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Description
As severe weather, droughts, flooding, and rising sea levels become more frequent, climate change is already disproportionately affecting the world's poorest populations, who often have the least capacity to adapt. This learning unit provides ten short lessons that build on one another to engage learners in examining how climate change impacts communities both globally and locally.
Using a journalistic approach, students investigate issues such as heat islands, extreme weather, and land use. A final action-oriented project involves interviewing a community member affected by climate change and using this perspective to write a persuasive article advocating for climate solutions.
Multimedia research, evidence analysis, and guided discussion support the development of empathy and literacy skills as students complete the following learning outcomes-
- Build background knowledge about climate change using texts, images, and short films
- Examine under-reported climate stories to learn how environmental impacts affect communities differently
- Investigate issues such as extreme weather events through informational articles
- Identify main ideas, key details, and perspectives related to climate impacts on people
- Compare local and global examples of communities responding to climate challenges
- Discuss how environmental conditions influence community safety and well-being
- Develop and practice interview questions focused on community experiences of climate change
- Conduct an interview with a community member affected by climate-related issues
- Organize information from texts, interviews, and research using graphic organizers
- Write a persuasive article that highlights a community story and proposes a local climate-related action
General Assessment
What skills does this resource explicitly teach?
- Close reading, interpretation and summarizing informational texts by identifying main ideas, key details and viewpoints
- Researching, analyzing and organizing information from multimedia sources
- Listening to and learning from community voices through interviews
- Writing to inform and persuade Solutions-based thinking related to climate change and the environment
Strengths
- Uses credible journalistic texts, visuals, and videos grounded in real-world evidence
- Strong focus on perspective-taking, empathy, and community voices
- Connects climate change to real communities and lived experience
Weaknesses
- Limited information regarding climate change science concepts
- Does not include differentiation strategies for students who may struggle with literacy components
- The community interview and writing task provides an opportunity for locally-based environmental action projects but this aspect is not considered in the learning unit
Recommendation of how and where to use it
This resource supports English Language Arts learning related to media literacy, persuasive writing, and analyzing point of view using real world texts.
The lessons also complement Science learning about the environmental impacts of climate change from social and community based contexts. Social Studies outcomes related to equity, community sustainability and citizenship are integrated throughout the lessons, building student empathy and awareness of social injustice. The action learning experience could be expanded into a community storytelling project focused on local environmental impacts. Students could interview community members about changes they have noticed in weather patterns, green spaces, or daily life, and share these stories through a class blog that raises awareness of local impacts and promotes citizen action.
This project would reinforce the idea that local experiences and voices are important in understanding and responding to environmental challenges.
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 4
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Comprehension: Text comprehension is supported by applying varied strategies and processes and by considering both particular contexts and universal themes.
- Conventions: Understanding grammar, spelling, and punctuation makes it easier to communicate clearly, to organize thinking, and to use language for desired effects
- Fluency: Comprehension and literary appreciation are improved by the ability to read a range of texts accurately, automatically, and with expression
- Oral Language: Listening and speaking form the foundation for literacy development and improve communication, collaboration, and respectful mutual understanding.
- Text Forms and Structure: Identifying and applying text forms and structures improves understanding of content, literary style, and our rich language traditions.
- Vocabulary: Communication and comprehension are improved by understanding word meaning and structures.
- Writing: Ideas and information can be articulated accurately and imaginatively through the use of writing processes and an understanding of the author’s craft
- Grade 5
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Comprehension: Text comprehension is supported by applying varied strategies and processes and by considering both particular contexts and universal themes.
- Conventions: Understanding grammar, spelling, and punctuation makes it easier to communicate clearly, to organize thinking, and to use language for desired effects
- Oral Language: Listening and speaking form the foundation for literacy development and improve communication, collaboration, and respectful mutual understanding
- Text Forms and Structure: Identifying and applying text forms and structures improves understanding of content, literary style, and our rich language tradition
- Vocabulary: Communication and comprehension are improved by understanding word meaning and structures.
