ENVIRONMENT MODULE

Teacher’s Guide
Topics:
1. What do we mean by ‘environment’?
2. The natural environment
3. Why is it important to care about the natural environment?
4. Ecosystems
5. Food chains and food webs
6. Biodiversity
7. The three levels of biodiversity
8. Why is biodiversity important?
9. Problems for biodiversity
10. Extinction
11. Case study: Extinction of the Dodo bird
12. Water
13. Water crisis
14. Oceans
15. Case study: The largest poisoning in history
16. Dams
17. Case study: The Tasang Dam, Burma
18. Rainforests and deforestation
19. Threat to Burma’s forests
20. Pollution
21. Case study: Gold mining in Burma
22. Case study: Bhopal
23. Global warming
24. Energy use
25. Case study: Gas pipelines in Burma
26. Population
27. Sustainable development
28. Environmental agreements / What must we do?

Acknowledgements:
Some extracts from Curriculum Project’s Environment Issues module, EarthRights’
materials, and the PDP – Environment unit have been used or adapted in compiling this
module.
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1. What do we mean by ‘environment’?

 Explain:

When we talk about ‘the environment’ we are usually talking about

the natural environment. The natural environment is the land, air,
water and living things.

There is also the built environment, which is everything made by

people, such as houses, computers and plastic bags.

A third type of environment is the social and cultural environment.

This includes ideas, knowledge, religion, beliefs and languages.
 Read ‘What do we mean by ‘environment’. Complete the table below the reading.

Answers:
Natural Environment Built Environment Social and Cultural
Environment
A tiger A bamboo house Education
Bamboo Delhi Chin language
The planet earth A pencil Kachin State *
A flower Electricity Christianity
Kachin State * Shwedagon Pagoda Politics
The Irrawaddy River A radio A village headman
An elephant
Rain
Gold

* Note – some words might fit into more than one category
For example – some students decided Kachin State should be in natural environment as it is
an area of land. But other students felt Kachin State should be in social and cultural
environment since it reflects the concept of ‘state’.

Discuss the students’ answers.

 In small groups discuss:

What is most important to your community, the natural, built or

cultural environment? What is least important? Why?
Can we survive without any of these environments? Which
one(s)? Why?
What do we need to survive?
If human beings were to disappear from the earth, would it be

Discuss the groups’ answers

Extra thought question:

• Do things "depend" on humans? Can the earth survive without humans?
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2. The natural environment

Demonstration 1 – All the water in the world

Materials – large water container, 2 glasses, table spoon, water

Ask the students if they think there is enough water in the world for all the people to use.

1. Fill the water container (a bucket is fine) with water. Tell students to imagine that this
container represents all of the water in the world.

2. Ask one student to remove 34 tablespoons of water and put this in a glass.
Tell the students that this amount represents all the water in the world that is not ocean
(i.e. not saltwater).
Therefore, all the remaining water in the bucket represents salt water.

3. Ask a student to separate the water in the glass into two glasses – one should have 26
tablespoons of water and the other should have 8 tablespoons of water.
The 26 tablespoons represent the world’s ice caps and glaciers.
The 8 tablespoons represents the world’s fresh water – the water that is available for us to
use.
Just 1/10 of a tablespoon represents the world’s freshwater lakes and rivers.

Ask the students: What does this tell us?

Answers: That although there is a lot of water in the world, most of it is salt water,
which we cannot use. The amount of water in the world that we can use is very small.

Demonstration 2 - All the Land in the World

1. Draw a big circle on the board. Tell the students this circle represents the Earth.

2. Divide the circle into four parts. Shade three of the parts and ask what this 3/4 represents.

Answer: 3/4 represents the amount of earth covered by water. So, only 1/4 of the
earth’s surface is land.

3. Point to the remaining 1/4 (representing the land) and divide it into two halves (each of
these pieces is 1/8 of the circle). Ask students if they know what the 1/8 represents.

Answer: 1/8 represents the land that people can live on – the other 1/8th is
inhospitable – where people and crops cannot survive, such as deserts, polar
regions, high mountains and swamps.

4. Shade the 1/8 that is inhospitable and explain that the 1/8 that you still have represents the
area of the land on earth where people can live, but that still they cannot necessarily grow
food.
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5. Divide the remaining 1/8 lengthwise into 4 pieces (Each of these 4 pieces represents 1/32
of the earth's land surface).

Shade three of the four pieces.

Tell students that the three pieces represent land that could never grow crops, because it
was too rocky, wet, cold, steep, or the soil is too poor to support plants.
These three pieces also represent land being used by roads, buildings, cities, factories, and
other developments.

6. Point to the last section – 1/32. Explain that this shows that only 1/32 of the earth's
surface is able to produce all of the food that is needed to feed every person on earth.

7. Now heavily shade the line at the edge of the circle (the 1/32). Tell students that the line
represents the topsoil – the soil that holds moisture and nourishes plants and that must
provide all of the food that every human needs to survive.

Note: One inch of topsoil erodes (is lost) every 16 years in the US, yet it takes about 500
years for nature to create one inch of topsoil.

 Ask the students: What does this show us? How can we protect and preserve
farmland?

Possible answers:
1. By not building anything on arable land – do not build cities, roads or buildings
on land that can grow food.
2. Eat lower on the food chain: This means eating more natural and vegetarian
food. Cows alone eat enough food to feed 8.7 billion people! That means cow
eat more than all the humans on earth. If people didn’t eat beef there wouldn’t
be so many cows eating so much food.
3. Slow down the human population growth: If there are less people, each person
can have more food! If there are too many people, then some people don’t have
enough food.

Read ‘The natural environment’. List the benefits of the air, water, trees, plants and land.

3. Why is it important to care about the natural environment?

In pairs get the students to list as many environmental problems as they can think of and
the causes for each problem.
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Discuss the students’ answers.

Read ‘Why is it important to care about the natural environment?

