STEP 4 (5MINUTES)►LOOKING AT THE PHRASE MATCH ACTIVITY the teacher gets the students to guess which phrases from the text match; to get them to be familiar with the phrases and structures used in the text . PHRASE MATCH: Match the following phrases from the article (somet imes more than one combination is possible): a. With the Increased temperatures the

Alps face has risen by 0.9°C.

b. average temperature even more severe problems c. As the temperature increases because of the heat d. In 2003 more than 5,000 people people

died diseases can survive even in central Europe.

e. The earth would be bitterly cold without rocks become loose, avalanches



are more common f. especially the elderly and those with

heart disease cause glaciers to melt

g. The polar ice cap on the climate h. "Humans have had a large one-of-a-kind

influence will shrink in size

i. Increased temperatures, even in the high mountains,

are likely to suffer the most from the heat

j. higher temperatures could mean thousands of heat-related deaths k. With the decrease in ice and the melting

of permafrost zones, , green house gases

Lesson 3: Teachers ’ Notes

(10MINUTES)►DRAWING A MAP OF EFFECTS ON GERMANY : To get them to understand the effects of climate change in Germany the teacher gets the students to draw a map of the effects in Germany glaciers melt health problems droughts

diseases floods polar be ars suffer warmer autumns STEP1(10 MINUTES) ARTICLE QUESTIONS; To understand the key points better and the text thoroughly the students discuss the answers to these questions : 1. What do greenhouse gases do ? What is their role in Global warming? 2. What changes happened in temperature in Germany ? 3. How can people’s health be affected by climate change? 4. What kind of consequences wıll we have if glaciers melt? 5. How can German citizens be saving billions due to the ıncrease in the

temperature? 6. What does climate change mean for the polar bears ?How can they be affected? 7. Can there be any good sides of climate change in Germany? STEP2 (10 MINUTES)►TEST EACH OTHER: To learn the words and phrases better they look at the words below. With your partner, try to recall exactly how these were used in the text:

EFFECTS ON GERMANY



Because of the heat Rose by 1.1 C avalanches diseases Heart disease To suffer face Europe Could rise by 2. C increase problems Has risen by o.9C decrease glaciers climate temperature Suffer from catastrophe Greenhouse effect severe melt reduction

STEP3 (10MINUTES)►SPEAKING _ ROLE PLAY ACTIVITY: A) To get the students to understand how climate change affects us and the world, B) To get them to learn the role of greenhouse gases , sun , sun rays, ozone layer, and to identify themselves the people and the other living things to suffer from climate change…..... Roles:

greenhouse gases - Ozone layer - sun and sun rays - the earth - people - animals PICTURE: THE ENHANCED GREEN HOUSE EFFECT PICTURE IS Going to BE SHOWN AND THEN WILL BE ASKED: 1. If you were the earth, the world suffering from the enhanced heating what would

you do and how would you feel????? 2. If you were the greenhouse gases , the ozone layer or sun or the sun

rays………what would you do? How would you think you could affect the Earth and the people and animals living on it…..

3. Develop your roles and discuss ideas and “strategies” before the role play begins. Introduce yourself to the other role players.

HOMEWORK 1. VOCABULARY EXTENSION : Choose several of the words from the text. Use a dictionary or Google’s search field (or another search engine) to build up more associations / collocations of each word. 2. INTERNET: Search the Internet and find more information on the Greenhouse effects and cl ımate change reports in three d ı ffere nt countrı es. Share your findings with your class in the next lesson. Did you all find out similar things? 3. RESPONSIBILITIES: Who is responsible for saving the earth ? Write down a few of the responsibilities of the following people:

• George W. Bush • the presidents of every country • You • The bosses of the companies and factories • The CEO of General Motors



Explain what you wrote to your classmates in your next lesson. Did you all write about similar things? 4. LETTER: You are the earth and your friends are the sun and the greenhouse gases . Write a letter to the organizers of the UN Climate Change Conference. Tell them about how global warming is changing your environment. What should they do to help save the whole world? Show what you wrote to your classmates in the next lesson. Did you all write about similar things? EVALUATION: SLOGAN COMPETITION : Students are asked to prepare some slogans on climate change and the best ones are going to be chosen by a jury of the teachers and these slogans are going to be put up all around the school noticeboards.

Lesson 4-5: Worksheets Turkey

BEFORE READING / LISTENING 1. TRUE / FALSE: Look at the Article’s headline and guess whether these sentences are true (T) or false (F): a. Turkey has faced severe floods in southern part causing 40 casualties T / F b. These extreme events raised public awareness of global warming at the

national level T / F

c. When temperature rises, sea levels will stay the same T / F d. Then the Earth will not stay under water and Turkey is safe for now... T / F e. 10 years ago Turkey’s temperature increased 0.20C. and now it has

stopped... T / F

f. The climate change will cause unpredictable weather events, such as a big storm coming after a drought.

T / F

g. Global warming will not affect agriculture in a bad way T / F h. Most animals will be extinct because they will be drowned in floods

T / F

2.SYNONYM MATCH :A.LOOK AT THE TABLE AND FIND THE S YNONYMS

accelerate young tree deficient vanish, get lost unpredictable Destroy sapling

The gradual transformation of habitable land into desert; is usually caused by climate change

Disappear Lacking , inadequate Edible Unforeseeable Detach Disconnect Ruin a worsening of business or economic

activity crop eatable vegetation flora, botany Augmentation Harvest



Downturn the amount by which something increases

desertification speed up, speed, quicken 3. ANTONYMS MATCH: Match the following antonyms from the article Accelerate attach augmentation lower Raise diminution unpredictable appear edible decelerate Disappear predictable Detach inedible

READ THE TEXT AND CHECK: EFFECTS OF CLIMATE CHANGE IN TURKEY Drought in Turkey was severe in 2006 Turkey experienced one of its driest and hottest winter seasons over the past several months. At the end of October, the country faced sever e floods, the worst in the past 100 years, which resulted in 40 casualties across the southeastern region. These extreme events and the February 2 report from the Intergovernmental Panel on Climate Change, IPCC, accelerated discussions and raised public awareness of global warming at the national level , says Yunus Arikan, Climate Change Project manager with the Regional Environmental Center Turkey. Before the next heat waves hit the country, Turkey is speeding up its efforts for the prevention of global warming. SEA LEVELS When temperature rises, sea levels will increase. Then the Earth will stay under water. It’s the same in Turkey. This year on November 4th, Turkey joined the “Global Climate Campaign”. The technical report on climate change that has been published in 2002 says that since the year 1923, every 10 years Turkey’s temperature has increased 0.20C. The report also says that in the past years the precipitation rate has decreased %10.With the augmentation of temperature and the downturn of raining rate drought and desertification awaits Turkey WATER SHORTAGE With the dropping rate of rainfall, %7 more water than we already have will be needed. But because the population increases year by year, water usage will increase and we will not have %7 more water but less water than we already have. This will make the plants water deficient .



WEATHER EVENTS Also the climate change will cause unpredictable weather events, such as a big storm coming after a drought . The saplings won’t survive the storm or the drought. That will cause forest to disappear and agriculture to finish off. Also, storms will detach the edible parts of the wheat and ruin the wheat. As a consequence, wheat products will not be able to be produced because of the lack of wheat. VEGETATION Global warming will also have many effects on natural vegetation . By the year 2100, all natural vegetation will change, the crops that grow will change and all natural forests will be damaged greatly. This will also cause most animals to be extinct.

4. GENERAL QUESTIONS ON THE TEXT 1. Read the text and say what it is about? 2. Look at the titles of the paragraphs 3. Do you think there can be good sides of Climate change in Turkey? 4. What kind of problems can we face?

5.LISTEN AND FILL IN WITH THE WORDS IN THE BOX desertification rainfall decreased less water increased under Campaign drought precipitation deficient.

SEA LEVELS When temperature rises, sea levels will increase. Then the Earth will stay .................. water. It’s the same in Turkey. This year on November 4th, Turkey joined the “Global Climate ...................... The technical report on climate change that has been published in 2002 says that since the year 1923, every 10 years Turkey’s temperature has ............0.20C. The report also says that in the past years the ............. rate has ................ %10.With the augmentation of temperature and the downturn of raining rate .................... and ................ awaits Turkey WATER SHORTAGE With the dropping rate of ..............., %7 more water than we already have will be need. But because the population increases year by year, water usage will increase



and we will not have %7 more water but ................... than we already have. This will make the plants water .................. Draw a map of effects on TURKEY 6.READ AND ANSWER THE QUESTIONS 1. What has made people become aware of Global warming and climate change at

the national level? 2. Is there any danger of Turkey’s staying underwater ? How do we know? 3. With the rise in Turkey’s temperature in ten years, what kind of problems can we

have? 4. Is it likely for us to have water shortage again in the future like we had last

summer? 5. What kind of weather events are we going to have in Turkey? 6. How can vegetation and plants be effected by climate change 7.ROLE PLAY: If you were the farmers and crops and animals living in Turkey....... suffering from the enhanced heating what would you do and how would you feel????? Develop your roles and discuss ideas and “strategies” before the role play begins. Introduce yourself to the other role players. CHARACTERS: greenhouse gases- sun - and sun rays -Farmers - animals -ozone layer:- tomatoes- wheat - fields HOMEWORK 1. VOCABULARY EXTENSION: Choose several of the words from the text. Use a dictionary or Google’s search field (or another search engine) to build up more associations / collocations of each word. 2. INTERNET: Search the Internet and find more information on the Greenhouse effects and climate change reports in three dıfferent countrıes. Share your findings with your class in the next lesson. Did you all find out similar things? 3. RESPONSIBILITIES: Who is responsible for saving the earth ? Write down a few of the responsibilities of the following people:

• George W. Bush

EFFECTS ON TURKEY



• the presidents of every country • You • The bosses of the companies and factories • The CEO of General Motors

Explain what you wrote to your classmates in your next lesson. Did you all write about similar things? 4. LETTER: You are the country Turkey and your frıends are the farmers and animals living in Turkey. Write a letter to the organizers of the UN Climate Change Conference. Tell them about how global warming is changing your environment. What should they do to help save the whole world? Show what you wrote to your classmates in the next lesson. Did you all write about similar things?

Lesson 4: Teachers’ Notes

STEPS OF THE LESSON ON CLIMATE CHANGE AND ITS EFFECTS IN TURKEY ►OBJECTIVES:

• To increase students knowledge about climate change and its effects in Turkey

• To get the students to learn related vocabulay and phrases STEP1 (10MINUTES)►WARM-UP ►DISCUSSION: Now we know about greenhouse gases and greenhouse effect and climate change ..

1. Do you think in Turkey people are aware of what’s going on in the world and in our country...?

2. Have we seen any signals of effects of climate change around in the last few years? What kind of changes do we face nowadays...?

