STUDENT VIDEOCONFERENCE GUIDE FOR WORLD ENVIRONMENT DAY 4 June 2010

1. STUDENT VIDEOCONFERENCE GUIDE FOR WORLD ENVIRONMENT DAY4 June 2010 Biodiversity and Climate Change Organized by the United Nations Department of Public Information in partnership with UNEP and the British Council

2. Table of Contents Before the Videoconference 1. Preparation before the Student Videoconference for World Environment Day (For Teachers) 2. About the Student Videoconference at UN Headquarters in New York (For Teachers) Theme for the 2010 World Environment Day conference: Biodiversity and Climate Change (For Teachers) Discussion starters (For Teachers) What is World Environment Day? (Student Handout 1) Quotes on Biodiversity and Climate Change (Student Handout 2) Learning about Biodiversity and Climate Change? (Student Handout 3) Basic Facts about Climate Change (Student Handout 4 ) Climate Justice (Student Handout 5) Ecology and the Economics of Energy: What is ecology? What do we mean by the economics of energy? (Student Handout 6) Ecology and the Economics of Energy: How does the production of energy impact biodiversity? (Student Handout 7) Did You Know (Student Handout 8) What You Can Do (Student Handout 9) 4 June Programme During the Videoconference 15. During the video conference (Student Handout 9) 16. During the video conference (For Teachers) After the Videoconference 17. Student follow up (Student Handout 10) 18. Teacher follow up (For Teachers) Resources 19. General, Biodiversity, Climate Change 20. Climate Justice, Energy Appendix 21. Case Study of How Energy is Used in China

3. For Teachers (pg. 1)Preparation before the World Environment Day Student Videoconference This resource has been developed as an aid for teachers to use to prepare their students for the upcoming World Environment Day videoconference. Please note that some slides are written “For Teachers” and others are to be used as “Student Handouts.” Why is prior preparation before the conference so important? It gives students the opportunity to build a basic understanding of the topic they will be learning about, to think about how it relates to other content areas and how it connects to their own lives and circumstances. Prior preparation will improve students’ ability to react to and contribute to the dialogue between peers from different countries around the world that will take place during the event. Before participating in the global student videoconference, students should be familiar with why we observe World Environment Day and what will be discussed during the videoconference this year (see slide on conference theme). In addition, they should know the basic facts about biodiversity and climate change which are mentioned in this guide and the resources listed throughout. In preparation for the theme, Biodiversity and Climate Change, students should reflect broadly on how climate change contributes to the loss of biodiversity and how biodiversity needs to be part of the solution to mitigating the impact of climate change.

4. For Teachers (pg. 2)Preparation before the World Environment Day Student Videoconference • Discuss the importance of observing World Environment Day (see student handout 1). - How do those goals relate to what’s happening in class? - This will help answer the age-old student question: “Why do we have to do this?” - Reviewing learning objectives with students helps them develop a vested interest in learning. • Combine whole class and small group discussions. - The study guide contains questions for students to research, think about and discuss. Suggestions for discussion starters are included in the notes for teachers as well. You can use these ideas to help you lead whole class discussions or as activities for students to do in small groups. - After the students have learned about biodiversity and climate change using this Study Guide, ask them what they would want to say to representatives from around the world who will be gathering in Japan for a meeting of the Convention on Biological Diversity in October 2010. In addition, ask them to come up with ideas of what they and their peers can do to reduce the loss of biodiversity. • Use of sources for background material. Resources are included throughout the study guide. Some focus on biodiversity and climate change as independent areas of concern while others examine the relationship between the two.

5. For TeachersAbout the Student Videoconference at UN Headquarters in New York • High school and university students will have the opportunity to speak with their peers in Africa, Europe, the Middle East and North America who have been studying biodiversity and climate change. • These transcontinental discussions focus on the linkages students have uncovered between these two important environmental topics. Students will also work together to put forth a set of recommendations on how young people can play a role in reducing the loss the of biodiversity. • The entire videoconference will be web-cast. Students around the world can join in the event ‘live’ by sending comments and questions to the UN Cyberschoolbus website (www.cyberschoolbus.un.org).

6. For TeachersTheme for the 2010 World Environment Day:Biodiversity and Climate Change • The theme of this year’s World Environment Day focuses on Biodiversity and Climate Change. The student handouts will give your students a brief introduction to the issues as well as resources for them to go deeper into the topic. Students should begin their preparation by looking at why the loss of biodiversity is happening at such a rapid pace, what are the contributing factors and what role climate change is playing in this process. Depending on the knowledge level of your students you may want to first start by giving your students a overview of what is causing climate change (see Student Handout 5). A good introduction can be found at http://www.cyberschoolbus.un.org/student/2008/theme.asp .