- Writing: Ideas and information can be articulated accurately and imaginatively through the use of writing processes and an understanding of the author’s craft
- Grade 6
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Comprehension: Text comprehension is supported through applying varied strategies and processes, and considering both particular contexts and universal themes
- Conventions: Understanding grammar, spelling, and punctuation makes it easier to communicate clearly, to organize thinking, and to use language for desired effects.
- Oral Language: Listening and speaking form the foundation for literacy development and improve communication, collaboration, and respectful mutual understanding.
- Text Forms and Structure: Identifying and applying text forms and structures improves understanding of content, literary style, and our rich language traditions
- Vocabulary: Communication and comprehension are improved by understanding word meaning and structures
- Writing: Ideas and information can be articulated accurately and imaginatively through the use of writing processes and an understanding of the author’s craft
- Science
- Step 4Relevant matches
- Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
- Grade 7
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Comprehend and Respond
- Enhance Clarity and Artistry of Communication
- Explore Thoughts, Ideas, Feelings and Experiences
- Manage Ideas and Information
- Respect, Support and Collaborate
- Grade 8
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Comprehend and Respond
- Enhance Clarity and Artistry of Communication
- Explore Thoughts, Ideas, Feelings and Experiences
- Manage Ideas and Information
- Respect, Support and Collaborate
- British Columbia
- Step 2Select a grade level
- Grade 4
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Exploring stories and other texts helps us understand ourselves and make connections to others and to the world
- Language and text can be a source of creativity and joy
- Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
- Texts can be understood from different perspectives
- Using language in creative and playful ways helps us understand how language works
- Grade 5
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Exploring stories and other texts helps us understand ourselves and make connections to others and to the world
- Language and text can be a source of creativity and joy
- Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
- Texts can be understood from different perspectives.
- Using language in creative and playful ways helps us understand how language works
- Grade 6
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Developing our understanding of how language works allows us to use it purposefully
- Exploring and sharing multiple perspectives extends our thinking
- Exploring stories and other texts helps us understand ourselves and make connections to others and to the world
- Language and text can be a source of creativity and joy
- Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
- Social Studies
- Step 4Relevant matches
- Global Issues and Governance: Complex global problems require international cooperation to make difficult choices for the future.
- Grade 7
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Developing our understanding of how language works allows us to use it purposefully
- Exploring and sharing multiple perspectives extends our thinking.
- Exploring stories and other texts helps us understand ourselves and make connections to others and to the world
- Language and text can be a source of creativity and joy
- Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
- Science
- Step 4Relevant matches
- Science 7: Earth and its climate have changed over geological time
- Grade 8
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Exploring stories and other texts helps us understand ourselves and make connections to others and to the world
- Language and text can be a source of creativity and joy
- People understand text differently depending on their worldviews and perspective
- Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
- Texts are socially, culturally, and historically constructed.
- Manitoba
- Step 2Select a grade level
- Grade 4
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Language as Exploration and Design
- Language as Power and Agency
- Language as Sense Making
- Language as System
- Science
- Step 4Relevant matches
- Energy
- Grade 5
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Language as Exploration and Design
- Language as Power and Agency
- Language as Sense Making
- Language as System
- Science
- Step 4Relevant matches
- Earth Science
- Weather
- Grade 6
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Language as Exploration and Design
- Language as Power and Agency
- Language as Sense Making
- Language as System
- Grade 7
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Language as Exploration and Design
- Language as Power and Agency
- Language as Sense Making
- Language as System
- Grade 8
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Language as Exploration and Design
- Language as Power and Agency
- Language as Sense Making
- Language as System
- New Brunswick
- Step 2Select a grade level
- Grade 4
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Interactions
- Reading
- Representations
- Grade 5
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Interactions
- Reading
- Representations
- Grade 6
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Interactions
- Reading
- Representations
- Grade 7
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Interactions
- Reading
- Representations
- Grade 8
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Interactions
- Reading
- Representations
- Newfoundland & Labrador
- Step 2Select a grade level
- Grade 4
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Reading & Viewing
- Speaking & Listening
- Writing & Other Ways of Representing
- Grade 5
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Reading & Viewing
- Speaking & Listening
- Writing & Other Ways of Representing
- Science
- Step 4Relevant matches
- Weather
- Grade 6
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Reading & Viewing
- Speaking & Listening
- Writing & Representing
- Social Studies
- Step 4Relevant matches
- World Issues
- Grade 7
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Reading & Viewing
- Speaking & Listening
- Writing & Other Ways of Representing
- Grade 8
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Reading and Viewing
- Speaking and Listening
- Writing and Other Forms of Representation
- Northwest Territories
- Step 2Select a grade level
- Grade 4
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Exploring stories and other texts helps us understand ourselves and make connections to others and to the world
- Language and text can be a source of creativity and joy
- Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
- Texts can be understood from different perspectives
- Using language in creative and playful ways helps us understand how language works
- Grade 5
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Exploring stories and other texts helps us understand ourselves and make connections to others and to the world
- Language and text can be a source of creativity and joy
- Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
- Texts can be understood from different perspectives.