(Examples: floods, WATER SHORTAGE we had last summer, Warmer winters, hotter and early coming summers, no springs and autumn now...no much snow and almost no rain in ankara this winter..) STEP2 (5MINUTES)►ROLE PLAY: • To understand how farmers and vegetation can be affected from climate change • To identify themselves with the farmers and understand better how they can feel, the students are led to think that they are farmers for a few minutes. (I’M A FARMER IN TURKEY: You re a FARMER now..Spend one minute thinking about your life as a FARMER . Walk around the class and talk to the other “FARMERS ABOUT TO LOSE THEIR CROP” What do you do all day? What do you worry about? What are your plans for the weekend? What do you think about global warming and hotter water and not having enough rain.. ) STEP3 (10MINUTES)► PAIR WORK and then CLASS DISCUSSION: • To understand how Turkey can be affected from climate change students look at

PICTURES OF TURKEY ,where it is in the world map. • To comprehend the situation better the teacher puts lots of photos of Turkey on

the board, first green fields and then the ones when drought hits the fields....... the



ones when we had water shortage last summer... (by the means of visual aids and realias..)

• To understand what can happen to vegetation, the effects of climate change on vegetation and farmers and nature generally, students are led to look at the pictures of crops grown in Turkey

STEP4►BEFORE READING ACTIVITIES(5MINUTES) Looking through the text to develop their reading skills like skimming and scanning the students are given a TRUE –FALSE exercise. With this exercise they are going to get familiar with the points discussed in the text and they are going to get motivated to read the text in a more detailed way. (TRUE / FALSE: Look at the article’s headline and guess whether these sentences are true (T) or false (F) a. Turkey has faced severe floods in southern part causing 40 casualties T / F b. These extreme events raised public awareness of global warming at the

national level T / F

c. When temperature rises, sea levels will stay the same T / F d. Then the Earth will not stay under water and Turkey is safe for now... T / F e. 10 years ago Turkey’s temperature increased 0.20C. and now it has

stopped... T / F

f. The climate change will cause unpredictable weather events, such as a big storm coming after a drought.

T / F

g. Global warming will not affect agriculture in a bad way T / F h. Most animals will be extinct because they will be drowned in floods T / F

-SYNONYM MATCH : A.LOOK AT THE TABLE AND FIND THE SYNONYMS(IN STUDENTS’ WORKSHEET PART 2.) -ANTONYMS MATCH (IN STUDENTS’ WORKSHEET PART 3.) STEP 5►DURING READING ACTIVITY(10MINUTES) General questions on climate change to get them to read for a purpose Read the text and say what it is about?

• Look at the titles of the paragraphs • Do you think there can be good sides of Climate change in Turkey? • What kind of problems can we face?

READ THE TEXT AND ANSWER Drought in Turkey was severe in 2006 (Photo by Aydan Adsaz © AFSAD courtesy UNESCO) Turkey experienced one of its driest and hottest winter seasons over the past several months. At the end of October, the country faced severe floods, the worst in the past 100 years, which resulted in 40 casualties across the southeastern region. These extreme events and the February 2 report from the Intergovernmental Panel on Climate Change, IPCC, accelerated discussions and raised public awareness of global warming at the national level, says Yunus Arikan, Climate Change Project manager with the Regional Environmental Center Turkey.



Before the next heat waves hit the country, Turkey is speeding up its efforts for the prevention of global warming. SEA LEVELS When temperature rises, sea levels will increase. Then the Earth will stay under water. It’s the same in Turkey. This year on November 4th, Turkey joined the “Global Climate Campaign”. The technical report on climate change that has been published in 2002 says that since the year 1923, every 10 years Turkey’s temperature has increased 0.20C. The report also says that in the past years the precipitation rate has decreased %10.With the augmentation of temperature and the downturn of raining rate drought and desertification awaits Turkey WATER SHORTAGE With the dropping rate of rainfall, %7 more water than we already have will be needed. But because the population increases year by year, water usage will increase and we will not have %7 more water but less water than we already have. This will make the plants water deficient. Weather Events Also the climate change will cause unpredictable weather events, such as a big storm coming after a drought. The saplings won’t survive the storm or the drought. That will cause forest to disappear and agriculture to finish off. Also, storms will detach the edible parts of the wheat and ruin the wheat. As a consequence, wheat products will not be able to be produced because of the lack of wheat.

Vegetation Global warming will also have many effects on natural vegetation. By the year 2100, all natural vegetation will change, the crops that grow will change and all natural forests will be damaged greatly. This will also cause most animals to be extinct.


STEP 1►AFTER READING (10MINUTES) LISTENING ACTIVITY: • To get the students to remember the key words better , they are led to listen to

some parts of the text and fill in the blanks with the given words. LISTEN AND FILL IN WITH THE WORDS IN THE BOX

desertification rainfall

decreased less water

increased under



Campaign drought

precipitation deficient.

Sea Levels When temperature rises, sea levels will increase. Then the Earth will stay (under).................. water. It’s the same in Turkey. This year on November 4th, Turkey joined the “Global Climate (Campaign)”.......................The technical report on climate change that has been published in 2002 says that since the year 1923, every 10 years Turkey’s temperature has (increased) ............0.20C. The report also says that in the past years the (precipitation).............. rate has (decreased)................ %10.With the augmentation of temperature and the downturn of raining rate (............drought) and (desertification................) awaits Turkey Water Shortage With the dropping rate of rainfall..............., %7 more water than we already have will be need. But because the population increases year by year, water usage will increase and we will not have %7 more water but less water................... than we already have. This will make the plants water deficient.................. ► VOCABULARY: BOX ACTIVITY ☺☺☺☺ Students are asked to put every kind of word they have learned during the lessons into a ‘Climate Change box’ In the last lesson they are goıng to pick a word from there and ask their classmates if they remember the word and phrases or not. STEP 2 (10MINUTES)► DRAWING A MAP OF EFFECTS ON TURKEY

• To get them to understand the effects of climate change in TURKEY the teacher gets the students to draw a map of the effects in Germany

Droughts farmers suffer Water shortage

famine Floods Dry Summers STEP 3 (10 MINUTES)► GENERAL QUESTIONS ON THE TEXT 1. What has made people become aware of Global warming and climate change at

the national level? 2. Is there any danger of Turkey’s staying underwater ? How do we know?

EFFECTS ON TURKEY



3. With the rise in Turkey’s temperature in ten years, what kind of problems can we have?

4. Is it likely for us to have water shortage again in the future like we had last summer?

5. What kind of weather events are we going to have in Turkey? 6. How can vegetation and plants be effected by climate change STEP 4 (IF YOU HAVE TIME)☺☺☺☺► SPEAKING ROLE PLAY: (http://www.handsontv.info/series7/series_7_pics/bread4.JPG) If you were the farmers and crops and animals living in Turkey....... suffering from the enhanced heating what would you do and how would you feel????? Develop your roles and discuss ideas and “strategies” before the role play begins. Introduce yourself to the other role players. Roles: greenhouse gases- wheat; ozone layer- tomatoes; sun and sun rays – fields, farmers- animals HOMEWORK 1. VOCABULARY EXTENSION: Choose several of the words from the text. Use a dictionary or Google’s search field (or another search engine) to build up more associations / collocations of each word. 2. INTERNET: Search the Internet and find more information on the Greenhouse effects and climate change reports in three dıfferent countrıes. Share your findings with your class in the next lesson. Did you all find out similar things? 3. LETTER: You are the country Turkey and your frıends are the farmers and animals living in Turkey. Write a letter to the organizers of the UN Climate Change Conference. Tell them about how global warming is changing your environment. What should they do to help save the whole world? Show what you wrote to your classmates in the next lesson. 4. EVALUATION: After searching the effects of ‘climate change in Turkey’ write an essay about the topic



Lesson 6-7: Worksheets Finland

►(PRE READING ACTIVITY) – GENERAL QUESTIONS ON THE T EXT 1. Where is Finland? With which countries does it have borders? 2. What’s the capital city of Finland and What’s the population? 3. Which language/s do Finnish speak? 4. What kind of sports can be commonly done in Finland? 5. How is the climate in Finland? 6. In which ways can “Global Warming” effect Finland?

(http://www-learning.berkeley.edu/wciv/ugis55a/wc_maps/images/scandinavia.gif) ►BEFORE READING / LISTENING TRUE / FALSE : Look at the article’s headline and guess whether these sentences are true (T) or false (F): 1 Finland is expected to experience a temperature increase of aproximately

of 5 degrees in the avarage annual rainfall.

2 There is no relation between climate change and methane gas. 3 Climate change doesn’t affect the tourist industry and natural

environment.

4 The growth of forests will increase in speed. 5 According to IPCC, more than half of the world’s plant and animal species

are at risk of extinction.

►READING THE TEXT: Do you think there can be good sides of Climate change in Finland? (Petteri Taalas: Is climate change good or bad for Finland?)



CHANGES IN FINLAND The reality of climate change and the anticipated social and economic repercussions have now been acknowledged like they never were before

Climate model calculations have allowed scientists to estimate the average weather changes to be expected in Finland due to climate change. In Northern regions, such as Finland, changes in climate are approximately twice as strong as elsewhere in the world, owing to the

contraction of the polar snow and ice cover, and the after effects of this in heating created by radiation. By 2080 Finland is expected to experience a temperature increase of 2 to 7 degrees and a 10–40% increase in the average annual rainfall. Changes are expected to be greater than the annual average during winter, and less in the summer. Many economic losses are due to extreme weather phenomena.. The Finnish Meteorological Institute participates in the climate prediction studies in collaboration with the German Max Planck Institute. The focus of the research includes possible extreme climate events. In addition, climate change is linked with various risks, such as the release of methane previously trapped in permafrost bogs. This could aggravate and worsen changes in the climate, and cause as yet unforeseen social consequences.

Direct and indirect effects in Finland A minor change in climate could, in the limited Finnish context, even be favourable. The following changes are expected to affect Finland directly:

• The agricultural growing season will lengthen, and the cultivation of new species will become possible.

• The growth of forests should accelerate, and deciduous trees will grow in more favourable conditions. Pests damaging forests are, however, expected to spread further north and timber felling conditions will become more hazardous.

• The increase in annual rainfall will benefit water-power production. • There will be less need for heating energy. • The melting of polar ice is likely to open a shorter sea route between

Europe and Asia at least for part of the year. • The tourist industry, natural environment, and wildlife may suffer.

Southern Finland is likely to have a climate similar to present-day Northern Germany and Lapland will acquire that of Southern Finland in the course of this decade.

• Civil engineering and construction projects will need to take into account an increasing weight and volume of water. Lack of snow may lead to problems during the frost season, as ground frost may go deeper than it does now.



However, a small country such as Finland, which is largely dependent on exports, is very susceptible to global problems. The risks involved in relation to climate change are enormous:

• The depletion of drinking and irrigation water reserves in large parts of the world will create serious problems in agriculture, the availability of food and may even lead to war. The most likely sufferers are the countries around the Mediterranean, Continental Europe, India, China, Australia, southern parts of Africa, Brazil, the USA, and Mexico.

• IPCC estimates that there could be as many as 750 million potential climate refugees.

• Drought and heat spells will exacerbate forest and other wild fires. • Even relatively small changes in the average temperatures may result in

serious problems. For example, in summer 2003, the summer in continental Europe was 2.3 degrees warmer than normal, which led to the premature death of 37,000 people and a loss of crops worth more than one billion euros. By 2040, such summers are expected to have become the norm, and by 2060, they would be cooler than normal.

• The frequency of strong tropical storms is expected rise. Floods and rising sea levels will threaten many metropolises and inhabited regions.

