- Review Process
- Take Action
- A project of
This resource aims to educate students about the impact of climate change on food production in Canada. The activities encourage students to take a critical look at the various threats that contribute to climate change and to find solutions to the problem.
Using five different activities, students will:
This resource can be easily incorporated in Geography and Science classes to support climate change outcomes.
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||Very Good|
Throughout the activity, students need to research and discuss the benefits and drawbacks of climate change giving them a good idea of the different point of views of the problem.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
The resource presents very well the social, economic and environmental implications of climate change in relation to agricultural production.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
For their last activity, students must produce plant walls to help with the problems of climate change.
|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||Very Good|
The living world gives students the chance to reflect on their own values since there are several reflection questions. In addition, students must make their own choice on which type of vertical vegetable gardens to build.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
|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|
At the end of the resource, students must produce a vertical vegetable garden to maximize space, giving students an affinity with the land.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The resource focuses on Canadian data that is entirely related to the lives of the learners, in addition, throughout the lesson students' prior knowledge is shared.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
The resource asks learners to look at what has caused climate change, the impact of these changes in the present and asks students to find solutions for the future.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
Students are encouraged to develop and share their opinion during class discussions or as reflective questions. In addition, students choose their own vertical vegetable garden.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
From this lesson plan, we are able to easily cover curriculum outcomes in Science and Geography.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The variety of activities of this resource makes it suitable to meet the needs of visual, auditory and kinesthetic learners.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Students must build their own vertical vegetable garden to meet current needs.
|Experiential Learning: |
Authentic learning experiences are provided
Students must work in groups.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Very Good|
Rubrics are made available to evaluate students learning.
|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 share their opinion with their peers. No actual peer teaching is in the lesson.
|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|
Students are studying real climate change data from Canada.
|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|
This resource gives students the chance to build a vertical vegetable garden of their choice.
|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.|