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Students learn about the causes and effects of climate change and its impacts on both human and non-human communities. Special attention is paid to the values and emotions that we are all experiencing in this crisis and the power of the individual to make a difference.
Students watch and discuss a short video that introduces the lesson’s topics that include greenhouse gases, the greenhouse effect, global warming and anthropogenic climate change. Students then use infographics, selected readings and discussion to delve deeper into each one and how they are related. They also discuss their personal thoughts and emotions in response to a number of images depicting the effects of climate and extreme weather events before exploring the concept of ‘deep time’.
With the help of video and selected readings students explore the relationship between burning fossil fuels, greenhouse gases and global warming. A focus is placed on understanding the connections between human production, consumption, pollution and a warming climate. Through images and discussion students also consider eco-anxiety and the power of ‘understanding the problem’ and ‘taking action’ in dealing with it.
Through video, case study analysis, role play and simulation, students drill down on the specific impacts that climate change is having locally and globally on the built and natural environment. They consider the urgency for action and evaluate current steps being taken in climate change adaptation.
Students reflect on a very powerful presentation laying out the challenges that lie ahead in repairing our planet. To help address the feelings of anxiety that exist among many, students examine the efforts of different “global change-makers”, evaluate their impacts, and collectively consider the concept of “Be the Change”. Using guidelines and templates provided by the resource, students adopt personal pledges to respond to the climate crisis.
Each lesson is supported by a detailed plan in both pdf and slide format. It includes objectives, step by step activities, implementation suggestions and links to all necessary materials that include a wide range of excellent visual and print resources. The resource is designed for both in-class and at-home learning.
These lessons will serve as an excellent resource to support the study of climate change across the curriculum. They can be implemented in both classroom and distance-learning settings.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
The information provided in each lesson reflects the scientific consensus around our understanding of climate change. In regards to impacts, many different perspectives are represented in the activities including those of the students.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The connection among the environment, economy and society are communicated in the information and materials made available to the students. Climate change is revealed as a multi-dimensional problem.
|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||Satisfactory|
The resource promotes the power of the individual and encourages students to become agents of change. They are guided in how to formulate an action plan but implementation is not supported by the resource.
|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|
Reflection activities are a core component of the resource. Each lesson requires students to consider and then articulate their personal reactions to and feelings about the information and issues presented.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Good|
The simulation and role play activity in lesson 3 connects students to those communities dealing with biggest impacts of climate change & facing the greatest threats.
|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||Good|
Lessons encourage a sense of responsibility for the health of our planet by directing to students to consider the impacts of human behavior on the natural world.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
Students are consistently asked to apply what they are learning to their own community and experience.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
Through an understanding of 'deep time' (lesson 1) students can assess for themselves the impact of natural vs anthropogenic climate change past and present, as well as the potential for human solutions moving forward.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
Students explore the climate crisis using factual information. A range of perspectives are represented in the various learning tools provided.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The resource addresses outcomes in science, social studies, citizenship and geography.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
While students investigate issues on their own using the information sources and tools provided with each lesson, the resource does not follow an inquiry format.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The lessons incorporate a wide range of learning activities that take place in individual, small and whole groupings. Learning tools include readings, case studies, video, role play and simulation. Versions of this resource exist for different age groups (from K to 10)
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Lesson three includes a role-play simulation and the activities in Lesson four are intended to prepare students to act on their learning within the larger community.
|Experiential Learning: |
Authentic learning experiences are provided
Some learning takes place in small groups.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
Assessment suggestions or tools are not included.
|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: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Relevant case studies are a common tool students use to explore issues and concepts.
|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|
Students are routinely given the opportunity to select the statements, images or messages in a lesson or activity that they wish to discuss.
|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.|