- What is ESD?
- Review Process
- Take Action
- Professional Development
- A project of
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.
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.
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.
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||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: |
|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.
|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|
|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 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|
|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.
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.
|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.|
|Open-Ended Instruction||Very Good|
Students are encouraged to share their opinion and take a stand on various climate change issues.
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
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
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.
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
Students work in teams and even share their knowledge with other students.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|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.|
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.
|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.|