- What is ESD?
- Review Process
- Take Action
- Professional Development
- A project of
The resource consists of three learning activities originally designed to help students prepare for a high school climate change competition held in conjunction with Copenhagen 2009. Although the competition has passed, these activities provide teachers with relevant and effective tools for exploring climate change in the classroom. Students will:
Activity 1. Climate Chat: Students explore their awareness and feelings toward climate change and its consequences.
Activity 2. Face the Facts: Students discuss their reaction to key climate change facts.
Activity 3. Going to Copenhagen: Working in groups, students conduct research and represent the interests of different counties during a mock ‘Copenhagen-style’ conference the class will host on climate change.
This resource provides a very relevant and interesting project for today's youth using project-based learning.
The resource is very explicit in the development of the activities, as well as the background information needed by the teacher. In addition, it guides the students through their research and discussions. It is a very well planned resource.
In order to complete this project, a certain amount of technology must be available at the school or to the students. It also assumes students are well versed in filming and editing video material. It could probably be a bit more explicit in guiding students through this activity.
The last activity, filming a video to be sent to the Copenhagen Conference on Climate is no longer relevant.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
Students must discuss their opinions on the topic of climate change. They must also conduct research and come to their own conclusions about the causes and effects of climate change. The resource guides students on how and where to start their search, but students are not limited to the resources cited. The reference resources cited cover various organizations that are world-renowned.
|Bias Minimization: Presents as many different points of view as necessary to fairly address the issue(s).|
|Multiple Dimensions of Problems & Solutions||Good|
Students must research how climate change affects species, food supply, weather patterns, the world's poor, etc. The environmental and social dimensions and to some extent the economic dimension are explored.
|Multiple Dimensions of Problems & Solutions: |
The resource effectively addresses multiple dimensions of problems and solutions. These should include the environmental, economic and social dimensions of the issue(s) being explored.
Students must answer very complex questions - questions to which even our most respected leaders struggle with.
|Respects Complexity: The complexity of problems is respected. A systems-thinking approach is encouraged.|
Students must research a complex question, then present their findings and conclusions to their peers in a mock UN conference. In addition, they must create a video addressing the world's leaders on why they need to come to a real deal and sign a new fair and binding climate change agreement at the COP15.
|Action Experience: Provides opportunities for authentic action experiences in which students can work to make positive change in their communities.
One of the activities, Activity 2: Face the Facts explicitly teaches students strategies for coming to agreement on difficult questions.
|Action Skills: Explicitly teaches the skills needed for students to take effective action (e.g. letter-writing, consensus-building, etc.).|
|Empathy & Respect for Humans||Satisfactory|
By completing Activity 3 in particular, students will empathise with the nation they represent.
|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||Poor/Not considered|
|Personal Affinity with Earth: Actively encourages a personal affinity with non-humans and with Earth. For example, this may involve practical and respectful experiences out-of-doors.|
The project is relevant for residents of the Earth, as it addresses an international conference on climate change. However, it does not look at how climate change might affect the students' local communities.
|Locally-Focused: Encourages learning that is locally-focused/made concrete in some way and is relevant to the lives of the learners.|
|Past, Present & Future||Good|
The research component includes looking into the history of climate change science. It also encourages students to look at how innovative some communities are at tackling this issue. The tone of the resource is positive.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Students must answer complex questions based on their own research. There is no "right" answer. Different groups of students conducting the same research will come up with different solutions to the problem.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Interdisciplinary and Multidisciplinary Learning||Good|
The resource presents itself as a Social Studies project. It has strong links to science (environmental science). It also links to Math (Activity 1: students must display their findings in a chart or graph). Towards the end of the project, students must complete an entry form that contains several short essay questions, as well as create a video; thus linking Language Arts, Performing Arts, and Media & Technology).
|Interdisciplinary and Multidisciplinary Learning: Multidisciplinary= addresses a number of different subjects Interdisciplinary= integrated approach that blurs subject lines Good: The resource provides opportunities for learning in a number of traditional 'subject' areas (eg. Language Arts, Science, Math, Art, etc.). Very Good: The resource takes an integrated approach to teaching that blurs the lines between subject boundaries.|
The learning activities encourage students to discuss with their peers and come to their own conclusions on climate change based on their own research.
|Discovery Learning: |
Learning activities are constructed so that students discover and build knowledge for themselves and develop largely on their own an understanding of concepts, principles and relationships. They often do this by wrestling with questions, and/or solving problems by exploring their environment, and/or physically manipulating objects and/or performing experiments.
|Values Clarification: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
Activities cover a range of learning styles. However, acommodations are not provided for students with learning difficulties.
|Differentiated Instruction: Activities address a range of learning styles/different intelligences. They teach to both cognitive and affective domains. Accommodations are suggested for people with learning difficulties.|
|Experiential Learning: Direct, authentic experiences are used.
Throughout the activities, students are expected to work collaboratively. The activities provided explicitly teach various strategies for sharing one's opinions and coming to a consensus on a complex question.
|Cooperative Learning: Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
Two rubrics are included. The first is an auto- and peer assessment of the collaborative work of students. The second rubric is directly related to the presentation given by the students during the mock conference.
|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 work in small groups throughout the project, thus learning from each other. During the mock conference, they must also present to their peers.
|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|
|Case Studies: Relevant case studies are used. Case studies are thorough descriptions of real events in real situations that can be used to examine concepts in an authentic context.|
|Locus of Control||Satisfactory|
Although most of the activities are structured, students do have a choice in the final product (video).
|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.|