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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.
Students have an opportunity to strengthen those skills related to investigating, writing and presenting a report that is intended to address an identified problem.
The lesson has students explore a significant issue (climate change and urban runoff) and challenges them to work out a real world solution.
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.
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 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: |
|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.
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:
|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
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.
|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.
|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.|
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.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
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
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.
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.
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
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.
|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.|
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.
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.|