• According to IPCC, as many as one third of the world's plant and animal species are at risk of extinction this century because of climate change.

(The text is taken from this web address: http://www.sitra.fi/en/News/articles/Article_2007-11-21.htm) COMPREHENSION QUESTIONS

1. What is the reason of the climate change in northern regions? 2. What do you think about the effects of the release of methane on climate

change? 3. What are the positive effects of climate change in Finland? 4. Tell the risks of climate change on agriculture. 5. Why are the countries around Mediterenean, Continental Europe, India, China,

Australia, Southern Parts of Africa, Brasil, the USA, Mexico the most likely suffereres of Climate Change?

6. Compare the effects of climate change during the summer seasons in Europe. ►VOCABULARY EXERCISE MATCH THE WORDS WITH THE CORRECT ANTONYMS

1.Aggravate a.Advantage 2.Hazardous b.Kinds 3.Benefit c.Sorrow 4.Suffer d.Unexpected 5.Acquire e.Need 6.Favourable f.Dangerous 7.Consequence g.Yearly 8.Unforeseen h.Pleasing



9.Species i.Worsen 10.Annual j.Result

►VOCABULARY EXERCISE: MATCH THE WORDS WITH THE CORRECT MEANING

1.Permafrost bogs

a.Continuous dry weather especially when there’s not enough water for people’s needs.

2.Cultivation b.To increase in speed 3.Pest c.Easily influenced or harmed by something 4.Accelerate d.Preparation and usage of land, soil for growing crops 5.Refugees e.Being no longer active 6.Drought f.To live in a place, to occupy something 7.Crop g.An amount of grain, fruit, etc. grown in one year or season 8.Susceptible h.People who have been forced to leave his/her

country/home 9.Inhabit i.A creature such as a rat, mosquito 10.Extinction j.A wet ground which is permanatly frozen

►STUDENT “GLOBAL WARMING” SURVEY: In pairs / groups, write down questions about global warming and effects in FINLAND

• Ask other classmates your questions and note down their answers. • Go back to your original partner / group and compare your findings. • Make mini-presentations to other groups on your findings. STUDENTS TASK

1.DRAW A MAP OF EFFECTS ON FINLAND

2. VOCABULARY EXTENSION: Choose several of the words from the text. Use a dictionary or Google’s search field (or another search engine) to build up more associations / collocations of each word. 3. INTERNET: Search the Internet and find more information on the Greenhouse effects and clımate change reports in three dıfferent countrıes. Share your findings with your class in the next lesson. Did you all find out similar things?

EFFECTS ON FINLAND




STEPS OF THE LESSON ON CLIMATE CHANGE AND ITS EFFE CTS IN FINLAND ►OBJECTIVES:

• To increase students knowledge about climate change and its effects in Finland

• To get the students to learn related vocabulay and phrases PRE ENTRY BEHAVIOUR STEP 1: WARM UP (5MINUTES)

Now the students know what climate change is – greenhouse gases and greenhouse effect and climate change’s effects in Germany and Turkey. And they’ re ready to discuss the effects of climate change in Finland.They are led to look at the map of Finland to understand the weather and present climate in Finland and to understand better how this country can be affected by climate change ....What can be expected to

change??? (http://www-learning.berkeley.edu/wciv/ugis55a/wc_maps/images/scandinavia.gif) (They are asked some general questions about Finland to get them motivated to talk about Finland genarally and read the text further to learn about Finland.( through visual aids.) STEP 2 (10MINUTES)►PRE READING ACTIVITY – GENERAL QUESTIONS ON THE TEXT: 1. Where is Finland? With which countries does it have borders? 2. What’s the capital city of Finland and What’s the population? 3. Which language/s do Finnish speak? 4. What kind of sports can be commonly done in Finland? 5. How is the climate in Finland? 6. In which ways can “Global Warming” effect Finland? STEP 3 (5MINUTES)►THEY ARE LED TO LOOK AT THE PICTURES OF FINLAND TO LEARN AND DISCUSS MORE ABOUT THE COUNTR Y BEFORE THEY READ THE TEXT... 1. Putting pictures and the slogans about Finland all around the board. 2. Showing the difference between Finland now and Finland in the future due to global warming. 3. What do countries do about climate change showing the pictures and giving the necessary links..



STEP 4 (5MINUTES)►BEFORE READING / LISTENING TRUE / FALSE: Look at the article’s headline and guess whether these sentences are true (T) or false (F): 1 Finland is expected to experience a temperature increase of aproximately

of 5 degrees in the average annual rainfall.

2 There is no relation between climate change and methane gas.

3 Climate change doesn’t affect the tourist industry and natural environment.

4 The growth of forests will increase in speed.

5 According to IPCC, more than half of the world’s plant and animal species are at risk of extinction.

►DURING READING ACTIVITY STEP5 (15MINUTES)►READING THE TEXT: Do you think there can be good sides of Climate change in Finland?Read the text and find out! CHANGES IN FINLAND The reality of climate change and the anticipated social and economic repercussions have now been acknowledged like they never were before Climate model calculations have allowed scientists to estimate the average weather changes to be expected in Finland due to climate change. In Northern regions, such as Finland, changes in climate are approximately twice as strong as elsewhere in the world, owing to the contraction of the polar snow and ice cover, and the after effects of this in heating created by radiation. By 2080 Finland is expected to experience a temperature increase of 2 to 7 degrees and a 10–40% increase in the average annual rainfall. Changes are expected to be greater than the annual average during winter, and less in the summer. Many economic losses are due to extreme weather phenomena.. The Finnish Meteorological Institute participates in the climate prediction studies in collaboration with the German Max Planck Institute. The focus of the research includes possible extreme climate events. In addition, climate change is linked with various risks, such as the release of methane previously trapped in permafrost bogs. This could aggravate and worsen changes in the climate, and cause as yet unforeseen social consequences. Direct and indirect effects in Finland A minor change in climate could, in the limited Finnish context, even be favourable. The following changes are expected to affect Finland directly: • The agricultural growing season will lengthen, and the cultivation of new

species will become possible. • The growth of forests should accelerate, and deciduous trees will grow in more

favourable conditions. Pests damaging forests are, however, expected to



spread further north and timber felling conditions will become more hazardous.

• The increase in annual rainfall will benefit water-power production. • There will be less need for heating energy. • The melting of polar ice is likely to open a shorter sea route between Europe

and Asia at least for part of the year. • The tourist industry, natural environment, and wildlife may suffer. Southern

Finland is likely to have a climate similar to present-day Northern Germany and Lapland will acquire that of Southern Finland in the course of this decade.

• Civil engineering and construction projects will need to take into account an increasing weight and volume of water. Lack of snow may lead to problems during the frost season, as ground frost may go deeper than it does now.

However, a small country such as Finland, which is largely dependent on exports, is very susceptible to global problems. The risks involved in relation to climate change are enormous: • The depletion of drinking and irrigation water reserves in large parts of the

world will create serious problems in agriculture, the availability of food and may even lead to war. The most likely sufferers are the countries around the Mediterranean, Continental Europe, India, China, Australia, southern parts of Africa, Brazil, the USA, and Mexico.

• IPCC estimates that there could be as many as 750 million potential climate refugees.

• Drought and heat spells will exacerbate forest and other wild fires. • Even relatively small changes in the average temperatures may result in

serious problems. For example, in summer 2003, the summer in continental Europe was 2.3 degrees warmer than normal, which led to the premature death of 37,000 people and a loss of crops worth more than one billion euros. By 2040, such summers are expected to have become the norm, and by 2060, they would be cooler than normal.

• The frequency of strong tropical storms is expected rise. Floods and rising sea levels will threaten many metropolises and inhabited regions.

• According to IPCC, as many as one third of the world's plant and animal species are at risk of extinction this century because of climate change


STEP1(10MINUTES) ►AFTER READING: COMPREHENSION QUESTIONS

1. What is the reason of the climate change in northern regions?

2. What do you think about the effects of the release of methane on climate

change?

3. What are the positive effects of climate change in Finland?

4. Tell the risks of climate change on agriculture.



5. Why are the countries around Mediterenean, Continental Europe, India, China,

Australia, Southern Parts of Africa, Brasil, the USA, Mexico the most likely

suffereres of Climate Change?

6. Compare the effects of climate change during the summer seasons in Europe.

STEP 2►VOCABULARY EXERCISE (5MINUTES) • To get the students to be familiar with the words in the text they are led to look at

the antonyms table and try to guess the meanings of the words and find the antonyms.

MATCH THE WORDS WITH THE CORRECT ANTONYMS

1.Aggravate a.Advantage

2.Hazardous b.Kinds

3.Benefit c.Sorrow

4.Suffer d.Unexpected

5.Acquire e.Need

6.Favourable f.Dangerous

7.Consequence g.Yearly

8.Unforeseen h.Pleasing

9.Species i.Worsen

10.Annual j.Result STEP 3►VOCABULARY EXERCISE: (5MINUTES) • to get the students to be familiar with the words in the text before starting to read,

they are led to look at the definitions table and try to guess the meanings of the words and find the definitions.

MATCH THE WORDS WITH THE CORRECT MEANING

1.Permafrost bogs a.Continuous dry weather especially when there’s not enough water for people’s needs.

2.Cultivation b.To increase in speed

3.Pest c.Easily influenced or harmed by something

4.Accelerate d.Preparation and usage of land, soil for growing crops

5.Refugees e.Being no longer active

6.Drought f.To live in a place, to occupy something

7.Crop g.An amount of grain, fruit, etc. grown in one year or



season

8.Susceptible h.People who have been forced to leave his/her country/home

9.Inhabit i.A creature such as a rat, mosquito

10.Extinction j.A wet ground which is permanatly frozen

STEP 5►STUDENT “GLOBAL WARMING” SURVEY: (5MINUTES)In pairs / groups, write down questions about global warming a nd effects in FINLAND

1. Ask other classmates your questions and note down their answers. 2. Go back to your original partner / group and compare your findings. 3. Make mini-presentations to other groups on your findings.

HOMEWORK 1. VOCABULARY EXTENSION : Choose several of the words from the text. Use a dictionary or Google’s search field (or another search engine) to build up more associations / collocations of each word. 2. INTERNET: Search the Internet and find more information on the Greenhouse effects and clımate change reports in three dıfferent countrıes. Share your findings with your class in the next lesson. Did you all find out similar things?

Lesson 8: Evaluation

• Project, essays,... etc. • A general quiz on climate change and its effects in three different countries EVALUATION TEST (4 pts. for each)

A) GENERAL QUESTIONS :

1. What do greenhouse gases do ? What is their role in Global warming? 2. What changes happened in temperature in Germany ? 3. What is the reason of the climate change in northern regions? 4. What are the positive effects of climate change in Finland? 5. Is there any danger of Turkey’s staying underwater ? How do we know? 6. How can vegetation and plants be effected by climate change in Turkey? 7. Can there be any good sides of climate change in Germany?

