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Human activity and climate

Until the middle of the 17th century, the economic activity of mankind was determined mainly by relatively primitive agriculture and trade, without much impact on the environment. A more tangible impact on the climate is observed as people start using coal for heating and food preparation, to burn oil products for the needs of cars and airplanes in order to move faster and over long distances, to synthesize on the basis of fossil fuels various chemical compounds, raw materials for hitherto unknown materials, to cut down forests to make room for cities and roads and for more arable land. As the scale of all these activities increases, so does the release of so-called greenhouse gases, which are beginning to stimulate climate change on Earth.

Click on the illustrations to learn which human activities have the greatest impact on the climate today.


Fossil fuels and mining

Fossil fuels (coal, oil, natural gas) have been formed from the remains of plants and animals buried in the ground and decomposed over millions of years. Thus, they have become energy-rich resources, also called non-renewable energy sources. When burned, fossil fuels emit energy, but also emit greenhouse gases, dust and other substances into the air.

Mining can cause many environmental problems due to deforestation in large areas, which contributes to climate change. Methane and other greenhouse gases are released into the atmosphere during the extraction of oil and coal. It is estimated that up to 8% of methane emissions are generated as a result of coal and oil production.

Electricity production

About 63 percent of the world's electricity is generated by burning fossil fuels (coal, oil, natural gas). Burning coal generates much more carbon dioxide than burning oil or natural gas. For example, in the United States, fossil fuel electricity is the source of 40% of all carbon dioxide emissions in the country. Reducing dependence on coal burning must be a leading component of any credible plan to prevent climate change.

People use electricity for many of their daily activities. So climate change processes depend to a large extent on how "clean" the sources of electricity for household needs are.

Transport

The use of liquid fuels (petrol, diesel, kerosene) to power cars, trucks, trains, ships and airplanes is one of the leading causes of climate change.

In addition, the transport sector contributes significantly to air pollution. This not only increases greenhouse gas emissions, but also has a direct effect on human health, causing respiratory and heart problems.

People are increasingly traveling using energy-intensive modes of transport such as airplanes and cars, instead of trains, buses, ferries and especially bicycles, which consume less energy. In an increasingly globalized world, the transport of raw materials, products and goods is growing – by trains, ships and trucks.

Today, about 20 percent of the world's energy goes to transport.

About 74% of transport-related carbon emissions are due to road transport and another 12% to air transport. More than 600 million cars are on the road, and their number is projected to rise to 2 billion by 2050.

Industry

About half of the world's energy is used in economic sectors: industry, agriculture, mining and construction. Energy-intensive industries (and therefore sources of large amounts of greenhouse gases) include those working with chemicals, metals (such as iron and aluminum), minerals, paper, food processing, and coal mining, oil and natural gas.

Agriculture

Agriculture is the source of about 10% of total EU greenhouse gas emissions. Activities related to agriculture and animal husbandry are the reason for the release of significant amounts of methane and nitrous oxide, two powerful greenhouse gases. Methane is produced by intestinal fermentation during digestion and is released by belching animals. Methane is also separated from stored manure and landfills for organic waste. Nitric oxide emissions are an indirect product released by the use of organic and mineral nitrogen fertilizers. Deforestation in order to develop new agricultural land is another serious factor causing climate change.

Trade sector

The link between trade and greenhouse gasemissions is mainly due to the need to use transport. International trade requires goods to be transported from the country of production to the country of consumption.

Petroleum products provide 95% of the total energy used by global transport, making it a significant source of greenhouse gas emissions.

Food production

One of the main concerns of people is the provision of food. However, before reaching the table, the food is produced, stored, processed, packaged, transported, prepared and served. At each stage, food security uses energy, which is the reason for the release of greenhouse gases into the atmosphere. Given the key importance of food in people's lives, efforts to reduce greenhouse gas emissions in food production remain a major challenge.

Deforestation

Forests play an important role in combating climate change, as they absorb and store huge amounts of carbon by absorbing  (in their trunks, branches, leaves and roots) carbon dioxide from the atmosphere in a process called photosynthesis. It is said that a healthy tree stores up to 30 tons of carbon. Forests also play a huge role in climate regulation in the areas where they grow. They absorb water from the soil and then release it back into the atmosphere as water vapor through a process called transpiration. The water then combines with water vapor from other sources in the atmosphere and eventually falls back to Earth as precipitation. This helps maintain lower temperatures. Also, the shade of the trees cools the surrounding air and the earth, which ultimately helps to cool the temperature of the planet as a whole.