7. For TeachersDiscussion Starters on the theme Biodiversity and Climate Change Here are some questions you can use as discussion starters on this topic: What does the word ‘biodiversity’ refer to? [answer: the huge number of different organisms that share the planet and the different habitats and ecosystems that make up the biosphere] In what ways are humans dependent on other organisms for survival? [Answer: they produce oxygen, the food we eat, and break down waste] What does loss of biodiversity refer to? [answer: loss of species and loss of services vital to the survival of humanity] How many species are there? Which habitats have the most species? What impact does the loss of biodiversity have on the efficiency with which ecosystems function and their ability to adapt to change? How has human activity changed habitats and ecosystems? How many species have become extinct as a result of human activity? How quickly are species disappearing? Why is the loss of biodiversity happening at such at rapid pace? Why should we be concerned about the loss of biodiversity? Before climate change was identified as a threat to biodiversity, what did scientists consider to be the most important threat? [answer: habitat loss due to large scale conversion of land to agriculture and urban centres, introduction of invasive species, pollution and overexploitation of resources] How is climate change contributing to the problem? At the same time that the loss of biodiversity is a problem caused, in part, by climate change, the protection of biodiversity is also an important part of the solution to climate change. In what ways can biodiversity help mitigate the impact of climate change? Plants and animals have adapted to changes in their habitats throughout history. Why is it more difficult now for plants and animals to adapt? [answer: the pace of change is much more rapid that it has been in the past; farms, towns, cities, roads, and railways have fragmented natural areas almost everywhere and there are therefore fewer ‘corridors’ for plants and animals to move along] • Have students read “Fighting Climate Change: Human solidarity in a divided world” (UN Human Development Report, 2008) -- http://hdr.undp.org/en/media/Two_Degrees_En.pdf

8. Student Handout 1What is World Environment Day? • World Environment Day was established by the United Nations General Assembly in 1972 at the Stockholm Conference on the Human Environment. Another resolution, adopted by the General Assembly the same day, led to the creation of the United Nations Environment Programme (UNEP). • Commemorated each year on June 5, World Environment Day is one of the principal vehicles through which the United Nations aims to deepen awareness of environmental issues and the need to take action to conserve and enhance the environment that is so vital to our existence. • Thousands of events will take place around the world to mark World Environment Day making it one of the largest environmental events of its kind. • Visit the WED 2010 website to see all the activities that will be taking place around the world and consider adding your own (http://www.unep.org/wed/2010/english/activitymap/). • World Environment Day is designed to: empower people to become active agents of sustainable and equitable development; promote an understanding that communities are pivotal to changing attitudes towards environmental issues; and Highlight that we must all work together to ensure that all nations and peoples enjoy a safer and more prosperous future. • Activity: Think of something you can do for the environment on WED 2010 – organize a neighborhood clean-up, stop using plastic bags and get your community to do the same, plant a tree or better yet organize a collective tree planting effort, walk to work, start a recycling drive . . . the possibilities are endless.

9. Student Handout 2Quotes on Biodiversity and Climate Change “Biodiversity, the incredible variety of life on Earth that sustains us, is in peril. Species are becoming extinct at the fastest rate ever recorded. Most of these extinctions are tied to human activities that are polluting and depleting water resources, changing and degrading habitats and altering the global climate. From frogs to gorillas, from huge plants to tiny insects, thousands of species are in jeopardy.” Ban Ki-moon, Secretary-General of the United Nations Excerpt from message for World Environment Day 2010 The most important threats to biodiversity have long been habitat loss, due to large-scale conversion of land to agriculture and urban centres, introduction of invasive alien species, overexploitation of natural resources, and pollution. Climate change is now adding its effects to the cumulative pressures. In the last century, we have lost 35% of mangroves, 40% of forests and 50% of wetlands. Due to human actions, species are being lost at a rate that is estimated to be up to 100 times the natural rate of extinction. From Biodiversity, Development and Poverty Alleviation, 2009 THINGS TO THINK ABOUT -- With the loss of biodiversity that results from the loss of various natural habitats, how do you think this will impact food security, access to fresh water supplies, potential sources of medicines, disaster preparedness? -- What can society do to address the loss of biodiversity? -- In what way can addressing the climate change issue also help address the biodiversity challenge? -- In what ways might indigenous communities assist in these efforts?