EFFECTS ON FINLAND



8. With the rise in Turkey’s temperature in ten years, what kind of problems can we have?

B) WRITE TRUE (T) OR FALSE (F) a. There is no relation between climate change and methane gas. b. Global warming is not worse than once believed. It's not an alarming

announcement.

c. The growth of forests will increase in speed in Finland. d. Turkey has faced severe floods in southern part causing 40

casualties

e. Glaciers will melt because of the increase in temperature in Germany

f. 10 years ago Turkey’s temperature increased 0.20C. and now it has stopped...

g. Global warming will not affect agriculture in a bad way in Turkey. C) MATCH THE WORDS WITH THE DEFINITIONS :

1. Drought a) vanish, get lost 2. Cultivation b) An amount of grain, fruit, etc. grown in one year or

season 3. Unpredictable c) intensely or extremely bad or unpleasant in degree

or quality, terrible 4. Extinction d) The gradual transformation of habitable land into

desert; is usually caused by climate change 5. Emit e) Continuous dry weather especially when there’s not

enough water for people’s needs. 6. Desertification f) flora, botany 7. Crop g) unforeseeable 8. Catastrophe h) shortage of rainfall 9. Vegetation i) Preparation and usage of land, soil for growing

crops



Sources

GERMANY TEXT IS COMPILED FROM THE FOLLOWING SOURC ES: http://www.bmu.de/english/climate/general_information/doc/4311.php http://www.dw-world.de/dw/article/0,1564,1726287,00.html http://www.foei.org/en/who-we-are/testimonies/antje http://www.foei.org/en/who-we-are/testimonies/antje http://www.spiegel.de/international/germany/0,1518,481684,00.html http://www.dw-world.de/popups/popup_printcontent/0,,1726287,00.html Ppictures images.inmagine.com/.../ec051/ec051006.jpg www.ezilon.com/eu_countries_europe.jpg TURKEY TEXT IS COMPILED FROM THE FOLLOWING SOURCE S : http://www.ens-newswire.com/ens/feb2007/2007-02-16-03.asp http://totyx.joensuu.fi/thule/eno2000/materiaali.nsf/d682c16750dceacec225665800528821/e2122bb81d877f22c22572420042c4a8/$FILE/essay%20english.doc http://enocc.blogspot.com/2006/12/effect-of-climate-change-in-turkey.html Pictures http://staffwww.fullcoll.edu/tmorris/elements_of_ecology/images/drought_corn.jpg http://www.filemagazine.com/thecollection/archives/images/DESERT-TREE.jpg http://soilcrop.tamu.edu/photogallery/cornsorghum+/images/corn%20ears.jpg http://www.3d-images.ws/pictures/mature-wheat-heads.jpg http://cropwatch.unl.edu/photos/cwphoto/drought_corn26.jpg http://cache.eb.com/eb/image?id=82537&rendTypeId=4 http://img2.timeinc.net/toh/i/a/yard/tomatoes-00.jpg http://images.inmagine.com/img/eyecandy/ec051/ec051006.jpg http://medya.todayszaman.com/todayszaman/2007/02/13/water.jpg http://www.wildnatureimages.com/images%202/040602-137..jpg FINLAND TEXT SOURCES Petteri Taalas: Is climate change good or bad for Finland? http://www.sitra.fi/en/News/articles/Article_2007-11-21.htm http://www-learning.berkeley.edu/wciv/ugis55a/wc_maps/images/scandinavia.gif PICTURES (lh3.google.com/.../gcRlepltrQQ/s800/andre.jpg) (http://www.jamescairdsociety.com/pix/Weddell%20park_sea_ice%20Geology%20Yale%20250.jpg http://www.europe-travel-guides.com/Illustrations/JPG/Countries-slides/finland-slide-01.JPG http://mysite.wanadoo-members.co.uk/birdingtrips/Finland/16264-Finland-Lake-700.JPG http://www-learning.berkeley.edu/wciv/ugis55a/wc_maps/images/scandinavia.gif



4.2 MODULE 2: CAUSES OF CLIMATE CHANGE?

CLIL and renewable energy sources


MODULE 2: CAUSES OF CLIMATE CHANGE? Section 1:. Preface including the aims and goals of the module, module learning

outcomes and the structure of the module. (opettajan ohjeet + tehtävät oppilaille + CLIL-selostus erikseen).

1. Turkey: What is Climate Change and How does it Effect?

3. Germany: Potential Renewable Sources

2. (20 min) Introduction TASK 1:In groups a brainstorm on the causes of climate change. Meta-Plan. Categorising the results. Brief discussion. TASK 2: (5min) A brainstorm: as many words as possible about climate change . Save work in group portfolio.

3. (40min) Natural vs. Man-made Causes TASK 1: Learn vocabulary: cards with words + explanations.. TASK2:An arrow on the wall: place word card with explanation on the arrow. Ends: from purely natural to purely man-made. Discussion. Cards glued on the arrow-> Portfolio.

4. (60 min) Mechanisms, or Scientific Causes Taught by teacher. Students write notes + draw a model: Climate forecast, green-house effect, the carbon cycle. (BBC + SMY) TASK: In pairs the students teach relevant terms to others through speech, song, rap, sketch, drawing…

5. (60 min) Historic and Social Causes TEXT: Students get a text ”Man & his Environment”. About historic and social causes of climate change. TASK 1: Work-sheet. Read text. Place the words in relevant sections. (Agriculture, …) TASK 2: Analysing the results. Portfolio.

6. (60 min) Ethical View TASK 1: Comparing population growth (2050) in Germany Turkey,Finland. TASK.2: Comparing number of cars (CO2-polluters) in 3 countries. TASK 3: Essay on the Equity / Inequity of Climate Change

7. (40 min) Evaluation of the Module TASK 1: In pairs -> groups: worksheet on connections, reflections and questions. General evaluation. TASK 2: card game; key words of the module in your native language. CLILevaluation

Optional Plan: Section 6 TASK.1: CO2 in students’ everyday life: gallup on board. Categorising. TASK 2: Cards with everyday activities. Categorising according to CO2 consumption. General discussion.

CLIL: Studying in English. Interactive approach. At the beginning of each section (when necessary) vocabulary activity. In teaching, communication and cooperation essential. Evaluation at the end of each section + CLIL evaluation at the end of the module.



Preface

Aims and Goals of the Module

Climate change is perhaps the biggest single issue facing us today. Scientists are in general agreement that climate change is increasing, and human activity is pushing it to dangerous levels. Politicians and businesses are slowly catching up too. But to avert climate change will require a huge shift in thinking. This module aims to analyse the causes of climate change. Studying these causes should encourage the students to take positive actions as groups and/or individuals to reduce the effects of it. The material in this module has been written specially bearing in mind the language demands for CLIL students studying the topic of climate change through the medium of English as a foreign language. There is a range of activities which aim to develop the four language skills: listening, reading, writing and speaking as well as vocabulary. These activities focus on the science and impacts of climate change. The aim of this module is to present the evidence for climate change, some of the potential impacts and let students decide for themselves. Each of the sections has some activities. The students work mainly in groups. To save the products each group makes its own portfolio. The students collect the answers in their group portfolios (note - not individual ones). And when there is pair work, each pair brings their work in their group’s portfolio. This will be part of the final evaluation. Module Learning Outcomes

By the end of this module students should be able to: - Explain the the difference between man-made and natural causes of climate change. - Describe the main natural causes and mechanisms of climate change - Introduce the historical and social reasons for present climate change - Introduce the ethical side of climate change from a general and individual point of view - Express their environmental thoughts through the medium of English

Structure of the module

The module is divided into sections. The sections from 2 to 6 introduce different types of causes of climate change. Each section is divided in three main parts.



1. Teacher’s Notes a. includes the introduction to the section b. background information to the topic c. sources for the teacher d. instructions for teaching the ’Pupils Activity Sheets’

2. Pupils Activity Sheets Includes photocopiable worksheets for activities

3. CLIL Includes separate instructions for integrating language to teaching of the subject. CLIL is at every stage of student work, eg. material in English, giving vocabulary to work with, giving leading questions to analyse the texts, giving suitable phrases to use when introducing the products or expressing the thoughts, and in the end a check on the language learned.

Lesson 1: Introduction

Teacher’s Notes Evaluating the pupils´ knowledge of climate change: Group brainstorms on the causes of climate change

Student Activity Sheets

TASK 1 / section 2 In groups of 3 to 4 students brainstorm on the causes of climate change – reviewing what pupils know about the causes of the climate change by using Meta-Plan = each cause is written on a separate card (or paper). The cards are collected on the wall. Categorising the results.

TASK 2 / section 2 In groups brainstorm session of 5 minutes to find as many words (in English) as possible connected to climate change. Words written on big sheet of paper. Comparison of words found.The group paper is saved in the group portfolio.

CLIL

TASK 2 / section 2 is to check the students’ vocabulary learnt during module 1.



Lesson 2: Natural vs. man-made causes of climate changes

Teacher’s Notes The climate of the Earth is always changing. In the past it has altered as a result of natural causes. Nowadays, however, the term climate change is generally used when referring to changes in our climate which have been identified since the early part of the 1900's. The changes we have seen over recent years and those which are predicted over the next 80 years are thought to be mainly as a result of human behaviour rather than due to natural changes in the atmosphere. There are many causes of climate change, from purely natural to purely man-made. The idea of this section is to help the student to separate what it is possible to do from what is beyond man’s ability to affect. To be able to separate, the student must learn to recognise the difference between natural and man-made causes of climate change. He or she must also learn to understand that many causes can be due to both. Three homepages to help the teacher with the following student activities. a. Of human impact following homepage:

http://newsvote.bbc.co.uk/1/hi/sci/tech/6321351.stm

Humans blamed for climate change y Richard Black Environment correspondent, BBC News website, Paris

Global climate change is "very likely" to have a human cause, an influential group of scientists has concluded.

The options for mitigating greenhouse gas emissions appear in a different light, because you can see wh at the costs of inaction are Dr Rajendra Pachauri, IPCC chairman



b. Of causes in general: http://www.eoearth.org/article/Causes_of_climate_change

c. A team of three Chilean students have made a homepage. They write:

”We study in San Ignacio School. Javier and Sebastian are in 8th grade and Vicente is in 9th grade. ”http://library.thinkquest.org/06aug/00382/English/other_team.html They introduce three causes: the greenhouse effect, global warming and global dimming.

Student Activity Sheets TASK 1 / section 3

Learning the vocabulary. Enclosed is a list of words and the explanations to them (TASK 1 /section 3). The words and explanations are copied each on a separate card. In groups, the students connect each word to matching explanation (on a table). Comparison of results.

TASK 2 / section 3 Each group has a long line on the wall (length of arrow 1,5 to 2 meters). The students place the words in exercise 1 on the arrow, deciding where on the line (from purely natural to purely man-made causes) the cause mentioned on the card + explanation belongs to. (TASK 2 / section 3). After placing own cards the groups look at other groups’ choices. General discussion. Emphasis on the thinking process behind the decisions. In the end the cards are glued on the arrows and saved in the portfolios.

CLIL Learning the language, see TASK



Worksheets Section 3 TASK 1/ section 3. ONE LIST TO EACH GROUP. COPY THIS LIST (ENLARGENED) AND MAKE INTO CARDS WHICH YOU MIX AND GIVE TO STUDENTS TO ARRANGE IN PAIRS (TERM+EXPLANATION).