Complete these sentences:

1. We may think the earth has so much land and water we don’t
need to use them carefully, but…
2. As the population of the world increases…
3. As standards of living increase…
4. Early life on earth was…
5. Interdependence means…
6. The natural balance of the earth is being harmed by…
7. It is important to learn about the natural environment so we

Answers:
Ecosystem – An ecosystem is a community of species (plants,
1. …thisinsects,
is not correct / this is not true.
animals, bacteria etc) living in a certain place. In an
ecosystem the living species dependincreases.
2. …the need for natural resources also on each other, and on non-
3. …more
living things,and more
such asnatural resources
sunlight, are needed
air, minerals andto produce more
water, to goods.
survive.
An 4. …in the form
ecosystem of simple,
could be a single-celled organisms.
lake, or a forest, or a river. An ecosystem
can5.be…all
veryspecies
big, of
or plants
it canandbeanimals are dependent on each other for survival.
very small.
One 6. good example
…activities of an ecosystem is a forest. Sunlight, water and
of humans.
minerals
7. …understand how plants
allow the to grow.
our activities Small animals
are affecting eat the plants,
the environment.
larger animals eat the small animals, and bacteria and fungi
decompose the dead organisms, returning the minerals to the soil.

Interdependence – In an ecosystem every species is interdependent

on the other species. That means all the species in the ecosystem
are in balance. They need each other. If you take one species away
other species in the ecosystem will be affected.
For example:
A tree grows. Squirrels eat the tree’s seeds, caterpillars eat its
leaves; birds eat the caterpillars and nest in the tree’s branches.

What would happen if there were too many or too few caterpillars in
the tree?
If there were too few caterpillars in the tree, the birds would have no
food. If there were too many caterpillars, they would eat too many
leaves, and maybe the tree would die.

Adapt – Ecosystems can change. The plants and animals on the

earth today are very different to those on the earth hundreds of
thousands of years ago.
4. OverEcosystems
time the environment of the earth changes, and plants and
animals change to be able to survive in the new environment. When
 this Explain:
happens, we say that the plants and animals adapt.
This adaptation happens very slowly over long periods of time. The
change does not happen suddenly, but gradually, little by little.
Human activity changes the environment, but these changes
happen quickly. When changes happen quickly species do not have
time to adapt. This means that the species may not be able to
survive.
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Answers:
Read ‘Ecosystems’, and answer the questions with the reading.
1. Different kinds of ecosystems: forest, river, mountain, stream, pond,
tree, dead tree, rock, desert, ocean, field, etc.
2. Animals that hunt have sharp teeth and claws, can run, swim or fly fast,
have good eyesight etc.
3. Fish have gills, so they can breathe in water, they have fins, their shape
allows them to move through the water easily etc.
4. Animals in cold climates will have thick fur, a lot of fat, etc.
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5. Food Chains and Food Webs

Every living thing needs energy to survive. When we think about how
species are interdependent on each other, we need to think about
Explain:
how different species get their energy.
The source of all energy is the sun. Plants need the energy from the
sun to be able to grow.
When animals eat plants they are also consuming the energy trapped
in the plants.
When animals eat other animals they are again consuming energy.
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Read the first part of ‘Food chains and food webs’, and answer questions 1-3.

Answers:
1. If a disease killed most of the deer, the tigers would not have enough
food and would starve, and more grass would grow since it is not being
eaten by the deer.
2. If the population of deer increased there would be more food for the
tigers and after a time the numbers of tigers would increase. The deer
would eat more grass, and so after a time there would not be enough
grass for the deer.
3. If the population of tigers increased they would eat more deer and the
number of deer would decrease.

Note – from this example we can see how nature maintains a balance. An increase in deer
would lead to a decrease in grass and an increase in tigers; this in turn would lead to a
decrease in deer, and consequently an increase in grass and a decrease in tigers; and so on.
In this way each species controls the numbers of other species ensuring a balance is
maintained.
Of course, this is very simplified. In reality, the numbers of tigers are steadily decreasing
due to a loss of habitat.
Humans are the only species that have been able to avoid being controlled in this way by
nature.

 Select six students to take part in this demonstration. Each of the six students needs
to represent one of the following: green plants, mosquito, deer, tiger, humans, crops.

*For the demonstration you need a length of string.

Explain to the students that:

• Deer eat green plants.

• Humans eat deer.
• Humans hunt tigers.
• Tigers eat deer.
• Deer eat crops.
• Humans eat crops.
• Mosquitoes bite humans.
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The student representing the green plants must hold one end of the string. Get the students to
pass the string from student to student so that they are all holding it according to the
statements above.

After the students and the string are in place, ask the following question:
Suppose the humans kill lots of deer? What happens to the food web?

If the humans killed lots of deer the green plants would grow more. Also, the tigers
would have less food, so the numbers of tigers would decrease (and possibly the
tigers would attack the humans).

Ask
What would happen if there is a drought and the green plants and crops
don’t grow?

 Ask the students to draw a food web for the above activity. Get one student to write
their answer on the board.

Answer:

Green plants Crops

Deer Humans

Mosquito
Tiger

 Activity:
*For this activity you need several lengths of string and several sets of cards. The cards
should be labelled: green plant, insect, toad, snake and owl.

Divide students into groups of 5 students; each group should sit in a circle.
Give each group a set of cards and some string. Each student must take a card in randomly.

Ask the students what is at the base of the food chain: green plant.
The person with the corn card must hold one end of the string.

Now ask the students to decide in which order the other four consume each other, and to
pass the string accordingly.

Answer:
"green plant" is eaten by insect.
"Insect" is eaten by toad.
"Toad" is eaten by snake.
"Snake" is eaten by owl.
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Ask the following questions:

1. A farmer sprays the green plants with insecticide to kill all of the
insects. Tell the students who are insects to pull on the string –
Who feels the string being pulled? Who is affected by the
insects dying? Why?
2. A chemical company needed to remove toxic waste from its
factory. They decided to dump their toxic waste into a nearby
pond. The pollutants killed all of the fish and toads in the pond.
Ask the toads to pull on the string. Who feels the pull? Who is
affected? Why?
3. If all the owls become extinct, what will happen to the snakes?
Why? Toads? Why? Insects? Why? Green plants? Why?

Ask the students to draw this food web.

Owl

Insects
Toad

Snake
Green plants

Read the rest of ‘Food chains and food webs’.

Answer these questions:

1. How much of the sun’s energy becomes food?

2. How is the energy in animals used?
3. How do nutrients return to the soil?
4. How do decomposers survive?
5. In the example of a food web, which animals are second

Answers:
1. 1%
2. 90% for survival (looking for food, chewing food), 10% for storage.
3. They are recycled back into the soil by decomposers.
4. Decomposers survive by taking the chemical energy from dead
organisms and wastes.
5. The fox, owl and stoat are second level consumers.

6. Biodiversity
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 Explain to the students the meanings of biodiversity and species.

