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Urban heat island

Urban heat island (UHI) is a term referring to an urban area that is significantly warmer than the surrounding areas. The temperature difference is usually greater at night and is most noticeable when the winds are light. The UHI is particularly sensitive in summer and winter. The average annual temperature in a city of 1 million people or more may be 1.0-3.0°C higher than its surroundings.

There are several reasons for the emergence of an urban heat island:

  • Dark surfaces absorb significantly more solar radiation. This is the reason why the UHI heats up more during the day than in suburban and rural areas due to the high density of roads and buildings.
  • Concrete and asphalt, which are commonly used in urban areas for pavements and roofs, have significant heat capacity and thermal conductivity, as well as higher surface radiation properties. This leads to their heating and to higher temperatures compared to suburban areas.
  • Lack of vegetation is another reason for higher temperatures in the UHI, as heavily built-up urban areas cannot benefit from the shade and evaporative cooling effect of trees.
  • Tall buildings provide a much larger surface that absorbs and reflects solar heat. Scientists call this the "urban canyon effect".
  • Another effect of the presence of densely located tall buildings is the blocking of the wind, which in turn reduces the natural ventilation and cooling by convection, prevents the dispersion of pollutants.
  • The heat released during the operation of cars, air conditioners, industry and others also contributes to the formation of urban heat islands.

Not all cities have a separate urban heat island. Reducing the effect of  UHIs  can be achieved by building green roofs on buildings and using brighter surfaces in urban areas to reflect more sunlight and absorb less heat.

Educational scenario

Urban areas and climate change

“We can’t keep urbanizing at the expense of environment.”

Beatrice Leanza, MAAT Museum (Lisbon)


Today, more than half of humanity lives in cities, and it is expected that by 2030, almost 60 percent of the world's population will live in urban areas. Although cities occupy only 3% of the earth surface, they account for about 70% of energy consumption and 75% of carbon emissions in the atmosphere.

Urbanization has worsened urban living conditions as a result of climate change. Western European regions are more urbanized, although rapid urbanization in Eastern Europe is expected in the coming decades. This puts pressure on urban infrastructure – housing, green spaces, electricity, water and sanitation – and can adversely affect quality of life. The destruction of open green spaces due to overconstruction in the cities also threatens public health, reducing opportunities for physical activity, recovery from stress as well as damages the urban ecosystems.


Our settlement


Assign to small groups of students to do research or organize visits to a history museum, municipality or environmental institution to gather information. Organize a presentation and discussion on:

  • When did your settlement appear? What is the origin of its name?
  • How has it evolved over time?
  • What are its natural features and environmental conditions?
  • What are the specific features of the economy, education and culture of your settlement?
  • How do climate changes affect your settlement?
  • Does the settlement have problems with water supply, water quality, waste and air pollution?
  • Does your settlement have wastewater and drinking water treatment plants?
  • Is public transport well organized?
  • Is separate collection and recycling applied?

Make a summary of the results and present it. On a map, mark green urban areas, sewage treatment plants, transport centers - train station, bus station, port, airport and other important structures.

Make general assessment of how good a place to live is your settlement (for example on a scale of 1 to 10)? Discuss why and what your suggestions are for improving it. How do you imagine its future?

Share the collected information within the school society. Make a meeting with local government officials.


Moderately warm, warm or hot


Organize temperature measurement in different points of the settlement at the same time in spring or summer. Use an electronic thermometer. Read the temperature on the street lane, on the sidewalks, in the park, next to an apartment block, in the central square and in the main street, in sports or children playgrounds. Record the data in a table or a map.

Comment on the results obtained. Note the difference in temperatures at the various points. Share the study at school. Make posts.


Present the video "Urban Environment and Climate Change" to the class. Discuss:

  • How does having more green spaces in Copenhagen help to overcome the problems with the heavy rains?
  • How does rooftop vegetation in Toronto help cope with the heat?
  • What methods are applied in Australia to overcome the scarce water resources problem?
  • How do they cope with the torrential rains in Yokohama?
  • How do they use the forest massifs in Mexico?

Parking (Option 1)


Present and discuss the model story “Parking".

Parking


Parking (Option 2)


Organize a role play based on the model story “Parking" in which several volunteers take on the roles of:

  • one representative of the local authority,
  • two car owners,
  • two or three ecologists,
  • all others are residents of the central part of the settlement.

