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Description
This resource aims to educate students about the impact of climate change on food production in Canada. The activities encourage students to take a critical look at the various threats that contribute to climate change and to find solutions to the problem.
Using five different activities, students will:
- Activate their prior knowledge about climate change
- Produce a concept map to link the physical impacts of climate change on the environment with their impact on the living world
- Collaborate to define and identify adaptation and mitigation concepts related to climate change
- Reflect on the impacts of climate change on Canadian food productions
- Participate in a collective construction of a green wall to help with the problems caused by climate change
The majority of the resource activities provides suggestions to enhance the learning. This resource provides opportunities for students to use their critical thinking skills and suggest solutions to current problems.
General Assessment
What skills does this resource explicitly teach?
- Producing a plant wall
- Producing a concept map
Strengths
- The resource provides a teacher's guide and contains all the reproducible forms needed for the students.
- Rubrics for evaluation are available in the resource
- The resource is available in French and English
- The resource is relevant to students because Canadian data is used.
- Several additional activities are available to enhance the learning
- The resource affects several types of learners (visual, kinesthetic, etc.)
- The resource has a glossary and additional resources
Weaknesses
- The resource doesn't have community involvement
- More options could be available for the final activity
- The resource doesn't offer modifications for struggling learners
- No action project suggested
Recommendation of how and where to use it
This resource can be easily incorporated in Geography and Science classes to support climate change outcomes.
Relevant Curriculum Units
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
- Step 1Select a province
- Alberta
- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Interactions and Ecosystems
- Plants for Food and Fibre
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Biological Diversity
- Environmental Chemistry
- Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
- Knowledge and Employability Science: Environmental Chemistry (Social and Environmental Contexts Emphasis)
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
- Science 14:Investigating Matter and Energy in the Environment
- British Columbia
- Step 2Select a grade level
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 7: Earth and its climate have changed over geological time
- Science 7: Evolution by natural selection provides an explanation for the diversity and survival of living things.
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
- Manitoba
- Newfoundland & Labrador
- Northwest Territories
- Step 2Select a grade level
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Interactions and Ecosystems
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Biological Diversity
- Environmental Chemistry
- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Experiential Science 10, Terrestial Systems: Climatology and Meteorology
- Experiential Science 10, Terrestial Systems: Ecology of the Land
- Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
- Science 10: Energy Flow in Global Systems
- Science 14:Investigating Matter and Energy in the Environment
- Nova Scotia
- Nunavut
- Step 2Select a grade level
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Interactions and Ecosystems
- Plants for Food and Fibre
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Biological Diversity
- Chemistry and the Environment
- Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
- Knowledge and Employability Science: Environmental Chemistry (Social and Environmental Contexts Emphasis)
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Experiential Science 10, Terrestial Systems: Climatology and Meteorology
- Experiential Science 10, Terrestial Systems: Ecology of the Land
- Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
- Science 10: Energy Flow in Global Systems
- Science 14: Investigating Matter and Energy in the Environment
- Ontario
- Step 2Select a grade level
- Grade 7
- Step 3Select a subject
- Geography
- Step 4Relevant matches
- Physical Patterns in a Changing World
- Science & Technology
- Step 4Relevant matches
- Earth and Space Systems: Heat in the Environment
- Life Systems: Interactions in the Environment
- Grade 8
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Structures and Mechanisms: Systems in Action
- Grade 9
- Step 3Select a subject
- Geography
- Step 4Relevant matches
- Issues in Canadian Geography (Academic): Geographic Inquiry and Skill Development
- Issues in Canadian Geography (Academic): Interactions in the Physical Environment
- Issues in Canadian Geography (Academic): Liveable Communities
- Science
- Step 4Relevant matches
- :Biology: Sustainable Ecosystems
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science (Academic):Earth and Space Science: Climate Change
- Science (Applied)::Earth and Space Science: Earth's Dynamic Climate
- Prince Edward Island
- Step 2Select a grade level
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Interactions Within Ecosystems
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 9: Content Knowledge
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 431A: Earth and Space Science, Weather Systems
- Science 431A: Life Science, Sustainability of Ecosystems
- Quebec
- Step 2Select a grade level
- Grade 7
- Step 3Select a subject
- Geography
- Step 4Relevant matches
- Agricultural territory
- Science & Technology
- Step 4Relevant matches
- The Living World
- The Technological World
- Grade 8
- Step 3Select a subject
- Geography
- Step 4Relevant matches
- Agricultural territory
- Science & Technology
- Step 4Relevant matches
- The Living World
- The Technological World
- Grade 10
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Applied Science & Technology:The Living World
- Environmental Science & Technology: The Earth and Space
- Environmental Science & Technology: The Living World
- Environmental Science & Technology: The Technological World
- Science & Technology: The Earth and Space
- Science & Technology: The Material World
- Science & Technology: The Technological World
- Science & Technology:The Living World
- Science and the Environment: The Earth and Space
- Saskatchewan
- Yukon Territory
- Step 2Select a grade level
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 7: Earth and its climate have changed over geological time
- Science 7: Evolution by natural selection provides an explanation for the diversity and survival of living things.
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
Themes Addressed
Air, Atmosphere & Climate (1)
- Climate Change
Ecosystems (1)
- Biodiversity
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Very Good | Throughout the activity, students need to research and discuss the benefits and drawbacks of climate change giving them a good idea of the different point of views of the problem. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Very Good | The resource presents very well the social, economic and environmental implications of climate change in relation to agricultural production. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Very Good | |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Good | For their last activity, students must produce plant walls to help with the problems of climate change. |
| Acting on Learning: Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
| ||
| Values Education | Very Good | The living world gives students the chance to reflect on their own values since there are several reflection questions. In addition, students must make their own choice on which type of vertical vegetable gardens to build. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Poor/Not considered | Not considered |
| Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | ||
| Personal Affinity with Earth | Very Good | At the end of the resource, students must produce a vertical vegetable garden to maximize space, giving students an affinity with the land. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Good | The resource focuses on Canadian data that is entirely related to the lives of the learners, in addition, throughout the lesson students' prior knowledge is shared. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Very Good | The resource asks learners to look at what has caused climate change, the impact of these changes in the present and asks students to find solutions for the future. |
| Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. | ||
Pedagogical Approaches
| Principle | Rating | Explanation |
|---|---|---|
| Open-Ended Instruction | Very Good | Students are encouraged to develop and share their opinion during class discussions or as reflective questions. In addition, students choose their own vertical vegetable garden. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Good | From this lesson plan, we are able to easily cover curriculum outcomes in Science and Geography. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Satisfactory | |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Good | The variety of activities of this resource makes it suitable to meet the needs of visual, auditory and kinesthetic learners. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Good | Students must build their own vertical vegetable garden to meet current needs. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | Students must work in groups. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Very Good | Rubrics are made available to evaluate students learning. |
| Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | ||
| Peer Teaching | Satisfactory | Students must share their opinion with their peers. No actual peer teaching is in the lesson. |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Very Good | Students are studying real climate change data from Canada. |
| Case Studies: Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. | ||
| Locus of Control | Good | This resource gives students the chance to build a vertical vegetable garden of their choice. |
| Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. | ||