Biodiversity means all the different living things on the earth, and
the connections between these living things.

Species means a group of the same kind of plant or animal that are
capable of interbreeding to produce fertile offspring.

Ask the students to write down as many species as they can think of in two minutes.

Possible answers:
Dog, wolf, fox, cat, tiger, lion, horse, donkey, pig, cow, water buffalo, Asian
elephant, African elephant, mosquito, rabbit, brown bear, polar bear, eagle,
kingfisher, chicken, duck, bamboo, orchid, teak, dolphin, great white shark etc.

Read ‘Biodiversity’.

Explain:
The biodiversity on the earth ensures the survival of life on earth.
Even if some species die out, hundreds of thousands of other
species can survive.
If the entire earth was one ecosystem, like a field of grass, many
species of animals would not be able to survive. If a disease killed
all the grass, all other species would die too, and life on earth would

7. The Three Levels of Biodiversity

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Explain:

Biodiversity can be divided into three levels: Ecosystem

Species
Genetic
When we consider the whole earth we can see that it is made up
of many ecosystems.
If we look at one ecosystem we will find many species.
If we look at one species, we will see that all members of that
species are different from each other because they have different

Read ‘The three levels of biodiversity’.

Explain:

Genes are found inside all living things, in every cell.

Genes make us who we are – they decide our physical appearance,
e.g. eye colour, height, hair, etc.
Every individual has a set of genes different from everybody else.
This is why everyone looks different.
We get half our genes from our mother and half from our father.
Brothers and sisters may have similar genes, but they will still look
very different form each other (unless they are identical twins).
We often say a child looks like its father or mother. We might say it
has its father’s eyes, or mother’s hair. This is because the child has
received genes from its mother or father for these characteristics.

Genes have played an important role in the development of

biodiversity and the ability of species to adapt to their
environment.

This is a very simplified example:

A mother and father deer have 6 baby deer. The mother deer has
long legs and can run fast. The father has short legs and runs
slowly. What can you say about the babies?
Some will have long legs and run fast and some will have short legs
and run slowly, maybe some will have medium legs.
Supposing the deer are hunted by a tiger. What will happen?
The deer that run slowly will be eaten.
Which type of deer is most likely to survive?
The deer that have long legs and run fast.

8. Why is biodiversity important?

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Divide the class into small groups. Ask the groups to brainstorm all the benefits of
biodiversity they can think of.

Ask them to look at the reading ‘Why is biodiversity important?’ and add any benefits they
had not thought of to their lists.

Read ‘Why is biodiversity important?’

Opinion line – Tell the students that one end of the room represents ‘agree’ and the other
end of the room represents ‘disagree’, the middle of the room is neither ‘agree’ nor ‘disagree’.
When you read out a statement you want the students to stand at either end of the room, or in
the centre, depending on their opinion.
Encourage a short discussion on each statement.
Statement one: Every species of plant and animal has as much right to
live on this earth as human beings.

Statement two: If our lifestyle harms other plants and animals we

should change our lifestyle, even if this means lowering
our standard of living.

Statement three: As human beings we have the right to use the

environment and resources as we wish.

Statement four: Preserving the environment for future generations is

more important than technological development.

9. Problems for biodiversity

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Divide the class into small groups. Ask the groups to create a poster showing the different
ways that humans harm the environment.
Get each group to present and explain their poster.

Explain:

For millions of years animals have lived on earth in balance. When

we looked at the section on food webs we saw that nature has a way
of controlling the populations of species and ensuring the balance is
maintained.
Humans are different from other species. We have been able to
adapt very easily to environmental changes, and have been able to
use and adapt the environment to meet our needs.
Because of this the population of humans has increased rapidly, and
humans are able to live in many parts of the earth.

Because there are so many humans, many of the earth's resources

are being used up more quickly than they can be replaced (e.g.
cutting down trees faster than trees grow).
Because of the overuse of resources, the habitats of many plants
and animals are disappearing

Read ‘Problems for biodiversity.’

10. Extinction
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Explain:

Extinction means the death of all the individual species. For example,
if tigers became extinct there would be no tigers left on earth –
anywhere. If humans became extinct it would mean there would be
no humans on earth at all.

Examples of extinction
Probably the most famous example of extinction is the dinosaurs.
The dinosaurs lived on the earth more than 60 million years ago.
There were many different types of dinosaurs, some lived on land,
others in water, some could fly, some were herbivores, and others
were carnivores.
Around sixty million years ago dinosaurs became extinct. Nobody is
exactly sure why this happened, but there are many theories of why
all the species of dinosaurs died out.

54 species of birds, frogs and mammals are known to have become
extinct in Australia since Europeans arrived there. The biggest cause
of these extinctions was the introduction of non-native species to
Australia.

Endangered species
Many species in the world today are endangered. This means that
the numbers of individuals of these species is so small that if we are
not careful these species will disappear forever – they will become
extinct.

Although extinction happens naturally, human activity has caused

species to become endangered and extinct far faster than they would
normally. Reasons for this include habitat loss, hunting, and pollution.

Read ‘Extinction’.

11. Case study: Extinction of the Dodo bird

Divide the class into small groups. Ask the groups to read the case study on the extinction
of the Dodo bird.
Ask each group to create a cause and effect diagram or a timeline explaining the case study.
Get one or two groups to present their diagrams.

* Note – the diagrams should show, step by step, all the events that led to the extinction of
the Dodo bird, and how its extinction affected a species of tree.
From this example we can see that the extinction of one species can lead to the harm or
extinction of other species.

12. Water
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 As a class, brainstorm:
Why is water an important resource? Think of as many uses of water as
you can. What problems do people face if they do not have enough
water?
* Remind students of the demonstration at the start of the module, and the amount of
freshwater available to use.

 Read ‘Water’.
Ask the students to fill in the meanings of the words below the reading then answer these
questions:
1. Where does the water in rivers and lakes come from?
2. Explain the two problems of pollution discussed in this reading.
3. What is groundwater used for?
4. What problem could we face, regarding groundwater, in the future?

Answers:
Watershed – The area of land that water flows down, e.g. the slope of a hill.
Aquifer – Natural underground water storage systems.
Renewable - Can be replaced or replenished, either naturally or through
human action.
Pesticide – Chemicals that kill pests, such as insects, fungi, and bacteria.
Fertiliser – Chemicals that contain nutrients to make plants grow

1. Rain or melting snow

2. Washing in rivers and throwing rubbish and waste into rivers pollutes the
water, and makes the water unsafe for other villages to use.
When we use pesticides and fertilisers in agriculture these chemicals
soak through the soil into the groundwater. These chemicals stay in the
water, and can cause illnesses for people who drink the water.
3. Drinking and agriculture.
4. It could run out.