Solar radiation Sunshine. Almost all of the energy that drives the various systems (climate systems, ecosystems, etc.) found on the Earth originates from the sun.

Volcanic emissions An explosive volcanic eruption can cause lots of dust to emit into the atmosphere.

Variations in the Earth's orbital characteristics

The Milankovitch theory describes the natural cyclical variations in the Earth's orbits. Such variations change the amount of solar radiation that is received on the Earth's surface.

Carbon dioxide

The gas formed when carbon is burned, or when people or animals breathe out.

Solar output

The Sun’s output of radiation. (Sometimes we can see it as sunspots. Sunspots are huge magnetic storms that are seen as dark areas on the sun's surface.)

The greenhouse effect

An increase in the amount of carbon dioxide and other gases in the atmosphere which is believed to be the cause of a gradual warming of the surface of the Earth.

Global warming

A gradual increase in world temperatures caused by polluting gases such as carbon dioxide which are collecting in the air around the Earth and preventing heat escaping into space.

Global dimming The gradual reduction in the amount of



light at the Earth’s surface that was observed for several decades after the start of systematic measurements in 1950s. The effect varies by location, but worldwide it has been estimated to be of the order of a 4% reduction over the three decades from 1960–1990. However, since 1990, the trend has reversed.

Evaporation of water

Gas or extremely small drops of liquid water which result from the heating of water (to vapour).

Fossil fuel Fuels such as gas, coal and oil, which were formed underground from plant and animal remains millions of years ago.

Population growth An increase in the size of all the people or group who live in one country, area or place.

El Nino An unusual ocean current along the coast of Peru every 2-10 years, which kills large numbers of sea organisms and causes noticeable and often severe changes in weather conditions in many areas of the world.



TASK 2 / section 3. ARROW Place the words in exercise 1 under the arrow, deciding where on the line (from purely natural to purely man-made causes) the cause mentioned on the card + explanation belongs to.

Here is an example of the work (one cause with explanation placed):

PURELY MAN-MADE CAUSES OF CLIMATE CHANGE

PURELY NATURAL CAUSES OF CLIMATE CHANGE 0

Carbon dioxide

The gas formed when carbon is burned, or when people or animals breathe out.

PURELY MAN-MADE CAUSES OF CLIMATE CHANGE

PURELY NATURAL CAUSES OF CLIMATE CHANGE 0



Lesson 3: The Mechanisms, or Scientific Causes of Climate Change

Teacher’s Notes General ideas and teaching instructions

In the previous section we studied the difference between natural and man-made causes of climate change. Now we start concentrating on man-made causes, which are the ones we can effect with our behaviour. As this section is the theoretical approach to the mechanisms of climate change, it should be taught by the teacher. In this section we progress to analyse some of the physiological causes of climate change, especially the greenhouse effect caused by greenhouse gases and the most important greenhouse gas, carbon dioxide (CO2). If this part has already been taught in the previous module, only an introduction and review is needed by the teacher. Otherwise this section is taught by the teacher using the following BBC home page to give the main idea of the climate forecast, the greenhouse effect and the carbon cycle (either a data projector with internet connection, or internet connection to all students needed). Students make their own notes (from the BBC homepage) and draw the picture of the carbon cycle (from the Finnish homepage http://www.smy.fi/koulut/carbon/index.html) in their portfolios for further use. The emphasis should be on teaching the carbon cycle (if it has not been taught in the previous module).

Material for students’ notes http://news.bbc.co.uk/1/shared/spl/hi/sci_nat/04/climate_change/html/climate.stm Climate forecast In 2001, scientists predicted the Earth would warm by 1.4 - 5.8C by 2100. Most of the warming, they believed, was a result of humanity's use of fossil fuels, like oil and coal

http://news.bbc.co.uk/1/shared/spl/hi/sci_nat/04/climate_change/html/greenhouse.stm

Greenhouse effect The greenhouse effect is the natural process by which the atmosphere traps some of the Sun's energy, warming the Earth enough to support life. Most mainstream scientists believe a human-driven increase in "greenhouse gases" is increasing the effect artificially. These gases include carbon dioxide, emitted by fossil fuel burning and deforestation, and methane, released from rice paddies and landfill sites.

http://news.bbc.co.uk/1/shared/spl/hi/sci_nat/04/climate_change/html/carbon.stm

The carbon cycle Carbon dioxide (CO2) is the main greenhouse gas of concern. A finite amount of carbon is stored in fossil fuels, the sea, living matter and the atmosphere. Without human influence, transfers between these stores roughly balance each other – for example, plants absorb carbon as they grow, but release it as they decay. But when



humans cut down trees or burn fossil fuels, they release extra carbon into the atmosphere, increasing the greenhouse effect. The pattern of the carbon cycle (Finnish home page): http://www.smy.fi/koulut/carbon/index.html Explanations to the terms can be found in the same homepage.

MATERIAL FOR MORE ADVANCED WORK: Maybe the following statistics are more suitable to older or more advanced students. Greenhouse gases in Finland: http://www.stat.fi/tk/yr/khkaasut_etusivu_en.html

Total energy consumption in Finland increased clearly in 2006

http://www.stat.fi/til/ekul/2006/ekul_2006_2007-12-12_tie_001_en.html



Student Activity Sheet (TASK / section 4) To help the students to internalise this difficult section, students introduce the terms to others. Using their notes the students teach each others the key terms:

the greenhouse effect

greenhouse gases

carbon cycle atmosphere

photosynthesis

biosphere

lithosphere

biocycle

combustion

hydrosphere

soil

biocycle

geocycle

deforestation

The students work in pairs. The teacher gives each pair one word on a card and gives 5 minutes time to make a presentation of their own choice, eg. speech, song, rap, play, sketch, drawing with verbal explanation. Each pair presents its product to others who have to guess what the word is. To help guessing the teacher tells that these are either the main words or the word in the pattern they drew.

CLIL

Learning the words by doing exercise.



Lesson 4: The Historic and Social Causes of Climate Change

Teacher’s Notes This section introduces the historic and social development of climate change. In the beginning of the lesson the teacher gives out the text below for the students to read. After reading, the students take the worksheet and fill in the words in the correct places. At the end of the lesson, comparison of the answers and brief discussion.

Student Activity Sheets.

Enclosed is a text (TEXT / section 5) and the worksheet (TASK 1 / section 5). Both are copied to each student. First the students read the text and when they are ready, they are given the worksheet to fill in (with or without the text). TASK 2 / section 5: Analysing each group’s results. Comparison of the results. The worksheets are saved in the group portfolios.

CLIL

Through filling in the worksheet the students learn the essential words connected to historic and social causes. Through discussion deepening vocabulary knowledge.



Worksheet Section 5 TEXT / section 5. READ THE TEXT. Man & his Environment Introduction The Earth was formed about 4.5 billion years ago, with the first modern humans only evolving between 200,000 and 100,000 years ago. If the history of the Earth was represented by one year beginning on 1st January, the appearance of modern humans did not occur until about 20 minutes to midnight on 31st December. In that relatively short space of time however, mankind has rapidly evolved from simple hunter-gatherers to highly sophisticated space travellers. With these developments, mankind's relationship with the Earth changed. Where mankind was previously relying on the Earth, it was now beginning to exploit and control it, often without recognising the environmental consequences. Agriculture The change from hunter-gathering towards an agricultural and farming existence involved a greater intensification of output and gave mankind an increased chance of survival. The environmental repercussions of agriculture may well have been serious. Where woodlands were cleared, soil erosion could have occurred leading to flooding. Regular harvesting of crops could have led to the depletion of soil nutrients. The conversion of land for agriculture involved the destruction of natural ecosystems, resulting in a loss of species diversity and richness. More recently, a revolution in agricultural practices in the Western world has accelerated the development of mankind and increased the stresses placed upon the environment. During the 18th and 19th centuries modern farming machinery began to replace hand tools, whilst improved farming methods, for example crop rotation and the use of hybrid crops, led to a substantial increase in agricultural output. This rapid development of agriculture coincided with the Industrial Revolution. Industrial Revolution The Industrial Revolution began in the late 18th and early 19th centuries in Britain, before spreading around the world. Coal, oil and gas (collectively termed fossil fuels) offered levels of energy production previously undreamed of, leading to shifts towards factory-based systems and the mass production of goods such as cotton. Fossil fuels, principally coal at the beginning of the Industrial Revolution, were primarily used to generate steam power and electricity, but their applications were vast, with many industries becoming automated, hence increasing their output. In the search for a better standard of living, many people moved from the countryside to the cities to find work in the new factories. The burning of fossil fuels led to a massive increase in urban air pollution, although most people felt that such a disadvantage was not significant in the context of their new found prosperity. In addition to urban air pollution however, other impacts of industrialisation were felt. There were drastic changes in land use with the construction of new buildings, including factories and houses for employees, and transport facilities, including new roads and rail tracks. Areas of countryside were destroyed and replaced by industrial



developments. In order to make best use of the remaining land, agricultural machinery was modernised to make the production of food more efficient. Population Growth Agricultural advances caused the world population to grow from 170 million during the Roman period 2,000 years ago to 900 million in 1800. By 1900 the industrialisation of large parts of the world tripled the world's population in only 100 years. This growth in population increased the stresses on the environment. Larger populations required more resources, which involved a greater intensification of farming and industry. In addition, many of the raw materials (most notably fossil fuels, metals and stone) needed to be extracted from the Earth. It is worth noting that up until the last century, the Earth's resource base was perceived as almost infinite. Society today has had to give up that idea (often reluctantly) and favour processes such as recycling. The Transport Revolution Early forms of transport included boats and horses. It was not until the Industrial Revolution however, that transport really took off, with the development of steam power and the train in the 18th and 19th centuries, and the combustion engine and road transport in the 20th century. The use of fossil fuels to power transport made long distance travel much more accessible. Most forms of transport involve the combustion and burning of fossil fuels, which add to the problems of air pollution. Air pollution problems are most intense where the traffic is most dense, around city centres and airports, for example. Over the years, as transport has been used more widely, legislation has been introduced to reduce the amounts of pollutants released, and in modern society vehicles are becoming more environmentally friendly. However, this positive effect is offset by the increasing number of vehicles. The 20th Century As we consume more and more resources, and as our population grows, we are accumulating waste at an alarming pace. Through burning fossil fuels and industrial processes, we are releasing many pollutants into the atmosphere. Some of these reduce air quality, whilst others are causing a change in the Earth's climate. Other wastes from the consumption of natural resources can pollute soil and water environments as well. The Earth contains limited resources and the supplies of fossil fuels, metals and other materials will eventually run out. At present the amount of natural resources consumed by humans is increasing at approximately 5% each year. Mankind's demand on the Earth's resources doubles every 13 years. Even many of the so-called renewable resources are being depleted. On one third of the Earth's cropland, topsoil is eroding faster than it is being produced often leading to desertification. In addition to this, Atlantic fish reserves are down one third since 1970 and widespread deforestation is leading to the loss of natural climate regulators and their accompanying species diversity. As renewable and non-renewable resources become less available, we will be faced with shortages and conflicts over what remains. Today, the world's population totals about 6 billion and this figure, which took thousands of years to attain, is expected to almost double within the next 50 years.