Give volunteers an opportunity to familiarize themselves with the model story beforehand.

Organize the role-play as public debates between the individual parties, where local residents have the opportunity to take active part and ask questions. What emotions have arosen in the class after the role play is over? Share them with others.

Required time – 30 minutes.

Parking


Profession Builder


The term "builder" can be applied to a large group of professionals associated with the construction of buildings (residential, industrial or commercial) and infrastructure (electricity power lines, pipelines, roads, railways, bridges, airfields and tunnels). Various specialists are involved in the construction process, the most common being bricklayers, carpenters, iron and steel workers, electricians, glaziers, plasterers, heavy equipment operators, heating and cooling experts, landscapers, painters and decorators, roofers, stonemasons, tilers and waterproofing specialists.

Discuss with the students the information provided in the Worksheet "Profession Builder". How would the efficient use of energy and materials during the construction process affect the environment and especially the climate change?

Profession Builder


A sustainable school


Ask students to give ideas on how to make the school more sustainable and green. You can guide the children in which directions to think – separate collection of waste, landscaping, saving resources and energy, transportation, composting, comfort in classrooms and more. Write down all suggestions.

Comment on the ideas, combine them and complete them. Think about how you can implement them. Present a proposal to the Pedagogical and Student Council of the school. Develop projects and look for opportunities to implement them with the help of parents, local authorities or businesses.


Urban heat island


Familiarize yourself with the information presented in Worksheet "Urban Heat Island". Discuss what measures architects, engineers and builders can take to avoid overheating cities during hot periods of the year.

Urban Heat Island


Let's orientate by the use of biological indicators


There are many examples of how people can assess the place they live in using indicators – plants or animals. This is due to the centuries-old study and exploration of living nature. Biological indicators can help guide direction, assess the cleanness of air, water, soil, or assess the environment. Here are some indicators:

Look for information on other biological indicators and using the examples, make a study about the presence or absence of bio-indicator plants and animals in your settlement or a nearby river. Compare with information from old periods about their presence or change in numbers. Do an environmental assessment.


Score: | 10
Question: | 10

Live photo


Ask the children to spread outside in the school yard or in the park. Ask each child spin several times around him on the spot, with closed eyes. Before opening their eyes, they have to put their hands in front of their face like an imaginary camera. After opening their eyes for about 1 minute, "take a picture" of what they see, remembering as many elements as they can - images, colors, sounds, aromas, temperature, and trying to find the interrelationships between them. Organize presentation of the "pictures" and sharing of feelings and emotions.


The green system of my settlement


The green system of a settlement includes public green areas, including all parks, gardens, street landscapes, rural and forest parks, cemetery parks, botanic gardens, forest parks (arboretums), protection plantations and nurseries.

In Ordinance 7 for the arrangement of green areas in an urban environment, the required space per inhabitant is normatively determined depending on the size of the settlements:

Do a research on how much and what kind of green spaces there are in your settlement. Take pictures of beautiful green spaces in the city. Prepare a map on which to mark the green areas. Present the information gathered and discuss the results obtained. Comment on whether the city streets are sufficiently landscaped, whether there are good, maintained and visited city parks. Are all parts of the settlement landscaped and whether there are opportunities to create new green areas. Are there buildings with vertical landscaping?

Do some research on the area of ​​green spaces in your settlement. Get a reference for the actual number of residents and calculate the size of the green area that falls to each resident and whether it meets the set standards.

Give suggestions on how to increase the number of green spaces in your settlement. Publish the information received. Draw conclusions about the relationship of the green systems of a settlement with climate changes - both in terms of carbon emissions and its temperature regime.



Conduct a survey with elderly residents or an interview with famous people or celebrities of the city with questions about the settlement and an assessment of its development. Publish the interviews or their results.

Collect old photos and postcards from your settlement and make an exhibition. Invite guests.

Assess your school landscaping and plan exterior and interior landscaping. Get involved or organize landscaping and cleaning campaigns.

Organize a competition for the greenest classroom or office in the school. Announce a photo contest "My favorite place in the hometown" and with the best proposals make an exhibition.

Model or design the perfect eco-settlement of the future.


The rights that city gives us is far more than the individual access to urban resources: it is a right to change ourselves by changing the city. The freedom to make and remake our cities and ourselves is one of the most precious and responsible yet most neglected of our human rights.

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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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