13. Water crisis

 Read ‘Water Crisis’.

Answer the questions below the reading.

Possible answers:
1. Vegetables and rice, maybe chicken. Not beef, this needs a lot of water.
2. Students’ answers
3. Students’ answers
4. Richer countries use a lot more water, in the home, in industry, can
afford to pay for more water. People in rich countries waste a lot of water.
5. Use water carefully with washing, switch of taps, fix leaks, etc
14. Oceans
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Explain:

In March 2004 the SPDC sold to a Thai company the rights for 500
boats to fish in Burma’s waters. Each boat is allowed to catch as
many fish as it wants.
The SPDC will get $300 million over 5 years from the deal.

Under the deal the Thai boats have to be big, because the SPDC
charges money on the size of the boat. The bigger the boats, the
more money the SPDC will get.

This may sound like a good way for Burma to make money, but
fishing in this way can be devastating for Burma’s oceans.

Fishing has provided an important source of food around the world

for thousands of years. In the past fishers caught small numbers of
fish, enough for their needs. Taking small numbers of fish left many
more fish in the sea to reproduce, and so fishing was sustainable.

Today many big businesses make money from fishing. To catch the
fish they use boats called trawlers. These boats have huge nets,
which are dragged through the ocean, catching all the fish in their
path.
The trawlers’ nets also catch young fish, fish the businesses don’t
want, shellfish and plants. Even if these are thrown back in the sea
they very often die.

Fishing is no longer sustainable. Fish are being taken out of the sea
faster than they can reproduce, and a great deal of damage is
being done to the ocean ecosystems.
Write this example of a simple marine food chain on the board.

Tuna
Zooplankton
(tiny sea animals) Sardines Shark

Plankton Dolphin
(tiny sea plants)
Ask: What would happen if the population of sardines were over-fished?
The tuna, shark and dolphin would lose their source of food, and the populations would
decrease. There would be an increase in plankton and zooplankton.

*Note – In some parts of the world the plankton that sardines eat produce
a poisonous gas when they die naturally and decompose. By eating the
plankton the sardines reduce the amount of plankton that die naturally
and therefore reduce the production of this gas. Without the sardines to
eat this plankton so much gas is produced that other marine creatures in
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the area are killed or driven away. Over-fishing of sardines in these areas
can greatly affect this marine ecosystem.
Read ‘Oceans’.

Divide the class into small groups. Ask them to use the reading, plus their ideas to
brainstorm the benefits and problems of the oceans.

Get one group to present their ideas.

Other possible problems include, oil spills; waste such as plastic bags or
tin cans; global warming – if the sea warms up many species cannot
survive; pesticides – cause plants to grow much faster affecting the
balance of ecosystems; tourism

Discuss:
Trawlers are used by the Thai fishers who are fishing in Burmese
waters.
1. What effect could this have on the ocean around Burma?
2. What effect could this have on local fishers?
3. What are ways that fishing could be made sustainable?

Possible answers:
1. The numbers of fish in the ocean will decrease rapidly; the ecosystems
will be damaged; if one species of fish disappears, other species may also die
out; etc
2. Local fishers will no longer be able to catch the fish they need to
survive.
3. Ban trawlers, or limit the size of nets; only allow commercial fishing to
take place for part of the year so fish stocks can recover; only allow
commercial fishers to fish in certain areas; rotate the areas to allow fish
stocks to recover; limit the amount of fish that fishers can take from the
oceans; etc
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15. Case study: The largest poisoning in history

 Read ‘The Largest Poisoning in History’.

 In small groups answer the questions below the reading.

Discuss the answers.

Possible answers:
1. The environment is very important to human health. We must be careful how
we use the environment, and understand the environment. The environment can
also harm human health.
2. Arsenic in ground water could poison plants and rivers. This could kill the
animals that eat the plants and kill the fish in the rivers. Therefore
ecosystems and many species could be destroyed.
3. Testing the water and ground surrounding the water for arsenic, and other
poisons. Communities could take more care of the water in rivers and streams,
international community could help improve sanitation, people could be
educated on how to get clean water etc.

* Extra information:
In the 1970s the reason for the diseases in Bangladesh’s water was sewage in the water.

There is a layer of mud containing arsenic between 20 and 100 meters underground, below
Bangladesh.
Shallows wells (less than 20m) were not polluted.
Deep wells (20-100m) were polluted.

A report in 2001 said it could take another 30 years to solve the problem.
This is because 900,000 wells were dug and each one needs to be tested.
By 2001, 250,000 wells had been tested.
Some of the wells that had been tested and found to be safe in 1995 were tested again in
2000 and found to be contaminated.

Since shallow wells are ok, some villages are not affected, but others with deep wells are
badly affected.

Water from the wells was used to irrigate rice, so eating contaminated rice was a big cause
of poisoning.

Similar poisonings have happened in Taiwan, Chile, China and Argentina.

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16. Dams

Read ‘Dams’.
Complete the table showing the benefits and problems of dams.

Answers:
Benefits of dams Problems caused by dams
Water storage Harm environment, damage river ecosystems

Provide water to areas where there are water Block the movement of species up and down
shortages rivers.

Irrigation – contribute to 12-16% of the Loss of natural resources

world’s food
Relocation of millions people, often without
Provide drinking water and water for their participation in planning. This has
domestic use negative effects on them.

Hydroelectricity Negative effects are often unexpected and

outweigh the benefits
Flood control

Explain

In the past 50 years people have begun to realise the negative

effects of dams. These negative effects are more common to large
dams, than to smaller ones.
With smaller dams the harmful effects on the environment are much
less, and less people are displaced by flood areas.
Often the negative effects of large dams outweigh the benefits, and
costs of building large dams are greater than the financial and social
benefits they bring.

Western countries have come to realise that bigger dams are not
better, whilst recognising that smaller dams, carefully built to
minimise environmental impact, can bring benefits.
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17. Case study: The Tasang Dam, Burma

Explain

The Salween River is still a free-flowing river. This means there are
no dams build along it yet. But the governments of Burma,
Thailand and China are now planning to build several large dams
along the river.
The dams would be built in Southern China and the eastern states
of Burma.

