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Climate Change Solutions - Low Impact Development

Secondary

Description

Students watch a video to learn how climate change affects cities and urban areas and how low impact development features can help reduce the stress on urban infrastructure. Students use what is learned to design a plan for a business that wants to be prepared for climate change.

The lesson consists of two activities:

Activity #1 - Students watch 'Low Impact Development' (LID) video and answer viewing guide questions

Activity #2 - Students write to the CEO of a movie theatre company about how to use LID to prepare the theatre for climate change impacts.

General Assessment

What skills does this resource explicitly teach?

Students have an opportunity to strengthen those skills related to investigating, writing and presenting a report that is intended to address  an identified problem. 

Strengths

The lesson has students explore a significant issue (climate change and urban runoff) and challenges them to work out a real world solution.

Recommendation of how and where to use it

The resource may be used as part of a larger study on climate change or in those geography courses or units dealing with urban issues.

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.

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  • British Columbia
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    • Grade 11
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      • Science
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        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system
      • Social Studies
        • Step 4Relevant matches
        • Human Geography 12: Human activities alter landscapes in a variety of ways.
        • Physical Geography 12: Interactions between human activities and the atmosphere affect local and global weather and climate
        • Urban Studies 12: Urban planning decisions and other government policies can dramatically affect the overall quality of life in cities
  • Manitoba
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      • Geography
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        • Geographic Issues of the 21st Century: Urban Places
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      • Geography
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        • World Geography: A Human Perspective - Industrialization and Urbanization
      • Science
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        • Interdisciplinary Topics in Science 40S: Science, Technology, Society and the Environment
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        • Learning and Living Sustainably (STSE)
        • Science 10 Science for Sustainable Societies
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        • Introduction to Environmental Science 120: Investigating Environmental Issues
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        • Social Studies 3201: Human-Environment Interaction
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        • Citizenship 9: Engaged Citizenship
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        • Geography of Canada 11: Geography of Risk
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        • AP Human Geography: Cities and Urban Land - Use Patterns and Processes
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        • Experiential Science 10, Terrestial Systems: Climatology and Meteorology
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        • Issues in Canadian Geography (Academic): Geographic Inquiry and Skill Development
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        • Science (Applied)::Earth and Space Science: Earth's Dynamic Climate
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        • Environmental Science (Univ/College Prep.) Scientific Solutions to Contemporary Environmental Challenges
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      • Geography
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        • Living in a Sustainable World (Workplace Prep.) Community Action
        • Spatial Technologies in Action (Univ./College Prep.) Dynamic Impacts within Communities
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        • World Geography: Urban Patterns & Populations (Univ. / College Prep.): Sustainability and Stewardship
  • Prince Edward Island
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    • Grade 9
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      • Social Studies
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        • Interdependence: Atlantic Canada in the Global Community: Environment in the Global Community
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      • Environmental Science
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        • Environmental Science 621A: Environmental Challenges and Successes
  • Quebec
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system
      • Social Studies
        • Step 4Relevant matches
        • Human Geography 12: Human activities alter landscapes in a variety of ways.
        • Urban Studies 12: Urban planning decisions and other government policies can dramatically affect the overall quality of life in cities

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

The resource makes two assumptions. One, that climate change will result in greater runoff in urban areas and two, that current infrastructure is insufficient to deal with the negative affects resulting from that runoff. The challenge for the student is to develop a design that will mitigate the impact of increased rainfall in a particular situation.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Very Good

Increased urban runoff resulting from climate change has potential environmental impact (altering ecosystems, flooding, erosion), economic consequences  (cost associated with repairing infrastructure), and social implications (pollution, unsafe drinking water, loss of groundwater discharge).

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good

An investigation into the impact of increased urban runoff helps students recognize the many layered interconnections that exist between those elements that are part of urban infrastructure. It is a system and understanding requires system thinking. 

In designing a report that will reduce and mitigate the impact of runoff in a specific situation, students must also recognize they are dealing with a system. 

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Good

Students are charged with developing a locally focused strategy that reflects the principles of Low Impact Development(LID) and that meets the challenges created by increased runoff. 

Suggestions for further student action include: 

  • Research LID projects that are being done locally or internationally. 
  •  Identify areas around the school/neighbourhood that could be improved using LID and  discuss which LID features you would install and why. 
  • Visit LID feature near their school.
  • Research an LID projects that are being done locally or internationally.
  • Identify areas around the school/neighbourhood that could be improved using LID and discussing which LID features they would install and why. 
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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good

The exercise encourages students to consider the relative value of unregulated versus controlled urban development.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/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 Satisfactory

Part of the study has students recognize the damage done to local natural environment by high impact urban development and the value of that environment to the communities well being.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Very Good

The focus of the resource is on the benefits of Low Impact Development at the local level and the examples used will have relevance  for the students community. The extended learning suggestions also are intended to have students go into their communities to observe what could and is being done in accordance with the principles of Low Impact Development

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good

In doing their investigation, students may be expected to appreciate that the local infrastructures built in the past did not anticipate the current problems created by the increased runoff resulting from climate change and that future development must consider the benefits of LID.

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 Good

Students are introduced to the concept of Low Impact Development (LID) and asked to apply it in a particular setting. The strategy adopted is of the students making and the merits of any proposal are discussed by students.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good

The concept of Low Impact Development has relevance for a variety of subject areas. A number of Geography courses include units on urban geography. Climate change mitigation efforts in this instance have economic and social implications  and must be debated at the political level.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

Students are made aware of the problems associated with increased runoff due to climate change - the problem. Students are introduced to the concept of Low Impact Development - the solution. Students devise a strategy to incorporate the principles of Low Impact Development in a specified situation - application.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

A video, supported by an viewing guide is used to introduce students  to the concept of Low Impact Development. An article, Climate Change and Flooding in Our Cities provides further background to assist student understanding. An activity - Grey to Green- casts students in the role of scientists charged with creating a report that will help the local theatre deal with increased runoff due to climate change.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good

Part of the lesson includes a simulated case study in which students develop a report to help mitigate a local problem caused by increased run off. 

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

The resource provides opportunities for students to work in groups but does not prescribe such collaboration.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Good

Students are evaluated on their completed viewing guide, their participation in discussion and the quality of the report they are required to submit outlining their proposal to mitigate the effects of run off. 

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

The presentation and discussion of the reports submitted by students provides an opportunity but not a requirement for students to share with and learn from their classmates.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Good

The research and report in which students investigate the threats to an imaginary local theatre represents a simulated case study.

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 Satisfactory

The resource uses the tools of inquiry based learning by identifying a problem, providing relevant background information, and asking students to propose a solution. 

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.

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