Araling Panlipunan 10 – Climate Change and Global Warming

INTRODUCTION & CONTEXT

• Lesson delivered by Jhon Patrick Naguit Tugadi, LPT for Araling Panlipunan 10 at La Verdad Christian College.
• Preliminary engagement slides: “Kumusta?”, “Balitaan”, “Balik-Aral” – encourage students to recall prior knowledge and relate current news.
• Warm-up task (Gawain 1 – “Tatlong Segundo”): watch a short teacher-prepared video then answer three processing questions:
  • Ano ang nais ipahiwatig ng bidyo?
  • Paano inihayag sa bidyo ang kaugnayan ng tao sa kalikasan?
  • Batay sa bidyo, tungkol saan ang talakayan ngayong araw?

LEARNING COMPETENCIES & TARGETS

• Competency 1 (AP10IPE-Ic-8): “Naipaliliwanag ang aspektong politikal, pang-ekonomiya, at panlipunan ng Climate Change.”
• Competency 2 (AP10IPE-Id10): “Natataya ang epekto ng Climate Change sa kapaligiran, lipunan at kabuhayan ng tao sa bansa at daigdig.”
• Learning targets stated in first-person:
  • “Magagawa kong masuri ang epekto ng Climate Change sa kalikasan, lipunan, at kabuhayan ng mga tao.”
  • “Magagawa kong matukoy ang mga aspektong nakapaloob sa Climate Change.”

KEY DEFINITIONS

• Climate Change – long-term shifts in temperature and weather patterns; can be natural (solar variability, major volcanic eruptions) or human-induced. (United Nations – Climate Action)
• Global Warming – “Isang pagtaas sa temperatura ng atmospera at karagatan ng mundo na malawakang inaasahang magaganap dahil sa pagtaas ng greenhouse effect na dulot lalo na ng polusyon.” (Merriam-Webster)
• Relationship: global warming (temperature increase) is a principal symptom/driver inside the broader phenomenon of climate change (pattern changes).

GREENHOUSE GASES & THE GREENHOUSE EFFECT

• Metaphor: Greenhouse gases (GHGs) behave like the glass walls of a horticultural greenhouse – allowing short-wave solar radiation in, then absorbing & re-emitting outgoing long-wave heat, trapping warmth near Earth’s surface.
• Schneider quote: “Sumisipsip at nagbubuga ng init mula sa mundo, ang mga gas na ito ay para bagang salamin sa isang greenhouse, at kaya kilala bilang greenhouse gas.”
• Mastrandrea quote: “Dahil may sobrang mga greenhouse gas sa atmospera ay nagreresulta sa pagtaas ng temperatura sa mundo.”
• Principal GHGs featured on slides:
  • \text{CO}2 (carbon dioxide) – fossil-fuel combustion, cement, deforestation • \text{CH}4 (methane) – agriculture, livestock, landfills, fossil gas leakage
  • \text{N}2\text{O} (nitrous oxide) – fertilizers, biomass burning, industry • HFCs, PFCs, \text{SF}6 – industrial refrigerants & processes (implicitly shown through “iba pang mga nakaaapekto …”)

EMPIRICAL EVIDENCE OF WARMING

• Berkeley Earth (Jan 2025) data set: global land-and-ocean temperature anomalies relative to 1850{-}1900 average.
  • Graph spans 1850{-}2024; latest anomaly ≈ 1.6\,^{\circ}\text{C} above baseline (95 % confidence intervals indicated).
  • Trend steadily rising; acceleration visible post-1970s.

DRIVERS & INTENSIFIERS

• Anthropogenic emissions from:
  • Burning of coal, oil, natural gas (multiple CO₂ icons on slide).
  • Industrial agriculture (rice paddies, ruminant digestion – CH₄ icon).
  • Nitrogen-based fertilizers (N₂O icon).
  • Industrial chemicals (HFCs/PFCs/SF₆) – though not textually listed, referenced via “iba pang …”.
• Natural contributors acknowledged (solar activity, volcanism) yet eclipsed by human sources in modern era.

POLITICAL, ECONOMIC & SOCIAL ASPECTS OF CLIMATE CHANGE

• Political dimension:
  • Need for environmental laws, law enforcement, governance transparency.
  • International trade negotiations increasingly incorporate carbon clauses (e.g., Carbon Border Adjustment).
  • Sovereignty debates: loss & damage reparations, climate justice for vulnerable nations.
• Economic dimension:
  • Rising costs of extreme-weather damage, insurance, disaster relief.
  • Transition costs toward low-carbon energy (slide shows “GAS” symbol – dependency on fossil fuels).
  • Opportunities in green technology markets, carbon trading.
• Social dimension:
  • Health impacts: heat stress, vector-borne diseases.
  • Inequality: poor & marginalized communities suffer disproportionate losses.
  • Cultural displacement: climate migration & loss of heritage sites.

ETHICAL & PHILOSOPHICAL PERSPECTIVES

• Biblical lens: Revelation 11{:}18 – “upang ipahamak mo ang mga nagpapahamak ng lupa.” Implication: moral duty to protect creation; accountability for ecological destruction.
• Justice narrative: historical emitters vs. climate-vulnerable populations; calls for equitable responsibility (“common but differentiated responsibilities”).