10. Student Handout 3 (pg. 1)Basic Facts about Biodiversity and Climate Change • Scientists have no clear idea of how many species -- from algae to blue whales – live on earth. Estimates are up to 100 million of which only about 1.8 million have been named so far. Humans are but one of those species. • Though the exact number is impossible to determine, an unprecedented mass extinction of life on Earth is occurring. Scientists estimate that between 150 and 200 species of life become extinct every 24 hours. • This mass extinction is due, in large measure, to humankind's unsustainable methods of production and consumption, including the destruction of habitats, expanding cities, pollution, deforestation, the introduction of “invasive species” and global warming.

11. Student Handout 3 (pg. 2)Basic Facts about Biodiversity and Climate Change • There have always been periods of extinction in the planet's history, but this episode of species extinction is greater than anything the world has experienced for the past 65 million years – the greatest rate of extinction since the vanishing of the dinosaurs. • "Climate change is forecast to become one of the biggest threats to biodiversity," the UN Convention on Biological Diversity said in a statement issued on 22 May marking the International Day for Biological Diversity. • "Approximately 20-30 per cent of plant and animal species assessed so far are likely to be at greater risk of extinction if increases in global average temperature exceed 1.5 to 2.5  Celsius (2.7 to 4.5 Fahrenheit), according to a report in April 2007 by the UN climate panel. Beyond that, it said ecosystems would face ever more wrenching changes. If the average global temperature rises by 3.5  Celsius, the percentage of species at risk rises to 40-70%. • Some plant and animal species will be forced to migrate because they are unable to adapt to their changing environment or because the ecosystem on which they depend will have collapsed. This poses a problem for the conservation of biodiversity hot spots listed as natural World Heritage sites. • Recent changes in climate, such as warmer temperatures in certain regions, have already had significant impacts on biodiversity and ecosystems. They have affected species distributions, population sizes, and the timing of reproduction or migration events, as well as the frequency of pest and disease outbreaks. Projected changes in climate by 2050 could lead to the extinction of many species living in certain limited geographical regions. By the end of the century, climate change and its impacts may become the main direct driver of overall biodiversity loss. • Biodiversity can help reduce the effects of climate change. The conservation of habitats, for example, can reduce the amount of carbon dioxide released into the atmosphere. Moreover, conserving mangroves can reduce the disastrous impacts of climate change such as flooding and storm surges.

12. Student Handout 4 Basic Facts About Climate Change • The "blanket" of greenhouse gases that occurs naturally in the troposphere — representing less than one percent of the entire atmosphere — serves the vital function of regulating the planet’s climate. When solar energy in the form of visible light strikes the Earth, it warms the surface. Being much cooler than the sun, the Earth emits this energy back out to space in the form of infrared, or thermal, radiation. Greenhouse gases block the infrared radiation from escaping directly into space. The resulting "natural greenhouse effect" keeps the planet about 30°C (54°F) warmer than it would be otherwise. This is essential for life as we know it. • The problem we now face is that since the start of the industrial revolution some 250 years ago the emission of greenhouse gases generated by human activity have been making this blanket thicker at an unprecedented speed. This has caused the most dramatic change in the atmosphere’s composition in at least 650,000 years. Unless we make significant efforts to reduce our emissions of greenhouse gases, the global climate will continue to warm rapidly over the coming decades and beyond.