 Read ‘Case study: The Tasang Dam, Burma’.

 Answer these questions:

1. Where is the Tasang Dam going to be built?

2. How tall will the dam be?
3. What area will be flooded by the dam?
4. Who will buy the electricity which is produced by the
dam?
5. What are the people in the Tasang area likely to suffer
during the building of the dam?
6. What will be the environmental impacts caused by the
dam?
7. Why has there been no public participation in the planning
of the dam?

Answers:
1. It will be built on the Salween River, in Shan State in eastern Burma.
2. The dam will be 188 metres tall.
3. An area of 640 square kilometres will be flooded by the dam.
4. Thailand will buy the electricity.
5. The people are likely to suffer violence, forced labour, portering, rape,
forced relocations and extra-judicial killings.
6. Environmental impacts include harm to biodiversity; reduction of the
replenishment of nutrients downstream; logging (deforestation); erosion of the
river bed; increase in malaria; increased risk of earthquakes.
7. The Burmese military do not allow public participation, and have not
consulted the affected communities. It is dangerous for people living in Burma
to oppose the dam.
8. The Burmese military, and Thai and Burmese electricity companies will
benefit from the dam. (Not the people of Burma.)
9. No, Thailand already has more energy than it can use.
 22

Divide the class in to small groups. Ask the groups to imagine they are part of a group
campaigning against the proposed Tasang Dam. Ask them to brainstorm ideas for raising
awareness of the dam to the local and international communities.
18. Rainforests and deforestation

Explain:

For a long time, humans have been cutting down and damaging the
world’s forests.

Forests are very important. They are home to countless species of

animals and plants; they produce the oxygen we need to breathe;
absorb the carbon dioxide that contributes to global warming; and
prevent soil erosion and flooding.

There are many different types of forests in the world. There are
three categories for describing forests:
Climate – Forests are tropical (from hot, wet areas of the world) or
subtropical (from warm areas of the world).
Rainfall – Forests can be wet or dry, depending on how much rain

 Read ‘Rainforests and deforestation’.

Answer the discussion questions below the reading.

Answers:
1. Effects of deforestation include increase in carbon dioxide in the air,
contributing to global warming; decrease in oxygen in the air; soil becoming
infertile; loss of species of plants and animals; loss of plants with medicinal
benefits; soil erosion and landslides; flooding; harm to the way of life of many
people.
2. Reasons for cutting down forests include clearing land for agriculture;
collecting firewood; logging; mining; industrial development; building dams;
tourism; governments sell forests for logging to make money and pay off
debts; farmers clear land to grow food to survive; increasing population.
3. Students’ ideas – possible answers: could raise money for the country,
provide money for development, provide jobs etc.
4. Students’ ideas – possible answers: government does not care about
environment or people, money does not benefit the people, money is not used
for development, forced labour and exploitation of workers takes place, human
rights are violated, environment is being damaged, logging is not done in a
sustainable way.
5. Students’ opinions.
 23

19. Threat to Burma’s forests

* This reading is more difficult than most of the module.

Divide the class into small groups. Ask the groups to work together to understand the
reading and then to create a poster to explain the reading.

Ask two or three groups to present their posters.

 Discuss: What can be done to reduce deforestation?

Possible answers:
Laws reducing logging. Reforestation. Cutting down fast growing trees in
designated areas. Countries banning import of some types of wood, etc.
 24

20. Pollution

As a class brainstorm: Different types of pollution

Causes of pollution

Explain:
There are many different types of pollution and many different
causes. For this section we are going to look at: air pollution, land
pollution, plastics, industrial pollution – POPs, and water pollution.

Air Pollution

Ask the students to work in pairs to write a list of all the causes of air pollution that they
can think of.

Possible answers: Fumes from motor vehicles; factories; fires – for cooking,
keeping warm, burning plastic, burning rubbish, forest fires, fires at oil fields
etc; heating systems; aerosol spray cans; volcanoes; cigarettes, etc

Read ‘Air pollution’.

Answer these questions:

1. Why is indoor air pollution a big problem?

2. How polluted was the air in New Delhi in 1998?
3. What is smoke?
4. How is acid rain formed?
5. What are the effects of smog?
6. Why is carbon monoxide harmful?
7. How do CFCs harm the environment?
8. Why have many countries made laws to reduce the amount
of lead in petrol?
9. What are the effects of acid rain?

Answers:
1. Air pollutants become trapped in poorly ventilated houses and cause
many deaths.
2. Five times the level recommended by the WHO.
3. Smoke is tiny particles of carbon and tar.
4. When coal is burned, sulphur dioxide is produced. When sulphur dioxide
dissolves in rain water acid rain is formed.
5. Smog can hurt people’s eyes and lungs and can damage plants.
6. Carbon monoxide reduces the amount of oxygen our bodies can absorb.
7. CFCs destroy the ozone layer.
8. A lot of traffic can lead to high levels of lead in the air, which can harm
the brains of young children.
9. Kills animal life in lakes, destroys old buildings and damages forests.
 25

Land Pollution - Waste

Give the students two minutes to list everything they throw away in an average week.

Ask one or two students to read out their lists. Explain that the amount of waste they
throw away is probably far less than the amount thrown away in developed countries.

Explain:

Waste is any material (natural or man-made) that we do not want,

and is thrown away.

Our lifestyles have many impacts on the environment and use up a

lot of natural resources. The more developed our lifestyle is, and the
more the population of the earth increase, the bigger the impact we
have on the environment.
Similarly, as society becomes more developed, and as the
population increases, the amount of waste that we produce
increases.

Many of us do not think about what happens to the waste that we

produce. Our waste is collected by refuse collectors and taken away.
But what happens to it after it is taken away? How do we get rid of
all the waste we produce?

Waste is very difficult to get rid of. Methods include:

Landfill - Waste is often dumped in or under the ground,
often in disused quarries or mines, and is eventually covered over.
One problem with landfills is that as the waste breaks down,
chemicals and pollutants leak into the surrounding soil. Another
Read ‘Waste’.

Explain:

As the world produces more and more waste it becomes increasingly

difficult to get rid of it.
We cannot keep burying waste in landfills, as eventually we will run
out of land.

Instead of just getting rid of waste, people now think about how
resources can be extracted from the waste, how waste can be
recycled, or how electricity can be produced form waste.

