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This resource provides an interdisciplinary study of the climate crisis. It includes a wide range of learning activities supported by links to an impressive array of resources. Topics include:
Each lesson begins with a hook to connect students to the relevant topic. The videos, slides, graphics, case studies and other resources that students use to complete the activities are current and describe individuals and events they are familiar with. Short video tutorials accompany the lessons to provide teachers with an overview of the objectives and strategies for achieving them.
Teachers should be aware that the resource promotes mass, peaceful disobedience and as a culminating activity, students debate the need for radical action to address climate change.
It will take one to two weeks to complete all lessons and activities which is the recommendation of the author. Some teachers may however, wish to select individual lessons. Many of the activities and student resources are excellent and will be of interest to teachers in a number of different subject areas.
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||Satisfactory|
While the majority of the lessons reflect scientific consensus and different points of view, the resource is somewhat biased in how best to address the climate crisis.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
With its attention to population demographics and why some people are more affected by climate change than others, the resource does an excellent job in presenting the economic, social and environmental dimensions of the climate crisis.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
The resource provides a range of tools for student use that illustrate quite clearly the complexity of climate change.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
The resource emphasis is on providing information and promoting analysis and discussion. Civil disobedience is modeled as means of taking action.
|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
Students are required to state their own perspective on some of the issues raised.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
Lessons dealing with population dynamics, climate footprints and climate justice illustrate how the effects of climate change impact poor nations and individuals more than affluent ones.
|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||Satisfactory|
While the focus is on how climate change is impacting humans, concern for the future of the planet as a whole is made clear.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Many of the sources of information reflect elements of current and popular culture familiar to the students. They are frequently required to provide examples from their own experience of the ideas being discussed.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
In addition to specific timeline activities, several lessons require students to consult data (provided) that illustrate changes over time in temperature, CO2 concentration, sea ice and sea level.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
The majority of the activities are open-ended. However students are 'steered' towards what is described as 'radical action' as the most effective means of addressing the climate crisis.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
In the context of the climate crisis, students explore themes and concepts from climate science, social justice, population dynamics & demography, human development, economics, world geography & others.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
Students will view videos, read articles and case studies, answer questions orally and in writing, analyze graphs, charts and diagrams, participate in simulations & games, conduct research, prepare and deliver oral presentations and participate in a class debate. Some students may struggle with the reading level and content.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
While the resource materials do a good job in connecting its content to the real world and the students' own experience, the learning does not involve direct experience outside of the classroom.
|Experiential Learning: |
Authentic learning experiences are provided
Think-pair-share and other group learning settings are included. Cooperative learning skills are not explicitly taught.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
Several lessons conclude with writing assignments that can serve as both summative and formative evaluation tools. The culminating activity provides direction for student self assessment
|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.
Students are presented with a number of news articles, TED talks and other video presentations describing real events, places and people.
|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|
In some of the research and homework assignments student can determine the focus and method of reporting.
|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.|