Consider the following statements regarding 'Earth Hour' : 1. It is an initiative of UNEP and UNESCO. 2. It is a movement in which the participants switch off the lights for one hour on a certain day every year. 3. It is a movement to raise the awareness about the climate change and the need to save the planet. Which of the statements given above is/are correct?

Lists 'turn off lights not being used' as an explicit energy-saving action, showing the practice of switching off lights is a recognized conservation measure.

A student could extend this by noting organised campaigns often adopt such recognized measures (turning off lights) as their core action and then check if Earth Hour matches this practice.

Explains the Earth's rotation takes ~24 hours and defines an hour as a standard unit of daily time.

Use this to interpret the phrase 'one hour' in campaigns (a conventional 60-minute period) and compare with event descriptions to see if Earth Hour uses that duration.

Describes Daylight Saving Time as a coordinated clock change of one hour on specific dates, illustrating that social practices can schedule one‑hour adjustments on particular days.

A student could generalise that environmental events might choose a fixed date for a one‑hour action, and thus check whether Earth Hour is similarly scheduled annually.

States the Earth completes one revolution in one year, defining 'a year' as a standard time period used for annual events.

A student could combine this with knowledge that many global events repeat yearly to infer that an event described as annual likely occurs on a specific day each year, then verify if Earth Hour is annual.

Describes that small actions like saving energy and water, reusing and recycling, and learning/sharing ideas help protect the planet — a pattern typical of public-awareness movements.

A student could link this to Earth Hour (a widely known event where people switch off lights for an hour) as an example of an energy-saving awareness action aimed at protecting the planet.

Mentions mass education about ecology and use of media and events (conferences/seminars) to train citizens to realise environmental significance — indicating the role of organised awareness campaigns.

One could infer that organised events using media to promote energy-saving and climate awareness (like Earth Hour) fit this listed method of raising awareness.

Lima Ministerial Declaration calls on governments to put climate awareness into curricula and national plans — showing official emphasis on awareness-raising as a climate strategy.

A student could reason that civil-society movements (e.g., Earth Hour) operate in the same awareness-raising space as these policy initiatives, aiming to influence public attitudes about climate action.

Explains that burning fossil fuels causes greenhouse gases and that small changes in temperature threaten life — framing why awareness and action to protect the planet are needed.

Connecting the problem description (need to reduce emissions) to grassroots awareness events, a student could see Earth Hour as a plausible public response to highlight such issues.

States human activities influence Earth's climate and that science and actions by people are key to solutions — implying the usefulness of campaigns that inform and mobilise people.

A student could extend this to view awareness movements (like switching off lights to symbolise action) as one behavioral/educational response to human-caused climate change.