Recycling - means the waste material is reused – tin cans, glass

bottles, newspapers and cardboard can all be recycled. Many
countries now have recycling projects.

People can also take actions to reduce waste. For example, we can
buy products that do not use a lot of packaging; we should not use
 26

Plastics

Give the students two or three minutes to list as many things as they can think of that are
made of plastic.

Explain:

A lot of waste is natural, such as old food or paper. This waste

breaks down naturally in the environment, and therefore can be
got rid of relatively quickly.

Man-made waste is a much bigger problem. One example of man-

made waste is plastic. Plastic does not break down naturally in the
environment. This means that plastic stays in the environment for
a very long time. The more plastic we produce, use and throw
Read ‘Plastic’.

Complete the sentences below:

1. Plastic is made from …

2. Production of plastic harms the environment because …
3. The chemicals in plastics are slowly released and …
4. Although POPs are illegal in many countries …
5. Burning plastic is more dangerous than burying it because …
6. Dioxin is …
7. Dioxin causes …

Answers:
1. … petroleum or natural gas.
2. … poisonous chemicals are used and it causes pollution.
3. … enter the food chain.
4. … they are still made in India and other Asian countries.
5. … it releases many dangerous chemicals in to the air.
6. … one of the most dangerous chemicals in the world.
7. … death, destroys people’s immune systems, makes people infertile, and
can lead to death.
 27

Industrial Pollution - POPs

Explain:
It is important to remember that when we damage the
environment it is often not just the area where the damage that
tales place which is affected. Damage to the environment can
affect other areas, where maybe the people are careful to protect
their environment.
For example, pollution produced in cities can travel thousands of
kilometres before falling as acid rain, damaging lakes and forests.
Therefore, it is important to realise that harm we do to the
environment will not just affect ourselves or our countries, but will
Read the first half of ‘Industrial pollution – POPs’, about the Inuit people.

Discuss:

1. How do POPs get into the Inuit people’s diet?

2. Why are POPs concentrated in high amounts in animals
like seals?
3. Why would it be difficult for the Inuit to change their
Possible answers:
1. POPs are released into the air from factories and industry around the
world. They travel north, and when they reach the colder regions they come
out of the air and enter the food chain (the water, the plants). The POPs are
consumed by animals when they drink the water, or eat the plants or smaller
animals.
2. The pollutants are stored in animals’ bodies, in their fat. Seals have a
high amount of fat, so they have a high amount of the pollutants. Seals are
high on the food chain, so they consume a lot of chemicals from the animals
they eat.
3. The Inuit have always eaten seals. It is their traditional food, so they
would be unlikely to change their diet. Because the area is cold and covered
by snow for a lot of the year it is difficult to grow crops. The area is very
remote so it is expensive to import food to the area where the Inuit live.

 Ask the class:

What if you learned that the rice you’re eating may be contaminated?
What would you do? Eat bread? Would it be easy for you to change your
diet?

 Read the rest of ‘Industrial pollution - POPs’.

Answer true or false to these statements:
 28
1. There have always been POPs in the world.
(false)
2. People all over the world have POPs in their bodies.
(true)
3. POPs only affect people in the areas around where they are
produced. (false)
Water pollution

In small groups make diagrams to show the causes and effects of water pollution.

Possible answers:
Causes - Sewage, pesticides, fertilisers, oil spills, waste from factories, rubbish,
acid rain, siltation, washing in rivers, throwing rubbish in rivers, etc
Effects – Fish die, plants in water die or grow too quickly (when fertilisers are
added), chemicals enter the food chain, shortage of drinking water, disease, etc.

Read ‘Water Pollution’.

Using the reading ask the students to write down the meanings of these words:

1. Sewage
2. Aquatic
3. Silt
4. Siltation
5. Eutrophication
 29

21. Case study: Gold mining in Burma

Divide the class into five groups. Tell the groups they are going to have a role-play /
discussion. The students have to imagine they are going to take part in a meeting to discuss
the future of gold mining in Kachin State.
The topic of the discussion is: Should gold mining in Kachin State be stopped?

Write the five categories below on pieces of paper and ask each group to choose one piece of
paper. This is the role they have to play in the discussion.

1. Kachin villagers - You represent villagers who live in

the mining areas. You have heard that the gold mining is poisoning
the river and the surrounding land. You are also concerned about
the many other problems you have faced since the mining began.

2. Mine workers - You live in the villages in the mining

areas. You work for the mining companies. You need this work to be
able to support your family, but the conditions in which you work
are very bad.

3. Customers and jewellers - You live in the cities in Burma. You

are quite wealthy and like to buy gold jewellery for yourself and
your family. You buy and sell gold and jewellery to make a living.
You want to be able to continue to buy and sell gold.

4. Chinese contractors - You are businesses men from China.

You have paid money to the Burmese military government for the
rights to mine gold in Kachin State. Your priority is making money.

5. Environmental group - You are a non-governmental

Tell each group they must decide whether they are arguing for or against gold mining in
Kachin State. The groups then have to use the information in the reading, plus their own
knowledge and ideas to create a short presentation to argue their point of view.

Create a discussion, where one group presents their arguments, then the other groups, in their
roles, have the opportunity to respond to these arguments.
 30

22. Case study: Bhopal disaster

Ask the students:

Has anyone heard of the Bhopal Disaster?
Does anyone know where Bhopal is?
What do they think would happen if a factory leaked a cloud of poisonous
gas into the air?
If this happened, what do you think the owner of the factory / the
government of the country should do to solve the problem?

Bhopal is a town in the state of Madhya Pradesh in India. The next

reading looks at what happened during and after the Bhopal disaster.

Read ‘Case study: Bhopal disaster’.

Answer these questions:

1. What is the name of the chemical that leaked into the air?
2. Who owned the factory?
3. Why didn’t the warning sirens work?
4. Why did local doctors find it difficult to treat people affected by
the gas?
5. How did the gas harm the people of Bhopal?
6. What are the two explanations for how water got into the tank
containing MIC?
7. What are the social effects of the gas leak on the people of
Bhopal?