One in five of these 6 billion people are desperately poor and each year 40 million of these people die (more than 100,000 per day) from malnutrition and diseases related to poverty. Living in a developed nation we can appreciate relative comfort and wealth, but does this seem fair when four-fifths of the world's population live in less industrialised countries with over-crowding and poverty? Is it also fair that these nations have only 15% of the world's wealth, consume only 12% of the Earth's natural resources and 27% of its energy? Précis of the text on the internet: http://www.ace.mmu.ac.uk/Resources/Teaching_Packs/Key_Stage_4/Sustainable_Developm ent/01b.html



TASK 1 / section 5: Man & his Environment VOCABULARY Read the text Man & his Environment and sort out the words under the right title. Note that some words may belong to more than one c ategory.

air pollution electricity mass production society

airport employee perceive soil erosion

automate environmentally-friendly prosperity standard of living

boat farming method rail track steam power

combustion engine flooding raw material train construction of buildings fossil fuel recycling transport facility depletion of soil nutrients horse resource base urban air pollution

dense infinite road transport vehicle

efficient intensification settlement woodland

long distance travel

Man and his Environment

Agriculture Industrial revolution Population growth Transport



Lesson 5: The Ethical Aspects of Climate Change

Teacher’s Notes The idea of this section is to introduce the ethical side of climate change from a general and individual point of view. Assuming the facts of climate changes, we will need to respond to them, as mankind and as individuals.

Worksheet Instruction

The worksheet has two exercises (TASK 1 / section 6 and TASK 2 / section 6). The students are working in groups and each group produces an answer sheet.

In the first exercise the students are asked to compare the population growth in Turkey, Germany and Finland in 2050.In the second exercise the students have to take an ethical view by comparing the number of cars, symbols of climate polluters in Turkey, Germany and Finland. After finishing these exercises a discussion led by the teacher of the ethical side (good/bad) of the results. (20 minutes)

Essay Instruction (for TASK 3 / section 6) In the end of the lesson the students write a 100 word essay. Each student writes an essay and they are collected in the group portfolios. To help out the students the teacher gives them an instruction sheet enclosed (INSTRUCTIONS / TASK 3 / section 6) (40 minutes)

Topic: The Equity and Inequity of Climate Change .

Student Activity Sheets Instructions written on the worksheet (TASK 1 and 2 / section 6).

CLIL Learning and evaluating the language by reading, discussing and writing an essay. Following is some background information to the teacher. Word ’equity’ = when everyone is treated fairly and equally. (formal, used in written texts. opposite is ’inequity’) To the teacher, to explain to the students in his or her own words:



Climate Change and Developing-Country Cities:

Implications For Environmental Health and Equity Climate change is a threat to global public health. It is also inequitable, as the greatest risks are to the poorest populations, who have contributed least to greenhouse gas (GHG) emissions. Developing-country cities are vulnerable to health hazards from climate change because of rapid economic development and urbanization. At the same time, developing-country cities are an increasing contributor to the problem. Common factors of vulnerability include:

• coastal location • exposure to the urban heat-island effect • high levels of air pollution • high population density • poor sanitation

Improving health requires policies related to transport systems, urban planning, building regulations and household energy supply. This also permits cuts in GHG emissions. These will influence the global health burdens of:

• 800,000 annual deaths from ambient urban air pollution • 1.2 million from road-traffic accidents • 1.9 million from physical inactivity • 1.5 million per year from air pollution.

GHG emissions and health protection in developing-country cities are likely to become more prominent in policy development. There is a need to ensure that development and health policies contribute to:

• a sustainable approach to the local and global environment • urban population health • health equity.

Précis of the text on the internet: http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pubmed&pubmedid=17393341



Worksheet Section 6 TASKS 1 and 2 / section 6. TASK 1 / section 6 Population growth http://www.census.gov/ipc/www/idb/pyramids.html Compare the population growth in Finland, Germany and Turkey in 2050. The population pyramids can be found at the www-address above. Print out the pyramids and write your comparisons under them. TASK 2 / section 6 The car - a nail in the climate's coffin Cars - together with power stations- are the main producers of CO2. Today 500 million cars world-wide emit four billion tonnes of CO2 into the atmosphere - around 20 per cent of the total quantity produced by mankind. And the number of cars on the road is growing rapidly - currently twice as fast as the world's population. Forecasts assume that this number will reach 2 billion world-wide by the year 2030. This will mean that petrol consumption will grow to an estimated 1.3 billion tonnes by 2030. CO2 emissions from traffic would then increase to more than 7.5 billion tonnes. http://archive.greenpeace.org/climate/smile/bkgrnd/index.html Use the information on the sites below and find out how many cars/1000 people there are in Finland, Germany and Turkey. http://www.swivel.com/graphs/show/8820411 http://encarta.msn.com/fact_631504881/turkey_facts_and_figures.html http://encarta.msn.com/fact_631504765/finland_facts_and_figures.html http://encarta.msn.com/fact_631504770/germany_facts_and_figures.html Save your answers in your portfolio.



INSTRUCTIONS / TASK 3 / section 6 The Equity and Inequity of Climate Change LANGUAGE FOR WRITING AN ESSAY A. Some questions you might ask. Are we all affected? Are some affected more than others? Are the problems equally shared? Are some areas more vulnerable than others? Is everyone treated equally and fairly? Have developed countries any special duties and responsibilities? B. The following words might be useful in analysing the contents. - Vocabulary fairness equality justice duties responsibilities northern hemisphere southern hemisphere industrial countries developing countries global contribute coastal location sanitation education healthcare



C. The following words and phrases might be of help . To write an essay, you need to think of arguments for and against equity. You might start your essay by writing, for example, Many people believe that... It is thought that... You might continue your essay by writing, for example, To begin with... Secondly... Thirdly... When you have given your own opinion, you can give an opposing opinion, for example, On the other hand... Let us not forget that... You can use linking phrases, for example, although... however... despite this... nevertheless... on the other hand... When you are analysing the opinions of others, you can use, for example, While it could be said that... Let us not forget... It is true that... Certainly... You can conclude your essay, for example, In conclusion... To sum up... On balance... All things considered...



Optional activity to 6, writing an essay. From ’Speak up on Climate’, exercise on analysing our lifestyle http://www.britishcouncil.pl/speak_up_on_climate/index.htm TASK 1 (5 mins) Ask the class how they generate carbon during their daily activities. List the activities on a whiteboard. How do these activities generate carbon? TASK 2 (15 mins) 1. In groups, ask students to read through the list of daily activities (on the whiteboard) and rank them in order of preference. You could ask students to do this individually first and then share their results in pairs or small groups. Quickly ask each group to report back their top three preferred activities and note them on the whiteboard. 2. Ask the groups to look through the activities again, but this time discuss which have the biggest impact on climate change. Activities that use the most energy or products will have the biggest impact. Ask groups to consider the quote below: ‘Many environmental groups ask us to give things up to reduce our impact on climate change.’ 3. Ask groups to discuss and feedback on whether they would be prepared to give up some of the activities to prevent climate change or can they think of alternatives? TASK 3, worksheet Give out following cards with everyday activities. The students might not do some of them now but maybe later in their lives. Ask them to read through the activities and rank them in order of preference. First indivudually, then in pairs and finally in groups of four. Each group reports its choices to the class. Find out which activities you as a class find the most and least attractive. Discussion. Riding a bike.

Driving or taking a lift in a car.

Listening to music.

Going on holiday.

Using a computer / playing computer games

Shopping for new clothes.

Going to the cinema.

Eating breakfast.

Add your own idea here



Lesson 6: Evaluation of the Module

Evaluation on the contents = learning of the causes of climate change.

This final activity is to enable you and your students to reflect on what you have learnt. Use the Meta-Plan created in the beginning of this module as a foundation (TASK 1 / section 2) + the word list (TASK 2 / section 2). Working in pairs the students share their ideas on the following questions. Then joining into groups the students share their thoughts. In the end the whole class is reflecting the questions together.

Evaluation on the language learnt during the module work Vocabulary activity ( TASK 2 / section 7):

DO YOU REMEMBER CLIMATE CHANGE TERMS IN FINNISH / GERMAN/ TURKISH? Copy the following list of terms connected to climate change (enlargened) and cut the boxes into a pack of cards. Mix the cards. Working in groups, each group takes a name connected to climate change. The name is written on a paper basket or a sheet of paper and the baskets/sheets are placed in front of the teacher. The teacher pulls out one card at a time and reads aloud the term. Each group tries to translate the term in the native language (in Finland in Finnish) as soon as possible. Answering by lifting the hand up. The first student lifting the hand up answers. If the answer is correct, the group gets a point = the teacher places the card in the group’s basket/on the sheet. If the answer is wrong, the card is put back in the pack. The teacher goes through all the cards. The group getting most cards is the winner.



Worksheets Section 7 TASK 1 / section 7 Evaluation on the contents = learning of the causes of climate change. Use the Meta-Plan created in the beginning of this module as a foundation (TASK 1 / section 2) + the word list (TASK 2 / section 2) Working in pairs share your ideas on the following questions. Then joining into groups share your thoughts. In the end reflect the questions together. CONNECTIONS What connections can you make with what you have learnt? (your lifestyle, family, school, community)

REFLECTIONS Reflect on your learning: write down things you did not know before you started this module. What was useful, interesting etc.?

QUESTIONS What questions do you still have, or what new questions have been raised?



TASK 2 / section 7

DO YOU REMEMBER CLIMATE CHANGE TERMS IN FINNISH / GERMAN/ TURKISH? Copy the following list of terms connected to climate change (enlargened) and cut the boxes into a pack of cards. Mix the cards. Follow the instructions in Teacher’s Notes.

the greenhouse effect

greenhouse gases

carbon cycle

solar radiation

climate change

natural causes of climate change

man-made causes of climate change

volcanic emissions

variations in the Earth's orbital characteristics

carbon dioxide

solar output

global warming

global dimming

evaporation of water

fossil fuel

population growth

El Nino

atmosphere

photosynthesis

biosphere

lithosphere

biocycle

combustion

hydrosphere

soil

biocycle

geocycle

equity

agriculture

industrial revolution

transport

air pollution

environmentally-friendly

recycling

standard of living

environment



Extra Material – Finland These articles introduce different aspects of the Finnish situation in climate questions. They can be used as an extra resource, if needed. ___________________________________________________________________ Helsingin Sanomat newspaper articles on climate changes. The starting article is: HS 22.02.2008 Poll: Most Finns willing to bear costs of fighting climate change http://www.hs.fi/english/article/Poll+Most+Finns+willing+to+bear+costs+of+fighting+climate+change/1135234268207 It has four links: HS 24012008

EU energy package to hit consumers in coming years Helsinki decision-makers debate energy issues at Sanoma House (22.1.2008) HS 18022008

Climate change brings mild and rainy winter weather - and it is here to stay HS 22022008

Poll: Finns willing to curb consumption to slow climate change These four articles have several links: HS 10112004

Finnish average temperature likely to rise by 4 - 7 degrees this century HS 25102006

WWF report: Finns' ecological footprint third-heaviest in world HS 30012007

New mission for Jorma Ollila: fighting climate change Chairman of the Boards of Nokia and Shell Oil wants to spread warning of global warming HS 05062007

EU cuts Finnish emission quota HS 07082007

New emission trading period could cost nearly as much as 1990s bank crisis HS 03012008

New EU emissions trading period raises consumer price of electricity HS 22012008

COMMENTARY: Emissions trading for dummies HS 13022008

Ice-free coastal waters in February considered exceptional, even in Southern Finland WWW- 31082000

WWF: Climatic change could radically reduce Finland's biodiversity Lapland likely to be worst hit as Finland starts to resemble Denmark living_planet_report.pdf



4.3 Module 3: Possible renewable energy sources in Turkey, Finland and Germany?

Lesson 1: renewable and non renewable energy

Aims: to develop listening, reading and writing skills to give students information about renewable energy to make students think about our use of energy in the future procedure contents method time further details

greeting Teacher welcomes the

students and explains the new theme and clil

Teacher gives a lecture

5 min

brainstorming Teacher asks the students to think about where we need electricity in our daily life.

