Search for Resources

Local Connections to Global Issues- Health

Health

Secondary

Description

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.

General Assessment

Strengths

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.

Weaknesses

The resource would benefit from having more information available to support students in carrying out the action project.

Recommendation of how and where to use it

This resource is ideal for addressing outcomes in Social Studies, Geography, Biology and World Issues.

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 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
      • Science
        • Step 4Relevant matches
        • Science 20-4 (Knowledge and Employability Science): Disease Defence and Human Health
        • Science 24:Disease Defence and Human Health
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 30: Population and Community Dynamics
  • British Columbia
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Healthy choices influence, and are influenced by, our physical, emotional, and mental well-being.
        • Physical and Health Education 10
    • Grade 11
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Explorations in Social Studies 11: Social justice initiatives can transform individuals and systems
    • Grade 12
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Justice: Social justice initiatives can transform individuals and systems
        • Social Justice: The causes of social injustice are complex and have lasting impacts on society
  • Manitoba
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interdisciplinary Topics in Science 40S: Science, Technology, Society and the Environment
  • New Brunswick
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Wellness Through Physical Education 110 : Choosing Wellness
    • Grade 12
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • World Issues 120: Geopolitics
        • World Issues 120: Humanity
        • World Issues 120:Interdependence
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
      • Science
        • Step 4Relevant matches
        • Science 20-4:Disease Defense and Human Health
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 30: Population and Community Dynamics
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Weather Dynamics
  • Nunavut
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
      • Science
        • Step 4Relevant matches
        • Science 24:Disease Defence and Human Health
  • Ontario
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science (Applied)::Earth and Space Science: Earth's Dynamic Climate
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science (Univ/College Prep.) Human Health and the Environment
        • Environmental Science (Univ/College Prep.) Scientific Solutions to Contemporary Environmental Challenges
        • Environmental Science (Workplace Prep.) Human Health and the Environment
        • Environmental Science (Workplace Prep.) Human Impact on the Environment
      • Health Education
        • Step 4Relevant matches
        • Health for Life (College Prep.) Determinants of Health
        • Health for Life (College Prep.): Healthy Communities
      • Physical Education & Health
        • Step 4Relevant matches
        • Healthy Active Living Education: Healthy Living
      • Social Studies
        • Step 4Relevant matches
        • Equity, Diversity, and Social Justice (Workplace Pre.) Equity, Social Justice, and Change
        • Equity, Diversity, and Social Justice (Workplace Pre.) Foundations
        • Equity, Diversity, and Social Justice (Workplace Prep.) Promoting Equity and Social Justice
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • World Issues: A Geographic Analysis (College Prep.):Sustainability and Stewardship
        • World Issues: A Geographic Analysis (Univ. Prep.):Sustainability and Stewardship
      • Physical Education & Health
        • Step 4Relevant matches
        • Healthy Active Living Education: Healthy Living
      • Science
        • Step 4Relevant matches
        • Science (Univ./College Prep.) Medical Technologies
        • Science (Univ./College Prep.) Science and Public Health Issues
        • Science (Workplace Preparation): Disease and Its Prevention
      • Technological Education
        • Step 4Relevant matches
        • Health Care (College Prep.) : Health Care,The Environment and Society
        • Health Care (Univ./College Prep.) Health Care, the Environment, and Society
        • Health Care: Support Services (Workplace Prep.) Fundamentals
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 431A: Earth and Space Science, Weather Systems
  • Quebec
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Contemporary World: Environment
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Health Science 20: Student-Directed Study
      • Social Studies
        • Step 4Relevant matches
        • Social Studiees 20:World Issues - Environment
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Healthy choices influence, and are influenced by, our physical, emotional, and mental well-being.
        • Physical and Health Education 10
    • Grade 11
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Explorations in Social Studies 11: Social justice initiatives can transform individuals and systems
    • Grade 12
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Justice: Social justice initiatives can transform individuals and systems
        • Social Justice: The causes of social injustice are complex and have lasting impacts on society

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Human Health & Environment (5)

  • Access to Health Care
  • Environmental Contaminants & Health Hazards
  • Health Promotion
  • Hunger and Malnutrition
  • Quality of Life

Human Rights (1)

  • Poverty

Sustainability Education Principles

Principle Rating Explanation
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:
  • 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 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.

  • 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

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 - 

http://plancanada.ca/spreadthenet

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 Good

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.  

  • 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

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. 

  • 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 Satisfactory
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

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.

Open-Ended Instruction :

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

Integrated Learning Good

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

  • 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

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.   

  • 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 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.

  • 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 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

  • 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

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.

  • 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 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.
Peer Teaching Satisfactory

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.

  • 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 Good

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.

A project of LSF Newsletter Sign-up