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Young people are worried about the environmental crisis that threatens the future of our planet. This “eco-anxiety” is precipitated by real events that are happening around the world as a result of global warming. The devastating floods, droughts and forest fires that impact humanity will only worsen unless we take immediate action. This resource encourages empowerment through a series of interactive discussions where students:
This resource supports science outcomes related to climate and sustainable development. The content also develops civic engagement skills as students discuss a real-world problem and analyze possible solutions with an emphasis on individual action for global change. Wellness strategies such as identifying feelings and describing emotions strengthens health and wellness goals.
The lesson provides an excellent introduction to a classroom action project focused on developing climate awareness in the local community. Students could offer climate talks at the local library or deliver presentations to municipal councils when issues such as public transportation are being discussed. The class could also develop an in-school carbon reduction plan that identifies easily adoptable practices such as turning off lights in empty classrooms and establishing a “no-idle” policy.
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|
While recognizing the immediate effects of events like flooding, this resource also develops an understanding of the indirect impacts of climate change on the overall well-being of citizens. Struggles faced by the poorest communities are exacerbated by catastrophic events such as crop failures. Daily subsistence becomes plagued by stress and anxiety and an already reduced quality of life worsens.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
An important correlation between wealth and climate change is made. The global inequality between developed and developing countries is linked to abilities to mitigate and withstand climate change effects like increased temperatures.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
Students are able to connect local cause and effect relationships to climate change concerns and develop an increased awareness of the collective role of individual citizenship in safeguarding our planet.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
Students develop an understanding of the need for personal action and are able to identify personal and community sustainability goals.
|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 first two activities, "Thinking about the Future" and "What do we know, think and feel about climate change?", actively engage students in considering their own emotions and thoughts about what type of world they want to live in.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
As students explore their understanding of the relationships between environmental health and poverty they will develop a deeper awareness of how people who struggle to meet basic needs are being affected by climate change.
|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||Poor/Not considered|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Poor/Not considered|
To strengthen the understanding of this issue from a Canadian perspective a class could explore how northern aboriginal communities are being impacted by warming Arctic environments.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
This resource encourages personal action and presents a positive vision for the future if we all work together to create cleaner, greener communities.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
The activities use a "learn, think, act" approach to foster active dialogue and discussion which supports personal goal setting.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
This resource supports Science and Social Studies outcomes related to sustainability and reduced energy consumption. Students also evaluate the impacts of climate change on well-being as it pertains to stress and mental health.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
A focus on open dialogue provides the framework for comprehensive discussions about climate change impacts which strengthens informed decisions.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Poor/Not considered|
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Poor/Not considered|
|Experiential Learning: |
Authentic learning experiences are provided
Students use a think-pair-share strategy to discuss ideas and formulate opinions. Open-ended questions such as "What kind of person would you like to be?" foster active discussions among classmates.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
There are no evaluation tools in this resource.
|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||Poor/Not considered|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
The global impacts of extreme weather events on communities is discovered by creating a "Climate Change News Board" with news clippings of actual events.
|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||Poor/Not considered|
|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.|