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Description
Climate change is one of the most critical environmental challenges facing younger generations, who are already witnessing the extreme weather patterns, ecological damage and biodiversity loss which threaten our world. It is important that today's youth understand that even though they are least responsible for the emissions that have caused global warming, they can be the change-makers who will alter Earth's future by becoming informed, engaged and active environmental citizens. This learning unit has been developed to help students deal with feelings of climate anxiety and powerlessness by providing them with the tools to understand, discuss and take action to protect our planet. A series of six lessons involves learners in analyzing the causes and consequences of climate change, while identifying and implementing sustainability action goals as described below:
Lesson 1:
Students identify feelings and thoughts about climate change on a class “anxiety spectrum “ which provides a reference point for changing emotions as the unit progresses. Pupils are also introduced to the “Climate Game Changers” website and explore the difference between renewable and non-renewable energy resources while developing an awareness of the connections between fossil fuels, greenhouse gas emissions and global warming.
Lesson 2:
A selection of audio-visual materials about the relationship between atmospheric carbon dioxide and global temperatures are examined from from the perspective of environmental concerns. Pupils also play a classroom game to distinguish between weather and climate and begin brainstorming possible solutions to climate change.
Lesson 3:
This lesson focuses on the science of predicting weather and climate by having students examine data and graphics while exploring global disparity in climate change impacts and resiliency. The effects of climate change on a human level are introduced with discussions surrounding how warming temperatures could impact freshwater availability, food production and the ability to participate in outdoor sports such as downhill skiing.
Lesson 4:
Students explore the connections between changing landscapes and impacts on plants an animals by using technology such as the “Migrations in Motion” map to learn how habitat loss is causing animal migration shifts. They also examine audio-visual materials about global temperature increases and ecosystem degradation, invasive species increases and biodiversity loss.
Lesson 5:
In preparation for solutions based thinking, students explore indigenous perspectives towards Earth and environmental stewardship. Pupils begin action planning by brainstorming and rating ideas for creating a school based sustainability project. Students also return to the climate change “anxiety spectrum” to identify how new learning has altered their perspectives.
Lesson 6:
This final lesson brings together prior learning and critical thinking to engage students in developing a simple action plan for implementing community based carbon reduction strategies like organizing a “Walk to School Day”. Students document and present their plan, elicit feedback from peers and identify how and when they will complete their project.
This entire unit provides a complete learning experience that fosters self-belief in students that they are able to help create a sustainable world where they will be able live and thrive in the future. Collectively this resource supports the following learning outcomes:
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Describe the relationships between human energy demands, non-renewable and renewable resource use, atmospheric carbon dioxide and climate change
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Identify differences between weather and climate from the perspective of long-term trends
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Critically examine an assortment of scientific information about climate change impacts on humans, ecosystems, flora and fauna
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Develop and implement pupil driven action strategies focused on reducing carbon pollution
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Consider personal feelings towards climate change and understand the role of informed citizenship in supporting a healthy environment
General Assessment
What skills does this resource explicitly teach?
- Critical thinking
- Analysis of cause and effect
- Systems thinking
- Self-reflection
- Planning action goals
Strengths
- Each lesson builds on prior learning to provide a complete teaching package
- Includes a variety of audio-visual materials to capture student interest
- Focuses on a topic that is currently at the forefront of youth environmental concerns
- Supports discussions about youth mental health
- Empowers students to take action to address the causes of climate change
Weaknesses
- The lessons require the use of the "Student" section of the Climate Game Changers website but it is not immediately clear that there are also "Teacher" or "Adult" sections, which may cause some confusion since these sections have different types of information
- The lesson outlines contain "Stop" and "Start" minute/second timings that are used to cue each section of the "Our Climate, Our Future" video that guides learning, which could cause some disruptions as the teacher searches for each clip
Recommendation of how and where to use it
This lesson supports Grade 4-6 Science curriculum exploring Earth systems and climate effects, greenhouse gases, energy resource use and the connections between weather and climate. While considering action strategies students will increase their knowledge of sustainable technologies such as renewable energy sources. Wellness conversations about youth mental health and Social Studies discussions about climate change impacts on vulnerable populations, economic disparity and Indigenous perspectives towards the environment are also supported by the learning experience.
The final lesson provides an opportunity for pupils to develop, implement and complete an action plan. These finished projects could become the basis of a school-wide intiative to involve students, teachers and parents in the certification process to become an "EcoSchool" through the EcoSchools Canada program.
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 4
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
- Grade 5
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Earth Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.