Answers:
1. Methyl isocyanate (MIC)
2. Union Carbide
3. The warning sirens had been switched off.
4. Union Carbide would not give local doctors information about the nature
of the gas.
5. Poisoning from the gas caused many symptoms: breathlessness, loss of
appetite, recurrent fever, persistent cough, neurological disorders, weakness
and depression.
The toxins damaged the lungs, brain, kidneys, muscles and reproductive and
immune systems. Effects have been passed on to the children of those affected.
People suffered from breathlessness, eye problems and gastro-intestinal
problems.
There has been an increase in spontaneous abortions.
6. Faulty equipment
An employee added the water intentionally.
7. Orphaned children, families have lost breadwinners, people are unable to
continue there work, increase in poverty and starvation, women being deserted
by their husbands.
 31

23. Global warming

Ask the students what they know about ‘global warming’. What would be the effects of
global warming?
Write their ideas on the board.

Explain

Throughout history the climate of the earth has changed. There have been
warm periods, and there have been cold periods, called ice-ages.

These changes happen naturally and gradually, over thousands of years.

But now it is believed that the world is becoming warmer, and that this
change is happening quicker than normal. It is also believed that instead of
the increase in temperature being natural, it is the result of human activity.

We call this increase in temperature, global warming.

Imagine you are standing in a house made of glass. As the sun shines on the
house the temperature inside the house becomes much hotter.
This is because the energy from the sun enters the glass house (greenhouse)
though the glass, but is unable to escape. The energy increases, and so the
temperature increases.

This is what is believed to be happening to the earth.

Energy from the sun enters the earth’s atmosphere, and warms the earth and
provides energy for the plants to grow.
Some energy (30%) is reflected back out of the atmosphere.
This balance maintains the temperature of the earth.

But now it is believed that less energy is being reflected out, and
consequently the earth is becoming warmer. This is called the greenhouse
effect.

Why is less energy being reflected out?

The atmosphere of the earth contains the gases called greenhouse gases.
These include carbon dioxide, methane and nitrous dioxide.
These gases stop the sun’s energy leaving the atmosphere. If the quantity of
greenhouse gases in the atmosphere increases, less energy can be reflected
out.

What causes an increase in greenhouse gases?

1. Burning fossil fuels – Burning fossil fuels releases carbon dioxide into
the atmosphere. Today, vast amounts of fossil fuels are burnt for industry,
motor vehicles and production of electricity.
2. Deforestation – Trees absorb carbon dioxide, and therefore are very
important for controlling the amount of carbon dioxide in the atmosphere.
Rapid deforestation reduces this absorption of carbon dioxide.
 32

Read the first part of ‘Global Warming’.

Answer these questions:

1. What are the benefits of the atmosphere?
2. Why are the ice-caps important for maintaining the earth’s temperature?
3. What work together in balance to maintain the earth’s temperature?
4. How much did the average temperature of the earth increase last
century?
5. Explain the greenhouse effect.
6. What factors have lead to an increase in use of fossil fuels?
7. How much rainforest is destroyed each day?
8. Which chemicals damage the ozone layer?
9. Where are the holes in the ozone layer?
10. How could global warming effect the ozone layer?

Possible answers:
1. The atmosphere provides us with the air we breathe, and maintains the
temperature of the earth.
2. The ice-caps reflect out the sun’s energy.
3. The sun, the atmosphere and the ice-caps.
4. 0.5 degrees Celsius.
5. The greenhouse effect is the increase in the temperature of the earth, caused
by an increase in greenhouse gases, which reduce the amount of energy being
reflected out of the atmosphere.
6. An increase in: industry, motor vehicles, production of electricity, human
population, and standard of living.
7. 5500 acres.
8. Chemicals called chlorofluorocarbons (CFCs).
9. Over the north and south poles.
10. Global warming could cause more damage to the ozone layer.

As a class, brainstorm the effects of global warming. Write the students’ ideas on the
board.

Possible answers: World becomes hotter, ice melts at the north and south poles,
sea level rises, flooding, climate changes, e.g. areas become wetter, drier, more
windy, species cannot survive, more storms (violent storms) etc.

Explain
 An increase in 0.5 degrees Celsius over one hundred years sounds like a
very small increase. But scientist say even this small increase can have, and 33
are having, many effects on the earth.
And one effect can lead to other effects, for example, loss of one species
through climate change can lead to loss of other species through disruption
of the food chain or loss of habitat.

 Read ‘Effects of Global Warming and Future Predictions’.

Explain:
In 1997 the Kyoto Agreement was written to try to combat global warming.
For the agreement to come into force, 55 countries and enough countries
to total 55% of the world’s greenhouse gas emissions had to ratify the
agreement.
In 2004 Russia ratified the agreement, bringing the total to over 55% of
global emissions, and the treaty came into force in early 2005.

Countries that have signed the agreement have to reduce their emissions
of greenhouse gases to below a certain level.
This level for each country also depends on the amount of forest each
country has, since forests absorb greenhouse gases. Countries are
encouraged to plant new forests.

To date, 153 countries have signed the protocol, totalling 64% of world
emissions.
Unfortunately the United States, which is responsible for 25% of world
emissions, has not ratified the agreement.

Read ‘Kyoto Protocol.’

Discuss: The United States have not ratified the Kyoto Protocol as they say it would harm the
country’s economy. Do you think it is more important for a government to protect the
economy of a country, or to try to reduce global warming?
 34

24. Energy Use

Discussion: How do many of countries around the world make a lot of money?

Answers: Keep eliciting answers until a student says oil / natural gas.

Which countries produce oil / natural gas? Where is oil / natural gas found? How is it taken
out of the ground? How is it sent to other countries? Who uses most oil / natural gas?

Oil producing countries: Albania, Algeria, Angola, Azerbaijan, Bahrain, Brunei,

Cameroon, Canada, Colombia, Congo, Ivory Coast, Ecuador, Egypt, Iran, Iraq, Indonesia,
Kazakhstan, Kuwait, Libya, Malaysia, Mexico, Nigeria, Norway, Oman, Peru, Qatar,
Russia, Saudi Arabia, Sudan, Syria, Turkmenistan, Ukraine, United Arab Emirates,
United Kingdom, United States, Venezuela, Vietnam, Yemen

Countries with biggest oil reserves: 1. Saudi Arabia, 2. Iraq, 3. Kuwait, 4. Iran, 5.
United Arab Emirates, 6. Russia, 7. Venezuela, 8. China, 9. Libya, 10. Mexico, 11. Nigeria,
12. United States

Oil / natural gas are found under the ground / under the sea. A big machine drills holes
into the ground, down to the oil, and then the oil is pumped out. It is transported to
other countries or the coast though pipelines, then sent to other countries in big ships
called oil tankers. Western countries use most of the oil / natural gas.