Despite all these benefits, for centuries forests have been cut down, damaged or burned by humans for a number of reasons, including agricultural and livestock areas, roads and cities, mining and the provision of firewood. As a result, deforestation not only causes loss of biodiversity and habitats, but also reduces the process of photosynthesis, which "captures and processes" carbon dioxide in the atmosphere.

Households

People use energy for lighting, cooking, heating, cooling and working with a number of appliances – TVs, washing machines, water heaters and more. Energy consumed by households accounts for about 18 percent of total world consumption. The amount of energy used in a home usually depends on its size and the number of appliances used. That is why equipping households with energy-saving appliances, good insulation of homes, and the rational use of goods and services lead to a reduction in energy consumption and hence greenhouse gas emissions.

Many communities around the world do not have access to electricity and therefore use wood or other biomass for cooking and heating, thus contributing to deforestation in the areas in which they live.

Educational scenario

Climate change

“We cannot solve our problems with the same thinking we used when we created them.”

Albert Einstein, theoretical physicist


Climate is a long-term weather regime in a certain geographical area, characterized as a result of many years of statistical research on such parameters as temperature, sunshine, humidity, atmospheric pressure and others. The world community has been monitoring the climate changes that have been observed in recent decades with increasing concern, defining them as one of the greatest threats of the 21st century. The effectiveness of plans and measures taken to tackle climate change depends to a large extent on public awareness and willingness to support them.

Learn more:

Climate or weather


Setup:

Write on separate sheets/cards 5-10 different phrases containing information related to weather or climate, for example:

  • "On December 31st, sub-zero temperatures below 0oC are expected";
  • "The summer in the town of Sandanski is very hot";
  • "The most frequent winds on the Black Sea coast come from the east northeast";
  • "In the spring, the waters of the Danube river rise due to heavy rains and melting snow," etc.

In class:

Explain to students the difference between Weather and Climate. Initiate the following game. Have all students stand in the middle of the classroom. Designate one corner of the room as the Climate home and the other one as the Weather home. Begin taking out the cards one by one, reading the recorded phrases. Have the students go to one of the two corners depending on whether they identify the given information as Weather or Climate related. Those students who have difficulty finding their way can stay in the middle of the classroom. Continue playing until all participants correctly understand the difference between weather and climate.


What is the climate like in your locality (region)


Research the climate in your locality (region) by consequently answering the questions:

  • What region do you live in?
  • Is it a big city or a small village?
  • What are the main economic activities in the settlement (region)?
  • What are the main sources of energy (electricity, heat)?
  • What water sources are used to meet domestic and economic needs?
  • What is the climate like in your region and has it changed in the recent years?

Conduct a survey among your parents, neighbors and various representatives of the community (workers, farmers, traders, representatives of the public administration) whether they believe that climate change may affect their professional activities. Share your findings and describe them in a short report supported by photographs you have taken.


Greenhouse effect – а model of the Earth


Carry out the experiment "Greenhouse Effect – a Model of the Earth" and discuss the observed results.

Greenhouse Effect – a Model of the Earth


Play the video "What is the Greenhouse Effect?"

Discuss the following questions:

  • What is the similarity between a greenhouse (a greenhouse facility used in agriculture) and the Earth's atmosphere?
  • Why does the presence of an atmosphere create favorable conditions for the existence of life on Earth?
  • Which human activities contribute to the release of more carbon dioxide?
  • Is it possible to control the amount of greenhouse gases emitted from Space?

Present the video "Climate Animation" to the class. Discuss the following questions:

  • How does the temperature change with the growth of human activity and the number of cars?
  • What is the reason for the thermometer to start alarming?
  • What does the jar surrounding the planet symbolize?
  • What must be done to calm the thermometer and lower the temperature?
  • What does the change in color of cars from red to green symbolize?

What is the climate like in your locality (region)


Setup:

Nominate four volunteers who will be given the task to research and report to the class which are the main greenhouse gases using the information provided in the INFO-portal, in the fact sheet "Greenhouse gases" as well as other Internet sources.

In class:

Have the four speakers share with the rest of the class what they have learned about the main greenhouse gases. Discuss which activities in your area may be a source of greenhouse gases.

Greenhouse gases


Human activity and climate change


Organize a role-play performing a Regional Conference on Climate Change. For that purpose, identify 9 volunteers to familiarize themselves in advance with several main factors considered responsible for the ongoing climate changes, namely: mining, energy production, transport, industry, agriculture, trade, food production,, deforestation, households.

Have volunteers present to the class how each of the factors listed contributes to adverse climate change. Try to scale the factors depending on the specific situation in your locality/region.

Human activity and climate


Where do I prefer living?


