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Canada in a Changing Climate: The Living World

Secondary, Middle

Description

This resource aims to educate students about the impact of climate change on food production in Canada. The activities encourage students to take a critical look at the various threats that contribute to climate change and to find solutions to the problem. 

Using five different activities, students will: 

  • Activate their prior knowledge about climate change
  • Produce a concept map to link the physical impacts of climate change on the environment with their impact on the living world
  • Collaborate to define and identify adaptation and mitigation concepts related to climate change
  • Reflect on the impacts of climate change on Canadian food productions
  • Participate in a collective construction of a green wall to help with the problems caused by climate change
The majority of the resource activities provides suggestions to enhance the learning. This resource provides opportunities for students to use their critical thinking skills and suggest solutions to current problems. 

General Assessment

What skills does this resource explicitly teach?

  • Producing a plant wall
  • Producing a concept map

Strengths

  • The resource provides a teacher's guide and contains all the reproducible forms needed for the students.
  • Rubrics for evaluation are available in the resource
  • The resource is available in French and English
  • The resource is relevant to students because Canadian data is used.
  • Several additional activities are available to enhance the learning
  • The resource affects several types of learners (visual, kinesthetic, etc.)
  • The resource has a glossary and additional resources

Weaknesses

  • The resource doesn't have community involvement
  • More options could be available for the final activity
  • The resource doesn't offer modifications for struggling learners
  • No action project suggested

Recommendation of how and where to use it

This resource can be easily incorporated in Geography and Science classes to support climate change outcomes. 

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.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
        • Plants for Food and Fibre
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Biological Diversity
        • Environmental Chemistry
        • Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
        • Knowledge and Employability Science: Environmental Chemistry (Social and Environmental Contexts Emphasis)
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
        • Science 14:Investigating Matter and Energy in the Environment
  • British Columbia
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time
        • Science 7: Evolution by natural selection provides an explanation for the diversity and survival of living things.
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
  • Manitoba
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
    • Grade 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geographic Issues of the 21 st Century: Food from the Land
      • Science
        • Step 4Relevant matches
        • Senior 2 Science: Dynamics of Ecosystems
        • Senior 2 Science: Weather Dynamics
  • New Brunswick
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Sustainability of Ecosystems
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interaction of Ecosystems
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 1206: Sustainability of Ecosystems
        • Science 1206: Weather Dynamics
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Biological Diversity
        • Environmental Chemistry
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Climatology and Meteorology
        • Experiential Science 10, Terrestial Systems: Ecology of the Land
        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
        • Science 10: Energy Flow in Global Systems
        • Science 14:Investigating Matter and Energy in the Environment
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Interactions Within Ecosystems
    • Grade 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geography 10: Atmospheric Environment
        • Geography 10: Geographic Perspective
      • Science
        • Step 4Relevant matches
        • Science 10: Sustainability of Ecosystems
        • Science 10: Weather Dynamics
  • Nunavut
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
        • Plants for Food and Fibre
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Biological Diversity
        • Chemistry and the Environment
        • Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
        • Knowledge and Employability Science: Environmental Chemistry (Social and Environmental Contexts Emphasis)
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Climatology and Meteorology
        • Experiential Science 10, Terrestial Systems: Ecology of the Land
        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
        • Science 10: Energy Flow in Global Systems
        • Science 14: Investigating Matter and Energy in the Environment
  • Ontario
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Physical Patterns in a Changing World
      • Science & Technology
        • Step 4Relevant matches
        • Heat in the Environment
        • Interactions in the Environment
    • Grade 8
    • Grade 9
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Issues in Canadian Geography (Academic): Geographic Inquiry and Skill Development
        • Issues in Canadian Geography (Academic): Interactions in the Physical Environment
        • Issues in Canadian Geography (Academic): Liveable Communities
        • Issues in Canadian Geography (Applied): Geographic Inquiry and Skill Development
        • Issues in Canadian Geography (Applied): Interactions in the Physical Environment
        • Issues in Canadian Geography (Applied): Liveable Communities
      • Science
        • Step 4Relevant matches
        • Science (Academic):Biology: Sustainable Ecosystems
        • Science (Applied): Biology: Sustainable Ecosystems and Human Activity
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science (Academic):Earth and Space Science: Climate Change
        • Science (Applied)::Earth and Space Science: Earth's Dynamic Climate
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Science: Sustainability of Ecosytems
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 421A: Sustainability of Ecosystems
        • Science 421A: Weather Dynamics
        • Science 431A: Earth and Space Science, Weather Systems
        • Science 431A: Life Science, Sustainability of Ecosystems
  • Quebec
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Agricultural territory
      • Science & Technology
        • Step 4Relevant matches
        • The Living World
        • The Technological World
    • Grade 8
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Agricultural territory
      • Science & Technology
        • Step 4Relevant matches
        • The Living World
        • The Technological World
    • Grade 10
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Applied Science & Technology:The Living World
        • Environmental Science & Technology: The Earth and Space
        • Environmental Science & Technology: The Living World
        • Environmental Science & Technology: The Technological World
        • Science & Technology: The Earth and Space
        • Science & Technology: The Material World
        • Science & Technology: The Technological World
        • Science & Technology:The Living World
        • Science and the Environment: The Earth and Space
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Life Science: Interactions within Ecosystems
    • Grade 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geography 10: Climate
        • Geography 10: Climatic Regions and their Effect on Man
      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time
        • Science 7: Evolution by natural selection provides an explanation for the diversity and survival of living things.
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth and Space Science: Energy Transfers in Natural Systems
        • Life Science: Sustainability of Ecosystems

Themes Addressed

  • Air, Atmosphere & Climate (1)

    • Climate Change
  • Ecosystems (1)

    • Biodiversity

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

Throughout the activity, students need to research and discuss the benefits and drawbacks of climate change giving them a good idea of the different point of views of the problem.

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

The resource presents very well the social, economic and environmental implications of climate change in relation to agricultural production.

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
Respects Complexity:

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

Acting on Learning Good

For their last activity, students must produce plant walls to help with the problems of climate change. 

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 living world gives students the chance to reflect on their own values since there are several reflection questions. In addition, students must make their own choice on which type of vertical vegetable gardens to build. 

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 Very Good

At the end of the resource, students must produce a vertical vegetable garden to maximize space, giving students an affinity with the land. 

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 entirely related to the lives of the learners, in addition, throughout the lesson students' prior knowledge 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

The resource asks learners to look at what has caused climate change, the impact 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 develop and share their opinion during class discussions or as reflective questions. In addition, students choose their own vertical vegetable garden. 

Open-Ended Instruction :

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

Integrated Learning Good

From this lesson plan, we are able to easily cover curriculum outcomes in Science and Geography.

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 Satisfactory
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 of this resource makes it suitable to meet 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 Good

Students must build their own vertical vegetable garden to meet current needs. 

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

Students must work in groups.

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 made available to evaluate students learning. 

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

Students must share their opinion with their peers. No actual peer teaching is in the lesson. 

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 climate change data from Canada. 

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 Good

This resource gives students the chance to build a vertical vegetable garden of their choice. 

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.