Read ‘Energy use’.

Answer the questions below the reading.

Answers:
1. Home use
2. Transport
3. Burma - 0.27 metric tonnes per person
Thailand - 0.78 metric tonnes per person
USA - 5.08 metric tonnes per person

Ask the students what they think about how energy is used? Is it fair? What should be
done?
 35

25. Case study: Gas pipelines in Burma

Ask the students if they have heard of any pipeline projects in Burma.
Yetagun, Yadana, (eastern Burma), Shwe (proposed pipeline through
Arakan State).

Ask the students why they think people disagree with the pipelines. What advantages are
there? What environmental problems could pipelines cause?

Read ‘Pipelines’.

Answer true or false to these statements:

1. The gas reserves in Burma are used to provide electricity for the
Burmese people.
2. Most energy in Burma today comes from firewood.
3. Construction of the Shwe pipeline might lead to the disappearance
of species like the Irrawaddy River Dolphin and the Arakan Forest Turtle.
4. All western oil companies have refused to invest in Burma.
5. There were many human rights violations during the construction of
the Yadana and Yetagun pipelines.
6. Thailand has a shortage of electricity.
7. Since the completion of the Yadana and Yetagun pipelines, human
rights violations in this region have ceased.
8. The western oil companies have accepted responsibility for the
human rights violations that occurred.

Answers:
1. false 2. true
3. true 4. false
5. true 6. false
7. false 8. false

Note:

In September 2002 Premier Oil pulled out of the Yetagun project, following
pressure from human rights groups, the UK government and Daw Aung San
Suu Kyi.
 36

26. Population

Draw the table below on the board. (The graph should look something like
this)
Year World Population Interval to
next date
1550 500,000,000 260 years
1810 1,000,000,000 76 years
1886 1,500,000,000 41 years
1927 2,000,000,000 23 years
1950 2,500,000,000 10 years
1960 3,000,000,000 15 years
1975 4,000,000,000 12 years
1987 5,000,000,000 12 years
1999 6,000,000,000
Date
Ask the students to create a line graph using the statistics.

Ask the students what this graph tells us about the population of people on the earth.

The population has increased very rapidly in the last century. In the past forty
years the population has doubled from 3 billion to 6 billion. Etc.

Read ‘Population’.

Divide the class into small groups. Get each group to write “More people” on a piece of
butcher paper, and then create a diagram showing all the effects of an increasing population.

Get one or two groups to present their diagrams.

 37

27. Sustainable Development

Ask the students: What is the meaning of development?

Development means change. A country’s development is the process where a

country becomes richer and more modern. Health, education, standard of
living, and economy all improve as the country develops.

In small groups, brainstorm the positive and negative effects of development.

Possible answers:
Positive effects – Better standard of living, better health, more food,
healthier diet, more technology, transport, longer lives, health care, education,
etc.
Negative effects - Pollution, loss of habitat, destruction of environment,
change or damage to cultures, harms indigenous communities, destroys species
of animals, etc.

Explain:

Everybody wants development, because everybody wants a better

standard of living. Development is inevitable. Therefore, it is
important to try to develop in a way that doesn't destroy the
natural environment and biodiversity.

Countries need to develop in a sustainable manner. This means

development should not destroy the environment or overuse
natural resources. Sustainable development means that we protect
the environment and conserve natural resources so that future

As a class create a list of all the natural resources that are being over used or harmed.

Possible answers:
Fish, trees, land/soil, fossil fuels, minerals, air, water, many plant species – e.g.
teak, many animal species – e.g. tiger, water, oceans, etc.

Read ‘Sustainable development’.

Impromptu speaking: Write the topics below on some pieces of paper. Select students and
ask them to choose a piece of paper. Tell them they have to speak for one or two minutes on
the topic they have chosen.

What is sustainable development?

Why is development in the world today not sustainable?
 38

How would you make fishing sustainable?

How would you make production of energy sustainable?
How could we reduce the amount of pollution produced in the world?
Why should we protect the environment for future generations?
28. Environmental organisations and agreements / What must we do?

Divide the class into small groups. Ask them to discuss what can be done to protect the
environment at each of the following levels:
International (between countries)
National (within countries)
Local (within communities
Individual (each person)
Allocate a different level to each group.
Get each group to present their ideas.

Possible answers:
International – Hold conferences, make international declarations and
conventions, fund scientists to learn more about what is happening to the
environment, countries could work together to share knowledge and research on
the environment, encourage other countries to care about the environment,
organise training programmes or awareness campaigns to educate people, etc.

National – National governments should make policies and laws to protect the
environment and ensure these laws are enforced, take action to protect
endangered species and areas of environmental importance within their
countries, create national parks and nature reserves, educate the people and
raise awareness, encourage people participation, encourage sustainable
development, encourage environmentally friendly projects, financial awards for
companies/industry that promote sustainable development, etc.

Local – Educate the people, set up local environmental projects, encourage re-
cycling and re-use, encourage use of biodegradable products, reduce the use of
chemical pesticides / fertilisers, promote organic farming, develop crop rotation,
reduce slash and burn farming, support and educate farmers to able to farm in
an environmentally friendly way, improve and promote public transport, improve
traffic systems, encourage people to use natural resources carefully, set up tree
replanting projects, encourage public participation, consider the environment and
biodiversity when planning infrastructure or development projects, etc

Individual – Learn about the environment and the damage being done to it, join an
environmental protection agency, get involved in public campaigns, respect the
environment, grow plants and trees on your land, learn about the products you
buy and whether producing them harms the environment, purchase products that
are environmentally friendly, don’t buy products that encourage the illegal trade
in natural resources or endangered species, don’t cause unnecessary damage to
the natural environment such as pulling up plants or throwing rubbish, avoid using
chemical pesticides and fertilisers, petition local and national governments to
take necessary steps to protect the environment, don’t waste water or
electricity, don’t be wasteful, don’t buy products that use a lot of packaging,
reuse plastic bags, take part in recycling projects, use public transport / cycle /
walk more often, etc
 39

Remember – we cannot just leave protection of the environment to organisations and

governments. As individuals our every day actions can make a huge difference.

Read ‘Environmental organisations and agreements’

In small groups list ways we can protect the environment, at each level above, for each of
the following categories:
Waste
Agriculture
Transport
Natural resources

Allocate one category to each group.

*Encourage students to look back through the module to get ideas.

Get the groups to present their ideas.