Students write words on cards and pin it on a board

15 min

For younger children use pictures and vocabulary prepared on cards. Children can put in order

Read and do Worksheet 1. Students have to match the write words to the pictures. Then they read various descriptions and have to decide which description fits to the pictures

Students work for themselves

5min

Listen and do Teacher explains renewable and non renewable energy. Students have to divide the pictures. Students write a short explanation: What is renewable / non renewable energy. Students present their results.

Students work for themselves

25 min

Students can use a dictionary

Message board

Worksheet 2. Students get some messages

Work in a group

15 Students can use a dictionary



from a message board.

Discussion statements

Worksheet 3. Students get some discussion statements. They have to discuss one statement in a small group (max.4). Then rotate the statement.

Work in a group

20

Ending Students think about the beginning of the lesson. How can you save energy?

Teacher takes away the cards from the board

5



Worksheet 1: Different types of energy 1

5

2

6

3

7



4

8

9

Match the following words with the photos in the ch art. Wind power, solar power, nuclear power, coal, waterpower, gas, biomass, geothermal energy, oil Bild 1 http://www.planet-wissen.de Bild 2: www.wikipedia.de Bild 3: www. jobs-auf-Bohrinseln.de Bild 4: www.nrel.gov Bild 5: http://www.erdgasinfo.de/ Bild 6: www.wikipedia.de Bild 7: www2.fbi.fh-darmstadt.de/.../pseWS0506MoGUM.html Bild 8: www.nrel.gov Bild 9: www.nrel.gov



Read the following texts and say what kind of power they are about. This is a very clean power, but it is dangerous. It has been used since 1950. A great problem is where to put the waste. This is______________________. This power is very environmentally friendly. But it is better to use in southern countries. This is__________________________________. We don´t know how long we can use this kind of energy. We still find it under the North Sea. Our cars need it . It causes water and air pollution. This is___________. We call it “black gold”. In Germany we mine it in the “Rhurgebiet”. Today it is very expensive and burning it causes global warming. This is________________. It is a very clean source of energy and we can use it nearly every day. But people think, that the turbines are very loud and it doesn´t look good in a beautiful countryside. This is _______________________ It is a clean source of energy and it doesn´t produce any waste. In Schleswig-Holstein we have much of this energy, but it´s not good for the environment to build reservoirs and power stations. This is This energy comes out of the earth. Many tourists come to Iceland to experience this kind of energy. This is__________________________________ Many people use this kind of energy for cooking. We don´t know how long the reserves will last and it causes global warming. This is______________________ I. We call it “Green energy”, because we can produce this energy with plants. It is environmentally friendly. Divide the pictures in renewable and non renewable energy . Write a short explanation for a dictionary . A) What is renewable energy B) What is non renewable energy



Worksheet 2 Message board A message board on a website asks its readers to write down their views about renewable energy.

Peter- I think renewable energy will be very important. Every household should have renewable power generating equipment. Ann – The windmills may be good for our environment, but they disturb me, I don´t like to see them. They are so ugly. Mike- People are in panic because of the energy sources. I don´t worry so much. People will find a solution for our energy problem if it is necessary. Susan - We should use the energy that nature can give us, because it preserves our environment and our life. Tom - It´s very expensive to work with renewable energy and I don´t think that we can satisfy our demand for energy with renewable energy. Kate - The state has to make people use renewable energy. Every household must do something for our environment.

1. Who do you agree most? 2. Who do you disagree? 3. What would you write on this message board 4. Write your message here!

Please tell the others your opinion!



Worksheet 3: Discussion Statements Here you find some arguments about renewable energy. Discuss one argument at a time in your group. If you are ready, exchange the arguments until you have discussed all the arguments.

Non renewable energy can not immediately be replaced. Our problem with the energy sources isn´t as serious as people say. People are in panic without reason. Normal people can´t do much to save energy. People are too lazy to do something to save energy. It´s no problem to save energy. We can do many things every day without effort. Every group presents one discussion statement.



Lesson 2: renewable energy in Turkey, Finland and Germany

Aims: to develop listening, reading and writing skills to give students information about the countries to make students think about what renewable energy source would be possible in Turkey, Finland and Germany procedure contents method time further details

Greeting Teacher welcomes the

students and explains the new theme Students make working groups

Teacher gives a lecture

5 min

Describing the map

Teacher gives each group one of the maps (worksheet 1)

Students describe the map and write keywords on a foil

15 min

Read and fill in

Worksheet 2: Students have to read and understand the text and fill in the blanks

Students work for themselves or with a partner

10 min


Read and answer

Worksheet 3: students have to read the text and answer questions

Students work for themselves or with a partner

15 min


Writing arguments

Worksheet 4: students think about what kind of renewable energy source would be possible in” their” country and write some arguments on a foil.

Team work Discussion

20 min

Use foil

Presenting Students present their results. They show their foil and explain it.

Presentation 20 min

Overhead

Ending Students compare their results . the groups get the worksheets from the other groups so that they get all the results.

Team work 20 min

If there is not enough time left, students can compare their results in a further lesson



Worksheets Group Germany

www.worldatlas.com/webimage/countrys/europe/de

1. Describe the map of Germany and think about what renewable energy it would be possible to generate.



Weather and Climate in Germany

Germany's ________________is almost as varied as it s country but it is mostly temperate. Extreme _________________ l ows and highs are rare. Winter temperatures vary from west to eas t, with around ___________ temperatures in the west and well below freezing in the east of Germany.__________________________are t ypically between 20°C and 30°C, with more rainfall during th e summer months. ____________ changes of weather make _________________difficult. To be on the safe side, be sure to bring a sweater and ____________________clothing with you . www.about-germany.org/life/weather-in-germany

2. Fill in the blanks using the vocabulary in the b ox

Frequent, summer temperatures, climate, wet weather, temperature, freezing, forecasting



Baltic Coast and North German Plain Due to the influence of the sea, the climate around the Baltic and the North Coast is fairly reliable and with little variation. In contrast to inner Germany, the difference between seasons is less distinct. However, winters can be severe with cutting winds and freezing temperatures. Summers are warm and pleasant. Rain showers are frequent but do not last too long: the sunshine index is high, whilst the amount of rainfall guarantees a green and fertile landscape. Bavarian Alps The climate of Bavaria is similar to the climate of the Austrian Alps, esp. of neighbouring Tyrol. Winters can be cold and with frequent snowfalls. Germany's highest peaks and deepest valleys offer excellent winter sport opportunities. The south is particularly famous for its warm foehn winds, which are notoriously blamed for everything from headaches to uncalled-for political changes. These warm blowing winds mostly occur in autumn and spring and often account for dramatic temperature fluctuations. www.about-germany.org/life/weather-in-germany Answer the following questions

1. How can you describe the climate around the Baltic Sea and the North Coast?

2. How are the winters in this area?

3. What can you say about the sunshine index?

4. What does the rainfall guarantee?

5. What is the south famous for?

6. What does occure in autumn and in spring?



Think about what kind of renewable energy sources a re possible in Germany and write down some arguments. Example: Solar energy is possible/ is not possible because … .. Wind energy is … Go on.



Worksheets Group Finland

www.worldatlas .com 1. Describe the map of Finland and think about what kind of renewable energy it

would be possible to generate.



Worksheets Group Finland

Solar radiation and cloud cover The climate of a region is ultimately determined by the _____________________________of the sun, and its di stribution and temporal fluctuations. In Finland, the level of radiation changes _______________________ with the seasons and is als o conspicuously different in the north and south. Due to ______________________, the highest annual radiatio n levels are usually attained throughout Finland before aphelion , usually in early June. The ___________________ normally occurs before noon, also due to cloud cover. The annual amount of sunshine is highest (1900 hours) in the southwestern maritime a nd _____________________ and lowest (1300 hours) in ea stern Lapland. Cloud cover is especially abundant in Finl and in and ____________________, increasing from the northwest towards the southeast; about 65% to 85% of the sky is then cove red in clouds. There are more ________________________ (mean cloud cover over 80%) than clear days (mean cloud cover under 20%) o r partly cloudy days. Clear days occur most frequently in Ma y and June, and least frequently in November and December. www.fmi.fi Fill in the blanks using the vocabulary in the box. overcast days, radiation energy, considerably, clo ud cover, daily maximum, autumn and winter, coastal regions



Wind and storms Since Finland is located in the zone of westerly air disturbances, there are great variations in air pressure and winds, especially in winter. In the whole country, the wind blows most commonly from the southwest and least commonly from the northeast; all other directions occur with equal frequency. The average wind speed is 3 to 4 m/s inland, slightly higher on the coast and 5 to 7 m/s in maritime regions. Wind speeds are typically highest in winter and lowest in summer. Moderate winds are typical of Finland; high winds are rare, particularly inland. Storms, with a wind force of over 20 m/s, occur on one to three days every month on the open sea in autumn and winter. In spring and summer, storms are rare; storms in inland regions are rare in all seasons, although occasionally, devastating local tornadoes may occur in summer. www.fmi.fi Answer the following questions

1. Why are there great variations in air pressure a nd winds?

2. From which directions does the wind blow?

3. How strong does the wind usually blow?

4. What may occur in summer?

5. In what seasons are storms rare?



Think about what kind of renewable energy sources a re possible in Finland and write down some arguments. Example: Solar energy is possible/ is not possible because … .. Wind energy is … Go on.



