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Canada in a Changing Climate: Society and Economy

Secondary, Middle

Description

Through a variety of activities, this resource seeks to educate students about the factors that contribute to climate change and their effects on society, the economy and the environment. They will also explore adapting to the existing and projected effects of climate change to reduce risks and take advantage of opportunities.

Students will:

  • brainstorm to activate their previous knowledge of climate change
  • draw a concept map to link the physical impacts of climate change on the environment with their socio-economic consequences
  • collaborate to define and find adaptation and mitigation concepts related to climate change
  • comment on different climate change graphs and translate information into computer graphics
  • simulate a working group session to reach consensus on how best to use federal funding to address their climate change adaptation needs.

In addition, the activities of this resource aim to develop a variety of skills such as critical thinking, creativity, collaboration and communication. Teachers can choose to present the activities as a module or individually.

Through a variety of activities, this resource seeks to educate students about the factors that contribute to climate change and their effects on society, the economy and the environment. They will also explore adapting to the existing and projected effects of climate change to reduce risks and take advantage of opportunities.
Students will:
Brainstorm to activate their previous knowledge of climate change
draw a concept map to link the physical impacts of climate change on the environment with their socio-economic consequences
collaborate to define and find adaptation and mitigation concepts related to climate change
comment on different climate change graphs and translate information into computer graphics
Simulate a working group session to reach consensus on how best to use federal funding to address their climate change adaptation needs.
In addition, the activities of this resource aim to develop a variety of skills such as critical thinking, creativity, collaboration and communication. Teachers can choose to present the activities as a module or individually.

 

General Assessment

What skills does this resource explicitly teach?

  •  Produce a concept map

Strengths

  • This resource is accompanied by fact sheets for teachers to give them a better background on the topic
  • A glossary of the key vocabulary of the resource is found
  • The resource is provided with a teacher's guide and includes all the reproducible sheets needed to complete the activities
  • This resource addresses the economic, social and environmental impacts of climate change
  • The resource is provided with extra activity to help students beyond the requirements
  • Topics for evaluation are provided and ready to use
  • The diversity of activities in this resource responds to different types of student learning
  • The resource is relevant to the student since it uses real data from their country
  • The resource is available in French and English

Weaknesses

  • Community involvement is omitted
  • Include an action project
  • No activity is provided for students with learning difficulties

Recommendation of how and where to use it

This resource can be used in a multitude of courses including Science (Climate Change), Social Studies (Maps, Society Studies, etc.) and Mathematics (Card Reading) courses.

