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:

• Weather and Climate
• Greenhouse effect and global warming
• Greenhouse gases

Setup:

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

• "On December 31^st, sub-zero temperatures below 0^oC 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.

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.

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?

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.

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.