13. Student Handout 5 Climate Justice • “Climate justice suggests that the time has come to think more deeply about our conceptions of obligation and responsibility – not just within nations but also beyond borders. The starting point is to acknowledge the clear injustice of the fact that many decades of carbon emissions in richer parts of the world have led to global warming and caused severe climate impacts in the poorest countries. We must hold governments accountable for putting into practice well-established principles such as the requirement that polluters pay for the environmental damages they cause.” -- Mary Robinson, former UN High Commissioner for Human Rights and Founder, Realizing Rights: The Ethical Globalization Initiative. • Climate change presents a direct challenge to the inequality that allows the wealthy countries that have contributed the most greenhouse gas emissions to continue unchecked while poor countries -- who have historically contributed less -- bear a larger share of the burden resulting from the effects of climate change. • In 1992, the Rio Declaration on Environment and Development outlined the principle that as pollution from greenhouse gases linked to human activity is known to be the principal cause of climate change, polluters should pay for the damage they cause. Pollution should have a price that reflects the full cost of its impact on human society. • The poor cannot be expected to share the same burden as other groups in addressing climate change, since a greater proportion of their existing resources are necessary for survival and a dignified existence. • The heightened vulnerability associated with poverty means that impoverished communities are most at risk to the negative impacts of climate change. Women are particularly exposed to climate change-related risks because of gender discrimination, inequality and inhibiting gender roles. Things to Think About • Which groups will be affected more than others by the loss of biodiversity that will occur as a result of climate change? And how will they be affected? • Do you think you will be personally affected? If so, how/why? • How is climate change a humanitarian and/or development issue? Is it an ethical issue? • How is the concept of “polluter pays” related to climate justice? • How has food security been threatened by the loss of biodiversity? • How has the loss of biodiversity threatened people’s health? • Although raising awareness of the loss of biodiversity that will occur as a result of climate change is important, we cannot forget that biodiversity is also part of the solution to mitigating the impact of climate change. How can biodiversity help address the challenges we face as a result of climate change? • How could the most vulnerable groups obtain climate justice? • Visit the UN Cyberschoolbus website (http://www.cyberschoolbus.un.org/student/2008/theme.asp) to learn more about how climate change will increase the disparities between rich and poor as well as between men and women. • Read Biodiversity, Development and Poverty Alleviation online for answers to some of the these questions (http://www.cbd.int/doc/bioday/2010/idb-2010-booklet-en.pdf) • Read also “Climate Justice: Sharing the Burden” (www.un.org/esa/policybriefs/policybrief21.pdf)

14. Student Handout 5 (pg.2)Climate Justice • Some groups will bear the burden of climate change and the loss of biodiversity more than others. The loss of natural resources as a result of climate change, for example, may interfere with the transmission of culture passed down from one generation to the other in indigenous communities. In the words of one Inuk man from the Arctic region, “The learning curve for [young people] is getting shorter. The less time they spend out hunting, the less they learn. Because you need to learn about the weather, the currents, the sea and the ice…If they’re not out there hunting, and the ice is not there, then they’re not learning what they need to learn…”

15. Student Handout 6 (pg. 1) Ecology and Economics of Energy What is ecology? The first law of ecology is that everything is related to everything else. Barry Commoner (American Biologist and College Professor) Ecology is the relationship of living things to each other and to what’s around them; the relationship between animals (including us!) and plants and how one species affects another. Ecology includes not only how living things interact with each other, but how they interact with their physical environment: things such as climate and soil. A component in ecological study usually focuses on the ecosystem of an area. An ecosystem is the unique network of animal and plant species which depends on each other to sustain life. The interactions between and among organisms at every stage of life and death can impact the system. An ecosystem can be a small area or big as the ocean. In fact, one can say the whole world is one big ecosystem.

16. Student Handout 6 (pg. 2)Ecology and Economics of Energy What do we mean by the economics of energy? • Fossil fuels power our lifestyles and drive the global economy. Oil, natural gas and coal – all non-renewable sources of energy - provide lights, air conditioning and heat for homes; fuel for transportation; and energy that powers all types of production. The global economy and much of its infrastructure revolve around fossil fuels; consequently, these energy sources have important economic impacts. • Economic productivity requires energy. Much of the energy that drives the economy comes from oil, natural gas and coal. The main benefit of these energy sources is that they are relatively inexpensive. The cost of fossil fuels makes electricity and fuel for driving, for example, available on a broad scale. The low cost also means a lower production cost for the factories and other businesses that produce the goods and services consumed by households. Low prices of inputs, such as energy, help keep retail prices down for consumers. • A chief drawback to fossil fuels is the amount of pollution they create and the damage they cause to ecosystems. Pollution affects the health and quality of life of all people and leads to costly regulations designed to limit pollution. Another drawback of fossil fuels is that they are limited. Every day the worldwide economy burns an amount of energy the planet required 10,000 days (27 years) to create. • Read the Case Study of How Energy is Currently Being Used in China to learn more about the advantages and disadvantages of different types of energy. Some things to think about: • Is our energy consumption sustainable? • How can we use energy sustainably without negatively affecting the economy? • How will the world economy be affected when the production rate of oil wells begins to decline? • How will our use of energy have to change to accommodate this? • How much of the demand for energy can be met by using renewable sources of energy? • What mechanisms can governments put in place to mitigate pollution and GHG emissions?