- Using language in creative and playful ways helps us understand how language works
- Grade 6
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Developing our understanding of how language works allows us to use it purposefully
- Exploring and sharing multiple perspectives extends our thinking
- Exploring stories and other texts helps us understand ourselves and make connections to others and to the world
- Language and text can be a source of creativity and joy
- Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
- Social Studies
- Step 4Relevant matches
- Global Issues and Governance: Complex global problems require international cooperation to make difficult choices for the future.
- Grade 7
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Developing our understanding of how language works allows us to use it purposefully
- Exploring and sharing multiple perspectives extends our thinking.
- Exploring stories and other texts helps us understand ourselves and make connections to others and to the world
- Language and text can be a source of creativity and joy
- Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
- Grade 8
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Exploring stories and other texts helps us understand ourselves and make connections to others and to the world
- Language and text can be a source of creativity and joy
- People understand text differently depending on their worldviews and perspective
- Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
- Texts are socially, culturally, and historically constructed.
- Nova Scotia
- Step 2Select a grade level
- Grade 4
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Listening & Speaking
- Reading & Writing
- Writing & Representing
- Grade 5
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Listening and Speaking
- Reading & Writng
- Writing and Representing
- Science
- Step 4Relevant matches
- Science 5: Weather
- Grade 6
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Listening and Speaking
- Reading and Viewing
- Writing and Representing
- Grade 7
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- English Language Arts 7
- Grade 8
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- English Language Arts 8
- Science
- Step 4Relevant matches
- Science 8: Climate Change
- Nunavut
- Step 2Select a grade level
- Grade 4
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Access and Explore
- Clarify and Enhance
- Comprehend & Respond
- Develop and Celebrate Community
- Interpret and Analyse
- Grade 5
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Access and Explore
- Celebrate and Build Community
- Clarify & Extend
- Comprehend and Respond
- Plan, Focus, Interpret & Analyse
- Science
- Step 4Relevant matches
- Earth and Space Systems: Weather
- Grade 6
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Celebrate and Build Community
- Comprehend and Respond
- Enhance Clarity and Artistry of Communication
- Explore Thoughts, Ideas, Feelings and Experiences
- Manage Ideas and Information
- Grade 7
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Access and Explore
- Celebrate and Build Community
- Clarify and enhance
- Comprehend and Respond
- Research, interpret and analyze
- Grade 8
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Access and Explore
- Celebrate and Build Community
- Comprehend and Respond
- Enhance Clarity and Artistry of Communication
- Manage Ideas and Information
- Ontario
- Step 2Select a grade level
- Grade 4
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Language: Composition: Expressing Ideas and Creating Texts
- Language: Comprehension: Understanding and Responding to Texts
- Language: Foundations of Language
- Language: Literacy Connections and Applications
- Grade 5
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Language: Composition: Expressing Ideas and Creating Texts
- Language: Comprehension: Understanding and Responding to Texts
- Language: Foundations of Language
- Language: Literacy Connections and Applications
- Science & Technology
- Step 4Relevant matches
- Earth and Space Systems: Conservation of Energy & Resources
- Grade 6
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Language: Composition: Expressing Ideas and Creating Texts
- Language: Comprehension: Understanding and Responding to Texts
- Language: Foundations of Language
- Language: Literacy Connections and Applications
- Grade 7
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Language: Composition: Expressing Ideas and Creating Texts:
- Language: Foundations of Language
- Language: Literacy Connections and Applications
- Language:Comprehension : Understanding and Responding to Texts
- Science & Technology
- Step 4Relevant matches
- Earth and Space Systems: Heat in the Environment
- Grade 8
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Language: Comprehension: Understanding and Responding to Texts
- Language: Foundations of Language
- Language: Literacy Connections and applications
- Language: Writing
- Prince Edward Island
- Step 2Select a grade level
- Grade 4
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Reading and Viewing
- Speaking and Listening
- Writing and Other Ways of Representing
- Grade 5