CLASSROOM ACTIVITIES & ASSESSMENTS

1. Gawain 2 – “E Ano Naman?”
   • Class split into 3 groups to role-play climate-change impacts on:
   – Kapaligiran (environment)
   – Lipunan (society)
   – Kabuhayan ng Tao (livelihood)
   • 5-min planning + 10-min performance.
2. Rubric (Knowledge-Kaayusan-Kalidad) with five performance levels—from “Lubos” (excellent) to “Napakababa” (poor) — evaluating depth, organization & craftsmanship.
3. Gawain 3 – “Dalawa ay maigi kaysa isa!”
   • Pairs compose 5–8 sentences on personal actions to lessen climate change & global warming.

INTERNATIONAL POLICY RESPONSE TIMELINE

• Earth Summit 1992 (UNCED, Rio de Janeiro) – first global conference addressing climate & sustainable development; produced Agenda 21 & opened the UN Framework Convention on Climate Change (UNFCCC).
• UN Climate Change Conferences (COP series) – first COP held in Berlin 1995; annual negotiations under UNFCCC.
• Kyoto Protocol 1997
  • Legally binding targets: collective reduction of 5.2\% below 1990 level for 2008–2012.
  • Country-specific commitments: \text{USA} = 7\%, \text{EU} = 8\%, \text{Japan} = 6\%.
  • Six gases covered: \text{CO}2, \text{CH}4, \text{N}2\text{O}, \text{HFCs}, \text{PFCs}, \text{SF}6.
  • Mechanisms: Clean Development Mechanism (CDM), Joint Implementation (JI), Emissions Trading; forest sinks credited.
  • Controversies: exemption of developing giants (China, India) led to U.S. political opposition (quote: “I oppose the Kyoto Protocol because it exempts 80 percent of the world … and would cause serious harm to the U.S. economy.”).
• EU Green Summit – showcased ongoing European leadership on climate (image reference; no text details but implies policy cohesion among EU members).

PHILIPPINE GOVERNMENT INITIATIVES

• Republic Act 9729 – Climate Change Act 2009
  • Created Climate Change Commission (CCC) to mainstream climate policy across departments.
  • Mandated formulation of National Climate Change Action Plan (NCCAP) & Local Climate Change Action Plans (LCCAPs).
• State of the Nation Address 2024 (Pres. Ferdinand Marcos Jr.)
  • Acknowledged high vulnerability due to geographic location.
  • Announced Philippine seat on the Board of the Loss and Damage Fund & selection as host country.
  • Advocated for “heightened climate responsibility and justice on the global stage.”

RECOMMENDED MITIGATION & ADAPTATION STRATEGIES

1. Carbon Sequestration – afforestation, soil carbon, direct air capture; removes \text{CO}_2 from atmosphere.
2. Pagbawas sa Pagkonsumo ng Fossil Fuel – renewable energy adoption, energy efficiency, public transport, lifestyle change.
3. Mga Internasyunal na Kasunduan – ratify & comply with Kyoto, Paris Agreement, upcoming COP decisions.
4. Kooperasyon ng Lokal na Pamahalaan, Pribadong Negosyo, Kabuhayan & Indibidwal
   • Local ordinances on waste, transport, zoning.
   • Corporate net-zero pledges.
   • Household actions: reduce-reuse-recycle, diet shifts, tree-planting.

CONNECTIONS TO PREVIOUS LESSONS & REAL-WORLD RELEVANCE

• Builds on earlier AP 10 modules covering environmental issues, population growth, and sustainable development.
• Reinforces scientific method: observation (temperature records) → hypothesis (GHG cause) → policy response.
• Real-world events: super-typhoons in the Philippines, coral bleaching, droughts affecting agriculture.

NUMERICAL REFERENCES & FORMULAS

• Global temperature anomaly 2024: \approx 1.6\,^{\circ}\text{C} above pre-industrial (1850{-}1900 mean).
• Kyoto Protocol aggregate target: \Delta E = -5.2\% (relative to 1990) in period 2008 \text{–} 2012.
• U.S. target: \Delta E{USA} = -7\%, EU: \Delta E{EU} = -8\%, Japan: \Delta E_{JPN} = -6\%.
• Greenhouse effect simplified energy balance:
  I{\text{in}} - I{\text{out}} = \Delta Q = C\,\Delta T
  where I{\text{in}} = absorbed solar radiation, I{\text{out}} = outgoing long-wave; excess GHG lowers I_{\text{out}} ⇒ positive \Delta Q ⇒ higher \Delta T.

STUDY TIPS / SUMMARY

• Anchor every discussion to the cause-effect chain: Emissions → Greenhouse Effect → Global Warming → Climate Change Impacts → Human & Policy Responses.
• Memorize key dates (1992 Rio, 1997 Kyoto, 2009 RA 9729) and numerical targets.
• Be prepared to cite Philippine examples (typhoon Yolanda, RA 9729 structures) when asked for local context.
• Use the Revelation 11:18 verse to argue for ethical stewardship if essay prompts include moral/values angle.
• Practice explaining the greenhouse effect using Schneider’s “glass” metaphor – clarity is rewarded in oral exams.