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A Vanishing Island

Secondary

Description

This lesson focuses on how climate change is impacting  coastal communities.  Students begin by viewing a short film that introduces them to some of the lifelong residents of Isle de Jean Charles, a  small island community off the Louisiana coast.  For over a century it  has been home to a small population that has carved out a living from the island's lush green land and surrounding waters.  However in the last fifty years, most of their island has been inundated by water and many of the island's residents have been forced to leave due to the destruction of their homes from storms, the inability to rebuild, and the loss of jobs on the island.

The lesson plan allows students to connect to the residents' experience through the film and the use of questions and prompts to promote discussion.  Issues explored include climate change, vulnerable communities, cultural displacement and environmental refugees.  Students are encouraged to reflect on how they might feel and respond if facing similar circumstances. As a culminating activity students complete a reflective writing assignment to demonstrate their understanding of the story of residents of Isle de Jean Charles.

General Assessment

What skills does this resource explicitly teach?

Case study analysis

Strengths

The lesson provides a very engaging film and effective questioning  and discussion prompts that connect students to the issues.

The case study approach allows students to analyze and reflect upon the issues.

Recommendation of how and where to use it

This lesson will prove to be a valuable tool when examining climate change impacts in science, geography and social studies programs at the high school level.

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.

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  • Alberta
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    • Grade 12
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      • Sociology
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        • Applied Sociology 30: Changes in Culture
  • British Columbia
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    • Grade 11
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      • Environmental Science
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        • Environmental Science 11: Human practices affect the sustainability of ecosystems
    • Grade 12
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      • Environmental Science
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        • Environmental Science 12: Human activities cause changes in the global climate system
      • Science
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        • Specialized Science 12: Climate change impacts biodiversity and ecosystem health
      • Social Studies
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        • Human Geography 12: Demographic patterns and population distribution are influenced by physical features and natural resources
  • Manitoba
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    • Grade 10
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        • Senior 2 Science: Weather Dynamics
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      • Social Studies
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        • Citizenship and Sustainability: Area of Inquiry: Environment
        • Global Issues
  • New Brunswick
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    • Grade 12
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      • Environmental Science
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        • Advanced Environmental Science 120:Introduction to the human sphere
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        • World Issues 120: Humanity
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        • Sociology 120:
  • Newfoundland & Labrador
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      • Science
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        • Science 1206: Weather Dynamics
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      • Environmental Science
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        • Environmental Science 3205: Introduction to Environmental Science
      • Social Studies
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        • Social Studies 3201: Human-Environment Interaction
  • Nova Scotia
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    • Grade 12
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      • Environmental Science
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        • AP Environmental Science: Global Change
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        • Global Sustainable Solutions 12:Disaster Mitigation
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        • Sociology 12: Culture: A Shared Human Experience
  • Ontario
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    • Grade 10
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      • Science
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        • Science (Applied)::Earth and Space Science: Earth's Dynamic Climate
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      • Environmental Science
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        • Environmental Science (Workplace Prep.) Human Impact on the Environment
      • Geography
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        • Forces of Nature: Physical Processes and Disasters (Univ./College Prep.): The Physical Environment: Sustainability and Stewardship
  • Prince Edward Island
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    • Grade 12
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      • Environmental Science
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        • Environmental Science 621A: Introduction to Environmental Science
  • Quebec
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    • Grade 9
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      • Social Studies
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        • The Contemporary World: Environment
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      • Social Studies
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        • Contemporary World: Population
  • Saskatchewan
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    • Grade 11
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      • Social Studies
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        • Social Studiees 20:World Issues - Environment
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Climate change impacts biodiversity and ecosystem health
      • Social Studies
        • Step 4Relevant matches
        • Human Geography 12: Demographic patterns and population distribution are influenced by physical features and natural resources

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Human Rights (1)

  • Environmental Racism/Justice

Land Use & Natural Resources (1)

  • Rural Issues

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The evidence of and the impacts from climate change are told first-hand by the residents experiencing them.  Students watch, listen, reflect and form their own position.

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 Very Good

This case study of Isle de Jean Charles illustrates clearly the economic, social and environmental dimensions of climate change.

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

Students see first-hand the complex changes people of the island are facing and the difficult decisions they must make.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered

There is no action component in the lesson.

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 Very Good

This is a strength of the resource design.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Satisfactory

The lesson certainly encourages empathy for rural populations that are often poorer economically and forgotten by authorities.

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 Very Good

Students can't help but feel the importance of the natural environment to the residents and the devastation climate change impacts have had on this dependency.

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

The lesson design does a very good job of connecting students to the lives of environmental refugees.

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 Good

The film and case study provide a clear chronology of circumstances on Isle de Jean Charles.  The reality of future life on the island while realistic is not positive. 

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 Very Good

The case study approach used in the lesson allows students to come to their own conclusions based on the first-hand accounts provided.

Open-Ended Instruction :

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

Integrated Learning Very Good

Themes and outcomes related to social studies, geography, science and sociology are interwoven in the film and analysis.

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

The use of open-ended questions and discussion prompts allows students to conduct their own analysis of the case study presented in the film.

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 Satisfactory
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 Poor/Not considered

While the lesson effectively connects students to the lives of the residents of Isle de Jean Charles, it does not proved for hands-on or real world experience beyond the classroom.

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 Poor/Not considered

The lesson features whole group discussion and individual work.

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 Satisfactory

The culminating writing assignment is suggested to be used to assess student understanding of the issues raised around coastal erosion and environmental refugees.

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
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 Very Good

The case study is effectively presented in the film and students are well supported in their analysis by questions and prompts.

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 Satisfactory

Some options are provided to students when completing the culminating assignment.

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.

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