17. Student Handout 6 (pg. 3)Ecology and Economics of Energy More things to think about: • A key controversy in reaching a climate change agreement to succeed the Kyoto Protocol is whether developing countries should be required to limit their greenhouse gas emissions. Since most developing countries produce far less greenhouse gas emissions than developed countries, some feel that developing countries shouldn’t be required to reduce their emissions until their economies are more developed. Other rapidly developing countries (e.g., China, India) are now emitting more greenhouse gases than many developed countries, though not on a per capita basis. Should any of these countries be required to limit their emissions? Why or why not? • Considering that the world’s population is expected to increase to 9 billion by 2050, how can we address the growing demand for energy that will most certainly occur and reduce greenhouse gas emissions at the same time? • While the price of a product is often determined by the how much energy has been used to produce it, the cost to the consumer does not usually take into account the impact that the production and shipping of the product will have on the environment. In response to this situation, eco-labels have started appearing on products since the 1970s to help consumers identify products that meet high production standards but minimize their impact on the environment. Have you come across eco-labels while purchasing products for yourself? What affect do you think eco-labels have on the choices consumers make when purchasing products? How can this practice become more widespread? • More than 2 billion people living in developing countries lack access to modern energy sources. Many of them rely on biomass sources for their energy needs, for example, by burning wood, manure, etc. What impact does the lack of access to modern energy sources have on the environment? How do you think the developed world can best help these people gain access to modern energy sources? Would it be better to increase financial assistance to these countries, give them access to newer technologies, or both?

18. Sustainability Student Handout 6 (pg. 4)Ecology and Economics of Energy Questions and Research to Think About:Think about the different factors affecting energy use. Think carefully about the considerations and concerns different types of scientists/policy makers might have and how they might decide to develop a plan for global energy provision. Devise a plan for global energy provision and develop an argument supporting your plan. Economists • Protecting current and future economic growth • The cost of the different energy production methods • Ensuring that their country/institution is at the forefront of research and development Social Scientists • Providing employment • Protecting communities • Protecting people’s health Ecologists • Protecting biodiversity • Protecting the natural landscape Climate Change Scientists • Reducing greenhouse gas emissions • Introducing low carbon alternatives for producing energy • Protecting landscapes, such as forests, that support the atmosphere

19. Student Handout 6 (pg.5) Ecology and Economics of Energy How does the production of energy impact on biodiversity? The environmental impacts on land and biodiversity from our energy system are complex. Energy production of the scale necessary to meet the demand from communities and cities requires large facilities such as power stations, the construction of which alter natural habitats for animals and plants, for example through deforestation to make way for mines or power plants. The construction of these facilities can have adverse impacts on land and wildlife if not carefully monitored and assessed by companies, regulators, and community leaders. Here are some of the potential impacts of different types of power generation plants: • Impacts on land include loss of soil productivity, soil erosion or contamination with toxic by-products and landslides. • Impacts on marine biodiversity: hydropower plants can alter sizable portions of land when dams are constructed and lakes are created, flooding land that may have once served as wildlife habitat. Hydroelectric dams can cause erosion along the riverbed, which can further disturb wildlife ecosystems and fish populations. • Accidents during refining such as spills or leaks of residual products that occur on or off site during the transport process can lead to soil or water contamination. • Most generating facilities also produce solid waste by-products that are typically put into landfills, which have further negative impacts on biodiversity • Pipelines used to transport oil and gas above ground may have an impact as they cross sensitive habitats. One of the most significant environmental impacts of extraction is the construction of access roads. Roads can disrupt forest areas, disrupt habitats, interfere with migration paths, and open up sensitive ecosystems to potentially damaging human activities. • Go to www.teebweb.org to learn more about a study on The Economics of Ecosystems and Biodiversity. Some things to think about: • How does our energy supply and demand affect biodiversity? • How can we protect biodiversity while also protecting our energy supply and economy? • How can energy producers and generators mitigate impacts on land and related ecosystems? • What role do we as consumers of energy play?

20. Student Handout 7Did You Know • That world leaders had pledged, early last decade, “to achieve by 2010. a significant reduction of the current rate of biodiversity loss at the global, regional and national level, as a contribution to poverty alleviation and to the benefit of all life on Earth”? Given what you have learned about biodiversity and climate change, what would want to tell government leaders who will be gathering in Japan in October 2010 to review progress on the Convention on Biological Diversity? What would you say to peers about what they can do to reduce the loss of biodiversity?