Identify several typical Bulgarian regions/settlements where a person can live, for example:

  • by the sea;
  • along a large river;
  • in the plain;
  • in a mountainous area;
  • in a big city.

Divide the class into several groups, the number of which corresponds to the number of residential areas. The task of each group is to investigate the living conditions in each specific region. Have students discuss and record the positives and negatives of:

  • the natural conditions in the region (temperature, precipitation, risk of natural disasters, fauna, flora, etc.);
  • possible work activity, determined by the character of the region
  • the availability of infrastructure allowing cultural and sports activities; Encl.
  • education opportunities;
  • possible risks related to climate change in the region.

Let each group briefly present the results of the discussion to the representatives of the other groups. Could it be claimed that some places have a better quality of life because of their climate? Are there regions at increased risk to human health and the environment as a result of climate change? Could such risk be particularly important in choosing where we prefer living?


Climate interview


Assign students to conduct an interview with an elderly person, such as a grandparent or a neighbor with many years of life experience, based on the following questions.

  • Did they grow up in your region/town?
  • Have they witnessed any changes in climate?
  • If so, what changes have they seen and how has it affected their lives?

Share your findings with your classmates.


Score: | 10
Question: | 10


Share your findings with your classmates. Discuss the results of the interview with your family, as well as the lessons learned within the activities described above.

Ecological studio

Organize individual or group creation of message cards on the topic of climate change, in which young artists recreate their attitude towards nature and climate, give a creative advice, recommendation or idea on how to protect nature and mitigate the negative effects of climate change . Any materials can be used for the artistic design. Organize a mini-exhibition or send message cards to different institutions.


Action is awareness, but awareness is not action You can have awareness without action, but you can not have action without awareness. The important message is that being aware of the climate challenges does not necessarily mean that you are acting to overcome them — which is a common misconception we have in our world today. Аwareness without action is worthless!

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About the portal

The informational and educational portal Klimadapt is intended for the dissemination of information, training of students, teachers and the general public, as well as for the organization of civil projects and campaigns dedicated to overcoming and adapting to climate change. Its creation took place within the project Changing with Climate, which is implemented by 10 partner organizations with the support of the Environmental Protection and Climate Change Program through the Financial Mechanism of the European Economic Area /2014-2021/.

The Klimadapt portal includes a variety of informational and didactic materials (texts, videos, lesson plans, dilemmas, model stories and fairy tales, worksheets, experiments, tests, games, instructions on how to organize actions, etc.) that provide opportunities for implementation of a learning process and/or organising a variety of activities related to mitigation or adaptation to the occuring climate changes.


Portal Development

Information texts and structure, concept of the portal: Kliment Mindjov

Educational scenarios: Kliment Mindjov, Tatiana Miteva

Portal design and PDF files: Sylvia Magyar

Illustrations and graphics: Laszlo Falvay

Video adaptation: Ivan Kozhuharov

Translation from/into English: Irina Dobriyanova, Kliment Mindjov

Editing in Bulgarian: Galina Spassova

Programming: Daniel Mirea

Management of the "Changing with Climate" project: Mariana Bancheva, Violeta Nikolova

The portal uses photos from the iStock and Unsplash platforms, as well as “pro bono” provided materials from the photo and video library of the Regional Environmental Center for Central and Eastern Europe (REC).


Acknowledgements

The development of the Klimadapt informational and educational portal was made possible through the goodwill and cooperation of a wide range of specialists and organisations.

We express our heartfelt gratitude to Prof. Dennis Meadows and his collaborators for the copyright for the Bulgarian language version of "The Climate Change Playbook", which includes 22 interactive games.

Nikolay Petkov researched and prepared information related to good Bulgarian and foreign practices in dealing with climate change. We thank him.

In the virtual library of the portal, informational and educational materials of various nature of various organizations, created years ago, but facing increasingly difficulty to find on the Internet, are included. In this regard, our thanks go to:

The informative and educational texts in the portal reflect facts and data from various international and Bulgarian sources: European Commission, European Environment Agency, World Health Organization, United States National Aeronautics and Space Administration (NASA); United States Environmental Protection Agency, Intergovernmental Panel on Climate Change (IPCC), World Bank, World Resources Institute,  Ministry of Environment and Water of the Republic of Bulgaria, Regional Environmental Center for Central and Eastern Europe, publications in BBC, The Guardian and other periodicals. The creators of the portal are responsible for the content and the way the information is presented and visualized.

Finally, but not least, we would like to express our sincerest gratitude to our sponsors from the Financial Mechanism of the European Economic Area (EEA FM) and the program operator at the Ministry of Environment and Water of the Republic of Bulgaria. Thank you!

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