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Reading and Viewing
- Speaking and Listening
- Writing and Other Ways of Representing
- Science
- Step 4Relevant matches
- Weather
- Grade 6
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Reading and Viewing
- Speaking and Listening
- Writing and Other Ways of Representing
- Social Studies
- Step 4Relevant matches
- World Issues
- Grade 7
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Reading and Viewing
- Speaking and Listening
- Writing and Other Ways of Representing
- Grade 8
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Reading and Viewing
- Speaking and Listening
- Writing and Other Ways of Representing
- Quebec
- Step 2Select a grade level
- Grade 4
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- To read and Listen to Literary, Popular and Information -based texts
- To represent her/his literacy in different media
- To use Language to communicate and learn
- To write self - expressive narrative and information -
- Grade 5
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- To read and Listen to Literary, Popular and Information -based texts
- To represent her/his literacy in different media
- To use Language to communicate and learn
- To write self - expressive narrative and information -
- Grade 6
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- To read and Listen to Literary, Popular and Information -based texts
- To represent her/his literacy in different media
- To use Language to communicate and learn
- To write self - expressive narrative and information -
- Grade 7
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Reads and listens to written, spoken and media texts
- Represents her/his literacy in different media
- Uses language/talk to communicate and to learn
- Writes a variety of genres for personal and social purposes
- Grade 8
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Reads and listens to written, spoken and media texts
- Represents her/his literacy in different media
- Uses language/talk to communicate and to learn
- Writes a variety of genres for personal and social purposes
- Saskatchewan
- Step 2Select a grade level
- Grade 4
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Assess and Reflect
- Compose and Create
- Comprehend and Respond
- Grade 5
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Assess and Reflect
- Compose and Create
- Comprehend and Respond
- Science
- Step 4Relevant matches
- Weather
- Grade 6
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Assess and Reflect on Language Abilities
- Compose and Create
- Comprehend and Respond
- Grade 7
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Compose and Create
- Comprehend and Respond
- Grade 8
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Assess & Reflect on Language Abilities
- Compose and Create
- Comprehend and Respond
- Yukon Territory
- Step 2Select a grade level
- Grade 4
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Exploring stories and other texts helps us understand ourselves and make connections to others and to the world
- Language and text can be a source of creativity and joy
- Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
- Texts can be understood from different perspectives
- Using language in creative and playful ways helps us understand how language works
- Grade 5
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Exploring stories and other texts helps us understand ourselves and make connections to others and to the world
- Language and text can be a source of creativity and joy
- Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
- Texts can be understood from different perspectives.
- Using language in creative and playful ways helps us understand how language works
- Grade 6
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Developing our understanding of how language works allows us to use it purposefully
- Exploring and sharing multiple perspectives extends our thinking
- Exploring stories and other texts helps us understand ourselves and make connections to others and to the world
- Language and text can be a source of creativity and joy
- Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
- Social Studies
- Step 4Relevant matches
- Global Issues and Governance: Complex global problems require international cooperation to make difficult choices for the future.
- Grade 7
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Developing our understanding of how language works allows us to use it purposefully
- Exploring and sharing multiple perspectives extends our thinking.
- Exploring stories and other texts helps us understand ourselves and make connections to others and to the world
- Language and text can be a source of creativity and joy
- Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
- Grade 8
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Exploring stories and other texts helps us understand ourselves and make connections to others and to the world
- Language and text can be a source of creativity and joy
- People understand text differently depending on their worldviews and perspective
- Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
- Texts are socially, culturally, and historically constructed.