21. Student Handout 8What You Can Do Here are a few ideas about what you can do to reduce the loss of biodiversity: • Plant local species in your garden, on your balcony. • Volunteer at your local nature reserve or botanical garden. • Find out if there are any local initiatives to plant trees in your community. If there are none, start your own. • Promote the protection of biodiversity. • Persuade local landowners, fishermen, farmers and businesses to do their part to protect those species affected by their line of work. What other ideas can you come up with? What actions could and your peers take that would mitigate climate change and reduce the loss of biodiversity at the same time?

22. WORLD ENVIRONMENT DAYFRIDAY, 4 June, 2010 Conference Room 6UN Headquarters, New York 8:30 am Arrival at United Nations 8:30 – 9:00 am Registration 9:00 am Videoconference sites link with UN Headquarters 9:15 - 9:25 am Introductory remarks by Kiyo Akasaka, UN Under-Secretary General of Communications and Public Information & Gordon Slaven, Counsellor (Cultural Relations), Permanent Mission of the United Kingdom to the United Nations 9:25 -10:15 am Presentation on topics by youth facilitators followed by Q&A 10:15 – 11:15 am Session One: discussion on Biodiversity and Climate Change at all sites 11:15 – 11:45 am Each site presents their recommendations followed by Q&A 11:45am -12:45 pm Session Two: discussion on Climate Justice 12:45-1:15 pm Each site presents their recommendations followed by Q&A 1:30–2:30 pm Lunch 3:00-4:00 pm Session Three: discussion on Ecology and Economics of Energy at all sites 4:00-4:25 pm Each site presents their recommendations followed by Q&A 4:25-4:30 pm Closing remarks by Eric Falt, Director, Outreach Division, Dept. of Public Information 4:30 pm Close of conference

23. Student Handout 9During the Videoconference: • Ask questions. This is the chance you’ve been waiting for! After the initial presentations on three topics and the presentation of recommendations following each Session you will be given an opportunity to ask questions or make comments on what has been said. Share some of the things you’ve learned about or talked about while preparing for this event. • Listen carefully. This is an opportunity to practice being a thoughtful student, a good discussant and a ‘world citizen’. Hear what’s being said. • Look for similarities in the other students. The impact of climate change on biodiversity is something that affects all of us! Look for similarities in the recommendations that are put forth by your peers in other countries.

24. For TeachersDuring the Videoconference • Help your students to focus on the topic. Make a list with your students (prior to the 4 June event) of questions they might like to ask during the videoconference. • Take notes on what’s being said. During the conference make a note of statements that you think would be good to discuss further when you return to school.

25. Student Handout 10After the Videoconference: • After you return to school following the 4 June event spend some time answering the following questions: - What did you learn? - What topics related biodiversity and climate change do you think should be discussed further? - What can you do to help reduce the loss of biodiversity?

26. For TeachersAfter the Videoconference: • After you return to school following the 4 June event spend some time answering the following questions: - What did you learn? - Lead a class discussion on the recommendations that were put forth at the conference. - What action steps do your students think they can implement?

27. RESOURCES Use these resources to learn more about biodiversity, climate change and climate justice in preparation for the videoconference. General -- World Environment Day -- www.unep.org/wed/2010/english/ -- TUNZA, UNEP’s quarterly youth magazine, the most recent issue of which deals with biodiversity; several recent issues deal with climate change, and there is an issue on gender equity and the environment, see www.unep.org/Publications/contents/Tunza.asp -- Our Planet, UNEP’s quarterly magazine the most recent issue of which deals with biodiversity; several recent issues deal with climate change, see -- www.unep.org/Publications/Our_Planet.asp Biodiversity -- Basic Facts -- www.unep.org/wed/2010/english/biodiversity.asp -- International year of Biological Diversity 2010 -- www.cbd.int/2010/welcome/ -- Millennium Ecosystem Assessment (popularized version) – Green Facts -- www.greenfacts.org/en/ecosystems/index.htm -- Global Biodiversity Outlook 3 (2010) -- http://gbo3.cbd.int/ -- Sustaining Life: How Human Health Depends on Biodiversity – Things you can do -- http://chge.med.harvard.edu/programs/bio/action.html -- Convention on Biological Diversity – biodiversity and climate change -- www.cbd.int/climate/ Climate Change -- “Climate in Peril -- A Popular Guide to the Latest IPCC Reports” -- www.grida.no/publications/climate-in-peril/ -- What you can do -- www.unep.org/wed/2009/english/content/steps12.asp -- United Nations Human Development Report 2007/2008 -- “Fighting Climate Change: Human solidarity in a divided world” (Executive Summary) -- http://hdr.undp.org/en/media/HDR_20072008_Summary_English.pdf -- “Two Degrees of Separation – Between Hope and Despair” (UN Human Development Report, youth edition, 2008) -- http://hdr.undp.org/en/media/Two_Degrees_En.pdf

