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This wonderful ESD resource addresses the links that exist between climate change and the spread of infectious disease. Focus is placed on understanding the issue and looking for solutions. While the resource examines conditions experienced by people from around the world, activities concentrate mostly on the health of young people in developing countries.
Completion of an introductory unit (Connecting the Themes) will allow students to become familiar with the concept of health and how it is influenced by climate. They discuss what they think are the most dangerous issues faced by children today. A reflection activity has them look for connections between the health issues arising from their discussions and changing climate. Finally students brainstorm what they themselves can do, what their local community can do, and what the global community can do to help limit the damaging effects of climate change.
The unit on Health allows students to participate in many short activities that bring to life some of the most significant, current child health issues (malaria, meningitis, cholera) and how the spread of these infectious diseases is being impacted by changing climate. Students watch videos, read informative texts, answer questions and discuss what they can do to improve the situation.
Several ideas are provided and supported for student action projects.
This resource is up to date and very well orgnanized. The mini activities are straightforward and easy to complete as directed. The questions permit the students to reflect on the issues explored. As for the documentation available for both the teacher and the students, there are many websites to consult. The teacher can find these in the Annexes section.
This resource brings the students to understand a problem that is not necessarily part of their reality by asking the right questions and by finding similar examples that are present in their own local environments.
The resource would benefit from having more information available to support students in carrying out the action project.
This resource is ideal for addressing outcomes in Social Studies, Geography, Biology and World Issues.
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||Good|
In the introduction it is made clear that health issues linked to climate changes are not only present in developing countries, but also in industrialized countries.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
This resource does an exceptional job at highlighting the environmental component, and the social component of the issue at hand. The economic component is not developed, but is raised in some of the articles to read.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
When students read the articles on contagious disease present in developing countries they see just how rapidly they spread if health care is not present, and if climate conditions are extreme. The images provided also help students understand the complexity of the problem.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
The enrichment activity called Youth Take Action permits students to make a positive change in their community. This activity invites students to either prepare factsheets on waterborne diseases, or discover municipal plans to prevent mosquitoes from breeding and spreading West Nile virus. Students have the opportunity take action and create a Youtube video, a Powerpoint presentation, a song, or a commercial in order to promote actions which help limit the reproduction of mosquitoes in their area.
Please note that url link for Action suggestion number 1 is -
|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
The introduction activity in the Themes section permits students to express themselves concerning the issues and what they think they can do to help. Activities have students first discuss, then research then reflect on how they feel.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
The core of this resource consists of becoming aware of actions we can take in order to minimize the climate changes that encourage the spread of diseases, especially in developing countries.
|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: |
Encourages a personal affinity with -the natural world.
Each time the students read about a disease present in developing countries they must reflect on what they can do on a local scale in order to help the situation.
Also, the action project in which students must either create a Youtube video, a Powerpoint presentation, a song, or an ad is based on what students can do to minimize the breeding of mosquitoes in their area.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
During each activity where students learn about diseases or other health issues, they must provide suggestions to help improve the situation. The solutions therefore come from the students.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
When reading the informative texts, students use their language arts skills. The subject of these articles and the research they will do touch subjects such as Social Studies, Geography, and World Issues.
The action project in which students prepare a video, a Powerpoint presentation or an ad gets students to use their technology skills.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
There are suggestions present in the action project which help students develop ideas as to how to inform the public on the dangers of the breeding of mosquitoes and related diseases. The activity guides the students toward a solution to the problem.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Very Good|
This resource touches a variety of learning styles. Students have the opportunity to work in teams in the action project, and during the group discussions.
Students also have a chance to reflect individually on the issue at hand before the group work and during the reading of articles. Linguistic learners will like the readings and the research, while visual learners will enjoy the images present in the documents.
Musical learners will like the option of creating a song during the action project while kinesthetic learners will enjoy presenting their results to the class in the form of a silent tableau.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Students participate in an authentic experience during the action project. They will create a video, a Powerpoint presentation, a song or an ad in order to inform the public on the dangers of the breeding of mosquitoes. They address a problem that is part of their reality (West Nile virus).
|Experiential Learning: |
Authentic learning experiences are provided
Whenever it is possible, students have the opportunity to work together in order to come up with better solutions. Students help each other during the whole process, but cooperative learning skills are not explicitly taught.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
There is a rubric included in the Annexes section for the teacher to evaluate the action project. There is also an answer key for the activity on malaria included in the Health section.
On the other hand, there are no opportunities for self-evaluations.
|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.|
During the first activity in the Themes section, students work together to present what they think are the most important issues which children around the world must face.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
The cases that are present are not local, but very pertinent. The resource presents real experiences of real children that suffer from contagious diseases caused or worsen by 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||Good|
The activities present in the action project give many options to the students.
|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.|