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This resource examines the scientific basis for urgent action on climate change as well as the social, economic and political implications of the policy formed in response. Students view selected videos, read and discuss scientific reports, articles and blogs, conduct research and participate in different role playing activities to better understand what goes into climate policy and negotiation. Topics explored include the carbon cycle, carbon budgets, climate targets, and the roles of technology, carbon tax and cap and trade in climate change mitigation and international climate negotiation. Upon completion students will be well-equipped to evaluate media coverage of climate change policy and to take steps to make their opinions heard.
Each of the eight lessons in the resource provides a detailed implementation plan and the information and materials needed to complete the activities.
The resource is thorough and the activities easy to implement. All materials needed to complete the lessons are included and there is a good deal of support for both teacher and student.
The resource encourages systems thinking and students are given lots of opportunities to articulate their own views and opinions.
The resource includes both strong learning and action components.
The resource will be most effective once students have a firm understanding of the causes and consequences of global warming.
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|
A key objective of the resource is to illustrate the many perspectives and considerations that surround climate policy. Students are required to formulate and express their own viewpoints and conclusions.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
Exploring the environmental, social and economic aspects of climate change policy is a key component of the resource.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
Students are guided through the process of taking a position and acting on it through a formal letter-writing process. The action is informed, personally motivated and well supported by the resource.
|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|
Reflecting on and responding to what is being learned is a point of emphasis throughout the lessons.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Satisfactory|
The lesson and simulation concerning international climate negotiations raise issues relating to equity among different populations and nations.
|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||Good|
The urgency and extent of the problem climate change is causing for the earth and its inhabitants is made clear and relevant.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The nature of the discussion surrounding climate policy and negotiations is highly relevant to students given both its importance and prominence in the media. The role-play and letter-writing activities further connect students personally to the learning.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
The resource encompasses a time period from Kyoto through the present and it supports student action towards a better 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|
The resource avoids advocating any one position on climate policy. The lessons address different perspectives and students draw their own conclusions.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
This is a resource that will support outcomes in environmental science, geography, international relations & world issues.
|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.
There are a number of different teaching/learning strategies employed (video, games, role play, project work) However the amount of reading required to complete activities will prove difficult for some students.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
There are experiential learning opportunities found in 3 of the 8 lessons.
|Experiential Learning: |
Authentic learning experiences are provided
Students work individually and in groups. The resource promotes effective communication skills and includes one 'jigsaw' activity.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
Assessment tools and suggestions are not included. However, students do demonstrate what they have learned in a number of formats (individual & group presentations, model construction, role play) and these performances can assist in assessment.
|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: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
While students are presented with authentic scenarios and data to consider and work with, the information is representative as opposed to being derived from a specific case or situation.
|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|
Students have a good deal of latitude in how they report and demonstrate their findings and their viewpoints.
|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.|