28. RESOURCES Climate Justice -- Climate Justice: Sharing the Burden -- www.un.org/esa/policybriefs/policybrief21.pdf -- Climate Change and Access to Justice -- www.freedomfromfearmagazine.org/index.php?option=com_content&view=category&layout=blog&id=49&Itemid=161 -- Women, Gender Equality and Climate Change – www.un.org/womenwatch/feature/climate_change -- Gender and the Environment – www.unep.org/gender_env -- Global Gender and Climate Alliance -- www.gender-climate.org/ -- Human Rights and Climate Change – www2.ohchr.org/english/issues/climatechange/index.htm -- Key Points on Climate Justice -- www.ghf-ge.org/LinkClick.aspx?fileticket=V2dqmPFl9WU%3d&tabid=740 Energy • Energy Technology Fact Sheets (UNEP) -- www.unep.fr/energy/information/publications/factsheets/ • Global Environment Outlook 4 (UNEP), Biodiversity chapter -- www.unep.org/geo/geo4/report/05_Biodiversity.pdf • Assessing Biofuels (Executive Summary -- www.unep.fr/shared/publications/pdf/WEBx0149xPA-AssessingBiofuelsSummary.pdf) Full Report -- www.unep.org/pdf/Assessing_Biofuels-full_report-Web.pdf • The Economics of Ecosystems and Biodiversity (TEEB) --www.teebweb.org/LinkClick.aspx?fileticket=I4Y2nqqIiCg%3d&tabid=1278&language=en-US • Forests and Energy – Key Issues (FAO) -- www.fao.org/docrep/010/i0139e/i0139e00.htm • Biofuels: prospects, risks and opportunities (FAO) --http://www.fao.org/docrep/011/i0100e/i0100e00.htm • Environmental Impacts of Renewable Energy Technologies (Union of Concerned Scientists) -- www.ucsusa.org/clean_energy/technology_and_impacts/impacts/ • Ecosystems and Livelihoods: Understanding linkages in the face of climate change impacts (IUCN) -- http://cmsdata.iucn.org/downloads/iucn_helio_energy_eco_lhood_report_final.pdf

29. AppendixCase Study of How Energy Is Used in China What types of energy are there, and which ones should we be using? Each type of energy has advantages and disadvantages. As you learn about each type of energy look at the impact it is having on biodiversity and climate change.

30. Fossil Fuels Fossil fuels were formed over millions of years from the decomposed remains of plants and animals under immense heat and pressure. This has produced energy laden fuels that can be found under the ground and must be either dug out (like coal) or pumped to the surface (like oil and natural gas). The fuels consist largely of a compound of hydrogen and carbon, called hydrocarbons and are burned to release energy. The heat energy produced is used to heat water, producing steam that power turbines to create electricity. At present 92% of energy production in China is from fossil fuels.

31. Fossil Fuels

32. Case study: Yangcheng Coal-Fired Power Plant, Shanxi Province, China Yangcheng International Power Company is now operating its 2,100MW (6 x 350MW) No. 1 coal-fired plant in Shanxi province, about 800km south west of Beijing. Shanxi Province, China's major coal producer is working on becoming the country's largest electricity provider. Source:http://www.power-technology.com/projects/yangcheng/

33. Hydroelectricity This is produced when water falls from a high place to a low place, turning a turbine connected to a generator. The potential energy of the water is converted into kinetic energy through turning the turbine which is converted to electrical energy by the generator. A hydroelectric power plant often works by creating a dam from which the water will fall.

34. Hydroelectricity

35. Case study: Three Gorges Dam Hydroelectric Power Plant, Yangtze River, Hubei Province, China The Three Gorges Dam project involves harnessing Asia’s longest river the Yangtze River, to generate large amounts of electricity. Output aims to be close to one tenth of current requirements for China. The dam also aims to end disastrous floods downstream, which have claimed hundreds of thousands of lives this century alone. Improved navigability on the river could also allow much larger ships to sail from Shanghai as far as Chongqing, upstream from the dam and 2,000km from the sea, to aid China's domestic and export trade. The International Rivers Network campaigned against the dam which dramatically altered the natural environment of the area. At the project’s completion, a total of 26 generators will generate 18,200MW. Source: www.power-technology.com/projects/gorges/

36. Wind Power Wind turbines have blades which rotate around a horizontal hub containing a generator at the top of a steel tower. The potential energy of the wind passes over the blades and is converted into kinetic energy through the turning of the blades. The rotating blades turn a shaft which feeds into a gearbox; this increases the rotation speed of the generator which uses a magnetic field to convert kinetic energy into electrical energy.