Worksheets Group Turkey

www.worldatlas.com/webimage/countrys/europe/de

2. Describe the map of Turkey and think about what kinds of renewable energy it would be possible to generate.



Climate of Turkey Although Turkey is situated in a geographical location where climatic conditions are____________________________, the diverse nature of the landscape and, in particular, the existence of the mountains that run parallel to the coasts result in significant _________________in _______________________ from one region to another. While the coastal regions enjoy ____________________________, the inland Anatolian plateau experiences __________________________and cold winters with limited rainfall. Because of Turkey's geographical conditions, it cannot be said to have one general, overall climate. Turkey is a ___________________ tourist destination depending on your itinerary. Although the "high season" (with associated higher rates) is from mid-June through mid-September, spring and autumn are the best seasons to travel. The sun is _______________and skies are __________________________. You can expect mild to warm temperatures and some rain during this time. www.enjoyturkey.com/info/usefull_info/Climate.htm Fill in the blanks using the vocabulary in the box

milder climates, year-round, clear, difference, generally clear, warm, climatic conditions, hot summers



Climate of Turkey Turkey's diverse regions have different climates because of irregular topography. The Taurus Mountains are close to the coast, so rain clouds cannot penetrate to the interior part of the country. The clouds drop most of their water on the coastal regions. As rain clouds pass over the mountains and reach central Anatolia, they have no significant capability to produce rain. In the eastern region of Anatolia, the elevation of the mountains exceeds 2500-3000 m. The northern Black Sea Mountains and Caucasus Mountains block the rain clouds, and therefore the area has a continental climate with long, very cold winters. Minimum temperatures of -30°C to -38°C are observed in the mountainous areas to the east, and snow may lie on the ground 120 days of the year. Winters are bitterly cold with frequent, heavy snowfall. Villages in the region remain isolated for several days during winter storms.1 Most of the popular tourist destinations are on the Mediterranean and Aegean coasts. Here the summers are dry and hot with typical highs of 28-31°C (82-88°F) and 12 to 13 hours of sunshine a day.2 The offshore winds also blow regularly. www.meteor.gov.tr/2006/english/eng-climateofturkey.aspx - www.enjoyturkey.com/info/usefull_info/Climate.htm Please answer the following questions

1. Why do Turkey´s regions have different climates?

2. Where do rain clouds drop their water?

3. What happens to the rain clouds when they pass o ver the mountains?

4. How long does the sun shine every day?

5. What is the wind like at the coast?



Think about what kind of renewable energy sources a re possible in Turkey and write down some arguments. Example: Solar energy is possible/ is not possible because … .. Wind energy is … Go on.



Lesson 3: How does it work?

You can decide to teach optional Lesson three (short version) or lesson four, five and six (long version). Aim: The students should understand the ways renewable energy from different sources is generated. Teachers’ notes: The students write a summary about wind power, solar power and biomass. The teacher should build 6 work groups. Two work groups should be assigned to each source. When the groups have finished their work, the groups with the same sources should compare their summaries and combine them to form one optimized summary. Option: more renewable energy sources Task: You know of some possible renewable energy sources in different countries. Please describe in a short summary (100 words) how renewable energy is generated from the following sources: • Wind Power • Solar Power • Biomass Use www.google.com to do the research. You should use key words like How does it work, Wind Power, Solar Power, … Links: (for the teacher) Wind Power - What is Wind Power, How Does Wind Power Work and How Does Wind Power Help the Environment? How Does Solar Power Work? solar-power-energy.info Howstuffworks "How Solar Cells Work" Greater London Authority - City Hall - Solar power - - how does it work? What we do - How does solar power work? Solar Power System Information and how solar panels work Alternative Energy - What we do - How does wind power work? STEP - Wind power-How does the wind-powered system work?



Lesson 4: Biogas

min

content Material

Entrance Every student gets a picture from the "LOCAL HEROES"

Teacher Students

5' Question and answers at the blackboard: What says the farmer? 1. That is our environment record. 2. A good idea for a biogas-generator.

Information

10´ Reading informations about Biogas Biogas 1

Teacher 5´ You have read, Biogas is a renewable

energy. Information 1

Group work

20' Kinds of renewable Energy………. W-sheet 1

Excourse What is Biogas?

Biomass Information

10' Reading informations about Biogas Biogas 1

Students



http://www.shz.de



Biogas Most mammals-humans included-produce a flammable gas called “biogas” as they digest their food. Bacteria living in their digestive systems produce methane as they break down cellulose present in the food. Biogas is also produced in bogs and wetlands where large amounts of rotting vegetation may accumulate. Biogas consists mostly of a gas called methane, which is the same as “natural gas”, commonly burned in our furnaces and barbecues. Biogas can be used instead of natural gas for heating and cooking. Humans have learned to duplicate this process in large tanks called biogas generators. To start the process, shredded plant materials and animal wastes are mixed with water in the biogas generator. Many kinds of naturally occurring bacteria arrive with the shredded plant material. The tank is then sealed so no air can get in. Within days, a special kind of bacteria in the tank will begin to produce biogas. These bacteria are known as “methanogenic”, because they produce methane, the main ingredient in biogas. The biogas forms bubbles in the mixture, and collects at the top of the tank. It is piped to a large balloon-like bag where it is stored until needed. Eventually, the production of biogas in the generator starts to slow down. The mixture of water and manure is replaced with a fresh supply to start the process again. The old material is unable to produce any more biogas, but still contains large amounts of plant material and other organic matter. It is dried to form a rich black soil, and is spread on fi elds as a fertilizer. Another source of biogas is landfi lls. At the landfi ll site, large mounds of garbage are buried under the surface. Bacteria break some of the garbage down and can produce large amounts of biogas. This is sometimes collected and burned to heat buildings near the landfi ll. Biogas can contain traces of hydrogen sulphide (H2S) gas, particularly in the case of landfi ll gas. Care must be taken to deal safely with this gas because H2S can be fatal in small amounts.

Two common sources of biogas



Worksheet Kinds of Renewable Energy Why is renewable energy important today? Questions 1. Give some examples of non-renewable energy. Describe why they are considered non renewable. 2. Give several examples of renewable energy. Why are they considered “renewable”? 3. What are some of the advantages of renewable energy over non-renewable energy? 4. Can you describe any examples of how renewable energy is being used in your region?



Lesson 5: Why solar cooking?

min content Material Introduction 10' Teacher shows a picture.

The students describe what they are seeing. (silver paneel, black plate) WHY?

Pictures

Student Work 10´ reading and discussing the

information W-Sheet_2

Group Work 25´ Summer is coming, we are in front of

the barbecue-season. Find out a construction using the sun for barbecue

Excourse Paper: SUN, most important

questions

Sources of the documents: www.re-energy.ca Schleswig-Holsteinische Landeszeitung: www.shz.de



You can get the orginal jpg. Pictures via email from Germany.



Worksheet Why solar cook From Solar Cooking Solar cooking is the simplest, safest, most convenient way to cook food without

consuming fuels or heating up the kitchen. Many people choose to solar cook for these reasons. But for hundreds of millions of people around the world who cook over fires fueled by wood or dung, and who walk for miles to collect wood or spend much of their meager incomes on fuel, solar cooking is more than a choice — it is a blessing. For millions of people who lack access to safe drinking water and become sick or die each year from preventable waterborne illnesses, solar water pasteurization is

a life-saving skill. The World Health Organization reports that in 23 countries 10% of deaths are due to just two environmental risk factors: unsafe water, including poor sanitation and hygiene; and indoor air pollution due to solid fuel use for cooking. There are numerous reasons to cook the natural way — with the sun. www.re-energy.ca



Lesson 6: What is wind?

min content Material Introduction 5' What is wind ?"

Answers of the students must be at the blackboard

Pictures

Student Work 10´ reading and discussing the

information W-Sheet_ 1

Group Work 10´ Working in small groups

"Capturing wind energy" Worksheet_2

10' Presentation of the results

(Blackboard)

Teacher Students Final Questions Worksheet_3

Questions Excourse How can we use wind energy in our

classroom? (Construction of a wind-turbine)



Surface winds occur when sunwarmed air rises, and cooler air rushes in to fi ll the space left behind.

Worksheet What is wind ? The sun has a lot to do with creating winds. Winds above continents and oceans occur because of temperature differences around the world. Some places, especially those near the Equator, receive far more direct sunlight than those closer to the Earth’s north and south poles. As a result, the air over these areas warms up and then rises. Cooler air from thAir is constantly on the move. In some places, especially along coastlines and in mountains, it provides a highly reliable source of mechanical energy. Humans have invented an amazing array of devices that can harness the energy of the wind and put it to practical use.e surrounding area rushes in to fi ll the space left by the rising air, creating a surface wind. www.re-energy.ca



Worksheet Capturing Wind Energy Find out important examples and describe the histor y! Capturing Wind Energy (Teacher’s information) Sails One of the oldest uses of wind energy is transportation. The first primitive sails were probably made from woven mats held aloft by wooden poles or human hands. Modern sailboats have very effi cient sails and masts constructed from strong, lightweight materials such as Kevlar (the material used in bulletproof vests) and titanium. They work like aircraft wings to generate forces that pull the boat in the desired direction. Pumping and Grinding Long before the invention of electricity, early wind turbines did very useful work. Windmills were used in many places in Europe over the last several centuries to turn heavy granite disks called millstones. The millstones were used to crush dry grains such as wheat, barley, and corn to make flour or meal. In the past, windmills were common on farmsteads across Canada. They were often used to pump water from wells to watering troughs for cattle and to generate electricity at the farmhouse. When rural areas fi nally received electricity, many of these windmills fell into disuse and disrepair. Recently however, small windmills are becoming popular once again for bringing water to livestock. Generating Electricity One of the most popular uses of wind turbines is to generate electricity. To make electricity, the shaft of the turbine must be connected to an electrical generator. Through gearboxes, the generator converts the mechanical energy of the spinning turbine shaft into electricity. Generators are small and light enough that they can be housed under an aerodynamically designed cover at the top of the pole or tower. Wires running down the tower carry electricity to the grid, batteries or other appliances, where it is stored, and/or used. Electricity is now being generated on a commercial scale at large installations called “wind farms” in several places around the world. Wind farms consist of rows of towers, sometimes 90 metres high, equipped with giant wind turbines for producing electricity. Commercial wind farms have also been established in Germany, Denmark, the United States, Spain and India. Denmark and Germany have pioneered the development of commercial wind power, one of their fastest-growing industries. Commercial wind energy is one of the most economical sources of new electricity available today. Wind turbines can be set up quickly and cheaply compared with building new coal-fi red generating stations or hydroelectric facilities. Modern wind generating equipment is effi cient, highly reliable, and becoming cheaper to purchase. The environmental impact of large wind turbines is negligible compared with an open pit coal mine or a reservoir, and during their operation produce no air pollution. Because of these factors, wind energy is recognized as the world’s fastest-growing new energy source.



Questions (work in a group together) 1. What causes winds to blow on the surface of the Earth? 2. What are some of the environmental benefits of using wind power? 3. Describe some ways wind energy is used in the region where you live. 4. What is a “wind farm”?



5 Imprint Lesson Plans and Worksheets Further details, optional lessons and results of the worksheets you can find on the CD-R Contact to the Project Partner Project homepage: http://www.clil.info Länsipuisto Comprehensive School Ms. Lea Hopkins Torikatu 41A, 67100 Kokkola, Finland Tel. +358-6-8289623 http://www.kokkola.fi/opetus_ja_koulutus/perusopetus/luokat_1_9_fi/lansipuiston_koulu/english/fi_FI/presentation MEV Ozel Ankara Ilkogretim Okulu Ms. Keziban Yaromoglu 06580 Ankara Eskisehir yolu 17.km Cayyolu Telefon: +90 312 2354131 Fax: + 90 312 2354134 http://www.mevankara.com/ilkokul Berufliche Schulen Rendsburg –GTL- Mr. Marko Krahmer Herrenstrasse 30-32 24768 Rendsburg, Germany Tel. +49 4331 434080 Fax. +40 4331 26239 http://www.bsrd.eu

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