Themes Addressed
Air, Atmosphere & Climate (1)
- Climate Change
Citizenship (1)
- Community-Building and Participation
Human Rights (2)
- Environmental Racism/Justice
- Social Justice
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Very Good | By focusing on genuine climate impact stories, photojournalism, and community-based first person accounts, this unit encourages students to examine climate change impacts from a wide range of human perspectives and critically analyze information to develop their own ideas and thoughts. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Good | Environmental issues related to extreme weather, rising temperatures, and ecosystem loss are explored through the relationship between environmental change and social conditions. Using data informed texts and visual evidence, students examine socioeconomic impacts such as loss of livelihood, infrastructure damage, and effects on human health and well being, while considering how climate change disproportionately affects certain communities. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Good | Students explore how community resilience to environmental changes such as heat, flooding, and severe storms is determined by access to resources, housing, and social supports, with marginalized populations often experiencing the greatest impacts. This understanding helps students recognize that climate solutions extend beyond simply reducing carbon emissions and must also address underlying issues such as poverty and social injustice. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Satisfactory | A hands-on environmental action project is not an essential component of this learning experience, but students do apply their learning in an advocacy context by interviewing a local community member affected by climate change and writing a persuasive article that encourages local solutions. |
| 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 | Good | Group discussions surrounding support materials provide many opportunities for students to reflect on and identify their feelings related to environmental stewardship, civic responsibility and social justice. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Good | The focus on lived experiences, such as a street vendor describing the challenges of working in the extreme heat of an urban environment or the impacts of sea level rise on residents of the island nation of Kiribati, helps build empathy by giving students a clearer understanding of how and why climate change affects some communities more severely than others. |
| 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 | Although there are no direct interactions with the natural world, students build awareness of climate change impacts which fosters concern for our planet. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Good | Students are encouraged to investigate environmental impacts within their own communities by interviewing local citizens who have been, or may be, affected by extreme weather or rising temperatures. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Good | The video "A Message from the Future" introduces historical context by highlighting early scientist warnings and denial related to climate change by major oil companies. The unit primarily emphasizes current and future challenges associated with rising global temperatures, but presents a positive vision of how youth can support the increased use of alternative energy and demand healthier environments for long-term sustainability. |
| 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 | Good | Each lesson follows a clear progression of direct instruction, guided practice, independent work, and reflection. While the overall lesson content is teacher directed, the learning experience provides significant student choice in selecting interview participants, determining lines of inquiry, and the focus and message of their persuasive writing piece. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Good | English Language Arts skills strengthen Science and Social Studies learning about the causes and impacts of climate change, environmental stewardship and community resiliency. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Good | Students ask questions, analyze information from multiple sources, conduct interviews, and investigate community-based climate issues |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Satisfactory | Specific differentiation strategies are not included and although there are many multi-media support resources, the literacy emphasis may be difficult for some students. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Very Good | Students develop and apply authentic journalism skills like information gathering, formulating interview questions and evaluating credible sources, that extend beyond the classroom. They use this learning to produce an article that connects environmental change to social conditions within their community and considers the role of citizens in addressing these issues. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | Partner work, and group discussions are the key learning strategies, although some peer-to-peer sharing of research and ideas offers opportunities for student-led teaching. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Good | Formative assessment occurs throughout the lessons with graphic organizers, guided questioning and and written responses. The "Opinion Writing Checklist" can be used as a summative assessment tool for peer and teacher evaluation, although a rubric for formal evaluation of the writing piece is not included. |
| 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 | Students regularly share ideas and provide feedback but formal peer teaching does not occur. |
| 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 | The resource includes real-world examples of individuals working toward environmental solutions, such as Mariama Sonko, who promotes agroecology in Africa. Accounts of environmental impacts are drawn from established news outlets and reporting by climate correspondents and advocates, helping ensure that information is from current and recognized sources. |
| 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 choose texts, interview subjects, lines of inquiry, and the focus of their final persuasive message, giving them meaningful ownership over the learning process |
| 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. | ||