37. Wind Power

38. Wind Power

39. Wind Power in the Inner Mongolia Autonomous Region China has chosen wind power as an important alternative energy source and supportive measures have been introduced such as concessions to encourage domestic production of wind turbines. This area has a high technically exploitable capacity of 150GW. By the end of 2006, the total grid connected capacity in Inner Mongolia reached 509MW. Source: Wind Power Report (2007)

40. Geothermal Power Geo’ means earth, and ‘thermal’ means heat. Geothermal hotspots naturally heat up water underground which can come to the surface in the form of hot springs or geysers. A geothermal power plant harnesses this energy by drilling down into a hotspot where a pipe collects the hot steam. The potential energy of this pressurised steam is channelled into a turbine to create kinetic energy. This is linked to a generator which converts the energy into electricity.

41. Geothermal Power

42. Yangbajing Geothermal PowerPlant, Tibet Yanbajing, home of the largest operating geothermal power plant in China, is situated 90 km northwest of Lhasa, capital of Tibet. Tibet lacks fossil fuel resources and the area faced a severe shortage of electricity in 1970’s. From 2002-2007 the plant had an annual electricity output of more than 100 million kw/h. In 2007 the Yangbajing installed capacity of 24,180 kilowatts and has been a main supplier for Lhasa grid for a long time. Source: http://chinadaily.com.cn/

43. Biomass Energy Biomass is organic material derived from living, or recently living organisms. In the context of biomass for energy this is often used to mean plant-based materials such as wood, wood waste, straw, manure, sugar cane and many other by-products. Biomass is carbon based and is composed of a mixture of organic molecules containing hydrogen, usually including atoms of oxygen, often nitrogen and also small quantities of other atoms, including alkali, alkaline earth and heavy metals. The difference between biomass and fossil fuels is timescale. Biomass can be converted into energy in a number of ways, in particular burning the matter to produce heat and electricity.

44. Biomass Energy

45. Changyi Biomass-to-Energy Plant, Shandong province, China Changyi BTE power plant has a power generating capacity of 24 MW per hour. The primary feedstocks for the Changyi plant are wheat, maize, corn and cotton stalk from agricultural waste. The plant collects the annual fuel requirement of 200,000 tonnes of agricultural waste from a 45km radius. Source: http://www.enersavegroup.com/

46. Wave/Tidal Power There are number of different types of technologies that use the movement of the sea to create energy and many are still in the development stage. These include a shore-based oscillating water column; trapping and compressing air in successive waves to build enough compression to drive a turbine; using pressure differences under wave crests to drive water flows through turbine chambers; floating buoys that use the kinetic energy of the buoy’s rise and fall to drive a turbine; and using the motion of joints in an articulated structure to drive hydraulic rams that power motors.

47. Wave/Tidal Power

48. Jiangxia tidal experiment power station, Zhejiang Province • Jiangxia tidal experiment power station opened in the 1980’s and has an installed capacity of 3200KW with five generating plants connected to the grid in 1985. China has a history of 40 years in the development and manufacture of equipment for the generation of tidal energy. So far, Jianqxia is the biggest of 8 tidal power stations with a total installed capacity of 6120KW. • Source: http://www.newenergy.org.cn/

49. Energy from Waste Waste is collected from homes and burnt in an incinerator that reaches temperatures in the region of 750 degrees Celsius. Heat from the burning waste is used in a boiler and steam from this is piped to a turbine generator to create electricity. The heaviest ash falls into a collection point and is passed over with an electromagnet to extract metal content for recycling. Flue gases containing fine ash then pass through a scrubber reactor to treat acid pollutants such as sulphur dioxide. The gases then pass through a fine particulate removal system and are released through the chimney stack.

50. Energy from Waste Plant, Nanshan, Shenzhen, China The plant collects 800 tonnes of waste from households which is burned to produce 2 x 27MW of thermal power and 12 MW of electrical power. The plant operates flue gas cleaning to reduce emissions. Source: http://www.keppelseghers.com/