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Mitigating Climate Change in China and Ethiopia

Resource for Grades 6-12

Mitigating Climate Change in China and Ethiopia

Media Type:
Video

Running Time: 4m 43s
Size: 17.7 MB

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Source: Environmental Education Media Project

This media asset was adapted from Hope in a Changing Climate by Environmental Education Media Project.

Resource Produced by:

WGBH Educational Foundation

Collection Developed by:

WGBH Educational Foundation

Collection Credits

Collection Funded by:

Corporation for Public Broadcasting

This video segment adapted from "Hope in a Changing Climate" examines efforts to restore agricultural productivity to areas of China and Ethiopia. First, filmmaker John Liu tells the story of China's 640,000-square-kilometer Loess Plateau. He details how thousands of years of farming and grazing led to unparalleled erosion and a loss of soil fertility, and explains how scientists and engineers implemented a plan to reverse the destructive process. Liu then shows us steps taken to restore vegetation to the eroded Ethiopian landscape, which had been devastated by drought. Both restoration efforts have helped fight global climate change, biodiversity loss, flooding, drought, hunger, and poverty.

open Background Essay

Scientists and economists agree that the natural world is in a steep and accelerating decline. The world has lost 40 percent of its forests in 300 years and 50 percent of its wetlands in 50 years. There is increasing soil loss, severe erosion, and growing water scarcity. We have reached the point that unless urgent remedial action is taken, population growth and global climate change will lead to further decline.

All around the world there are areas that could benefit from ecosystem restoration—that is, a reversal of destructive processes and a return to healthy and sustainable conditions. In some places, innovative approaches and technologies have already been used to clean and manage contaminated waterways, such as rivers that have long been polluted by industrial waste, and contaminated land, such as former military installations. China's Loess Plateau has recently become an inspiring example of a land restoration effort that has transformed agriculture and the local environment.

The Loess Plateau of northwest China covers some 640,000 square kilometers (about the size of Alaska). It is built of alternating layers of soil that reflect the region's climate. During dry periods, strong winds blow in a finely ground, yellow sediment from the desert. This material is called loess. During wet periods, a darker, more humus-rich soil develops. Loess soils are high in mineral nutrients, including nitrogen, potassium, and phosphorus, and retain water. Thus, they are highly productive despite the region's seasonally dry climate. Because the Loess Plateau is well suited to agriculture, natural forests were largely replaced centuries ago by cropland and pasture for livestock, especially goats, which accelerate soil erosion even more than sheep do.

Loess provides good agricultural soil, but it is prone to wind and water erosion. With the loss of forest cover, erosion increased—to the point that scientists regarded the plateau as the most eroded place on Earth. To reduce the land degradation, the Chinese government made efforts to restore the ecological integrity of certain areas. The primary objective of restoration of the Loess Plateau was to increase the agricultural production over about 30,000 square kilometers of land—about the size of Maryland—and the incomes of the local farmers. The project was designed to establish high-yield crop production over some of the land while banning subsistence farming by the poorest farmers and grazing on the slopes.

The Chinese rebuilt the landscape, planting tree cover along the hilltops and creating farming terraces, or level sections of land, below. They planted the short sections of slope left between the terraces with shrubs and grasses to stabilize the ground and lessen sediment run-off. They also constructed dams in the valley below to stop the sediment that did run off before it could clog up the river downstream. By engineering the landscape and replanting vegetation across key ecological areas, the Chinese changed the environment in ways that allowed produce to fill the markets and lifted farm incomes threefold. It also achieved an environmental benefit with respect to climate change. By replanting the area, the Chinese are able to offset some of the greenhouse gas emissions produced by their growing industrial economy. Plants, through photosynthesis, convert carbon dioxide into oxygen.


open Discussion Questions

  • What were the causes of environmental degradation in these areas in China and Ethiopia?
  • How can the replenishment of terrain help slow erosion and climate change?
  • How are the replantings of the Loess Plateau and Ethiopian landscape examples of ecosystem restoration?

open Teaching Tips

Here are suggested ways to engage students with this video and with activities related to this topic.

  • Beginning a lesson: Show before and after images of ecosystems that have undergone ecological degradation and restoration. Have students describe in writing what they see and jot down comments for discussion.
  • Viewing the video: Use the following suggestions to guide students' viewing of the video.
    • Before: Ask students, What does the word restoration mean to you? Then ask, What does the word degradation mean to you? Follow up with this: Suppose the words are used to describe a natural area or habitat. What do you think these words mean in this context?
    • During: Have students pay close attention to the changes that had to be made in order to achieve the Loess Plateau project's goals. In particular, have them make a mental note of who had to make changes or compromises for the project to proceed, and what they had to give up.
    • After: Have students discuss what the people living in the restored area got back in return for the efforts and compromises. Do they think the benefits of restoration outweighed the sacrifices they had to make?
  • Doing research projects—groups: Have students identify several different areas in their community that might benefit from restoration. Explain that they will work together to decide on one and make a proposal to local authorities that includes several parameters researched by students. For example, they'll be expected to state the goal of the project, the resources that would be needed, the projected timeframe over which restoration could happen, and the benefits of this action.
  • Taking a stand: Have students take sides (or assign them to a side) on a hypothetical restoration issue based on a real-life restoration proposal for Florida's Everglades. The Comprehensive Everglades Restoration Plan includes a provision to restore the Everglades as closely as possible to the conditions that existed in the 1880s. That was when the government sanctioned the diversion of much of the Everglades water to Florida's growing cities and for use in supporting agriculture in areas of the Everglades that were converted from swampland to farmland. Have students research information about the Everglades proposal based on the side they have taken. Have one group in the debate defend the drainage policy, and the other represent those who believe the environment is threatened by the continuation of such a policy. This activity will help students understand the deliberation that can take place in restoration projects.

For more media and information about the topics in these teaching tips, see these links:

To learn more about the many ecosystems that make up Florida's Everglades, check out An Everglades Visit.


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