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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  • Alberta
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        • Interactions and Ecosystems
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        • Knowledge and Employability: Statistics and Probability
        • Statistics and probability
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        • Environment and Outdoor Education: Environmental Investigations
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        • Knowlege And Employability: Statistics and Probability
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        • Biological Diversity
        • Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
  • British Columbia
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      • Science
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        • Science 7: Earth and its climate have changed over geological time
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        • Analyzing the validity, reliability, and representation of data enables us to compare and interpret.
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        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
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        • Interactions Within Ecosystems
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        • Geographic Issues of the 21st Centurty: Geographic Literacy
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        • Senior 2 Science: Dynamics of Ecosystems
        • Senior 2 Science: Weather Dynamics
  • New Brunswick
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        • Interactions Within Ecosystems
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        • Sustainability of Ecosystems
        • Weather Dynamics
  • Newfoundland & Labrador
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        • Interaction of Ecosystems
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        • Science 1206: Sustainability of Ecosystems
        • Science 1206: Weather Dynamics
  • Northwest Territories
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        • Biological Diversity
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      • Science
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        • Experiential Science 10, Terrestial Systems: Climatology and Meteorology
        • Experiential Science 10, Terrestial Systems: Ecology of the Land
        • Experiential Science 10, Terrestial Systems: Resource Management and Population Dynamics
        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
  • Nova Scotia
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        • Science 7: Interactions Within Ecosystems
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        • Statistics and Probability
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        • Geography 10: Data Interpretation and Utilization
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        • Interactions in Our Environment
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        • Knowlege And Employability: Statistics and Probability
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        • Biological Diversity
        • Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
    • Grade 10
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      • Science
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        • Experiential Science 10, Terrestial Systems: Climatology and Meteorology
        • Experiential Science 10, Terrestial Systems: Ecology of the Land
        • Experiential Science 10, Terrestial Systems: Resource Management and Population Dynamics
  • Ontario
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    • Grade 7
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      • Geography
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        • Natural Resources around the World: Use and Sustainability
        • Physical Patterns in a Changing World
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        • Interactions in the Environment
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        • Data Management and Probability
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      • Geography
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        • Issues in Canadian Geography (Academic): Geographic Inquiry and Skill Development
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        • Science (Applied): Biology: Sustainable Ecosystems and Human Activity
    • Grade 10
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        • Science (Academic):Earth and Space Science: Climate Change
        • Science (Applied)::Earth and Space Science: Earth's Dynamic Climate
  • Prince Edward Island
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        • Interactions Within Ecosystems
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        • Statistics & Probability
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        • Statistics and Probability
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        • Life Science: Sustainability of Ecosytems
    • Grade 10
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      • Math
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        • Data Management and Probability
      • Science
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        • Science 421A: Sustainability of Ecosystems
        • Science 421A: Weather Dynamics
        • Science 431A: Life Science, Sustainability of Ecosystems
  • Quebec
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    • Grade 7
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        • Statistics and probability
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        • The Living World
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        • The Living World
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        • Applied Science & Technology:The Living World
        • Environmental Science & Technology: The Living World
        • Science & Technology:The Living World
  • Saskatchewan
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      • Science
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        • Science 7: Life Science: Interactions within Ecosystems
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        • Mathematics 8: Statistics and Probability
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        • Math 9: Statistics and Probability
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      • Geography
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        • Geography 10: Climate
        • Geography 10: Climatic Regions and their Effect on Man
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        • Science 10: Climate and Ecosystem Dynamics
  • Yukon Territory
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time
    • Grade 10
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Essentials of Math: Statistics & Probability
      • Science
        • Step 4Relevant matches
        • Life Science: Sustainability of Ecosystems

Themes Addressed

  • Air, Atmosphere & Climate (1)

    • Climate Change

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

Throughout the activities, students must form their own opinion on different sides of the problem and take an informed position. At the end of the activities, the students must take a position on which studies they want to finance.

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

In this resource, students must draw a concept map to relate the physical impacts of climate change to the environment with their socio-economic consequences.

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 Very Good

This resource has several links between the impact of human actions on climate change. In addition, there is a great deal of emphasis on the difference between mitigation principles and adaptation principles. 

Respects Complexity:

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

Acting on Learning Poor/Not considered

Not considered

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 Very Good

The activities give students the opportunity to reflect on their own values as they present several questions of reflection. In addition, students have to make their own choice about which studies they want to research.

Values Education:

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

Empathy & Respect for Humans Poor/Not considered

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

This resource activities take place indoors. It might be interesting to bring students to see places where we can see the effect of climate change.

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 Good

The resource focuses on Canadian data that is related to the lives of learners. In addition, throughout the lesson, students' prior knowledge of the subject is shared.

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 Very Good

This resource asks learners to examine what is causing climate change, the implications of these changes in the present, and asks students to find solutions for the future. 

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 Very Good

Students are encouraged to share their opinion and take a stand on various climate change issues.

Open-Ended Instruction :

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

Integrated Learning Very Good

From this lesson plan, one is able to easily cover elements of mathematics, science and social sciences curriculum.

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
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

The variety of activities ensures that this resource meets the needs of visual, auditory and kinesthetic learners.

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 Satisfactory

Students must place themselves in the shoes of the National Research Council to approve a study on climate change.

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 Good

Students work in teams and even share their knowledge with other students. 

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 Very Good

Rubrics are available to evaluate students' learning at different times during activities.

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 Good

Students must teach small group learning to 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 Very Good

Students are studying real data from Canada on climate change.

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 Very Good

Students choose how they want to represent information and what study they want to explore more deeply.

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.