- Grade 6
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
- British Columbia
- Manitoba
- New Brunswick
- Newfoundland & Labrador
- Northwest Territories
- Nova Scotia
- Nunavut
- Ontario
- Step 2Select a grade level
- Grade 5
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Earth and Space Systems: Conservation of Energy & Resources
- Prince Edward Island
- Quebec
- Step 2Select a grade level
- Grade 5
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Earth and Space
- Saskatchewan
- Yukon Territory
Themes Addressed
Air, Atmosphere & Climate (1)
- Climate Change
Citizenship (1)
- General Guide to Taking Action
Science and Technology (1)
- Analysing Conventional Science
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Very Good | Students explore their own feelings and thoughts about climate change through an interactive process in which they are able to ask and answer questions, formulate new ideas and build confidence in their ability to become effective environmental citizens. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Good | Pupils explore the connections between fossil fuel dependence, carbon emissions and the greenhouse effect, while identifying how warming temperatures are disrupting ecological systems. Examining resources like the "Carbon Map", also develops awareness of how climate change intensifies social and economic inequalities. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Good | The lessons support an understanding that tackling climate change requires a multi-faceted approach which combines immediate mitigation efforts like reducing carbon emissions with adaptive strategies to build resiliency. Learners are able to examine how actions like transitioning to renewable energy sources can help prevent further global warming, in comparison to long-term planning to accomodate changes that are already occuring like designing infrastructure to withstand increased flood risk. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Very Good | The key outcome of this unit is for students to plan and develop their own school based action project that demonstrates responsibility for the environment and climate. Each class member presents their ideas to peers, elicits feedback and creates "My Action Plan". Teachers are encouraged to provide class time over several days for students to implement, complete and document their project success. |
| 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 | Good | Students are able to develop a self-awareness of how individual lifestyle choices can contribute to sustainability practices that are part of the solution to climate change. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Good | Activities like describing personal feelings, using American Sign Language signals in games and exploring Indigenous perspectives towards the environment support building compassion and emotional intelligence. Students also learn how marginalized communities are often disproportionately affected by environmental threats. |
| 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 | Satisfactory | Learning about climate change impacts on plants and animals will foster a sense of concern for issues such as habitat loss and biodiversity declines. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Satisfactory | The resource focuses on Alberta when providing information like climate trends, but much of the information and the supporting interactives can be made region specific, such as the "Carbon Brief" or "Migration Map" through which students can alter visualization controls and select certain areas to explore in more detail. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
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| Past, Present & Future | Good | Exploring how global temperatures have increased in relation to higher greenhouse gas emissions after the Industrial Revolution informs pupils about the historical origins of climate change. An emphasis on current impacts on young people is reinforced through interviews with a young farmer experiencing drought and a child with air pollution-triggered asthma. The learning experience builds hope for the future by teaching students how to become active solution providers.
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| 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 | By using the Climate Game Changers interactive website as the basis of the lessons, students are able to explore and engage with a variety of audio-visual resources that support self-directed learning. Lessons also include optional "Critical Thinking" or "Digging Deeper" activities that present further opportunities for critical, reflective discourse.
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| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Satisfactory | The unit has been developed to support Science content related to the causes and consequences of climate change, Earth systems and human impacts on the environment, but discussions surrounding emotional health and socioeconomic disparities complement Social Studies and Health topics exploring poverty, marginalization and wellness. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Good | The focus on open-ended questions, problem-solving and the exchange of diverse perspectives allows students to build their own understanding of the complexities of climate change and formulate their own creative action strategies. |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Satisfactory | The lessons provide information through a variety of audio-visual materials like videos, interactive maps and media articles. The inclusion of "Movement Breaks" where pupils are able to move around the classroom while learning, benefits all pupils, particularly kinesthetic learners. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Good | Students are able to apply new knowledge to the real-world task of addressing the root causes of climate change by encouraging others to adopt sustainable habits and consider the environmental consequences of personal energy use, consumer purchases and "living large". |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | Throughout the learning experience pupils work with an "Elbow Partner" to exchange views and receive feedback. Each duo then brings their thoughts to whole-class discussions facilitated by the teacher. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Good | Examining the "Climate Change Anxiety Spectrum" before and after the lessons supports formative assessment of how student attitudes and concerns have been transformed through a higher level of understanding. Games like "Weather vs Climate" and exit slips also provide information about learning progression. A simple rubric for evaluating student action plans is included, but teachers are encouraged to work with students to modify this tool to suit the needs of the class, thus providing an opportunity for learners to be actively involved in the assessment process. |
| 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 | Good | In the final activity of Lesson 6, students present and seek feedback about action plans as they rotate through the class working with different partners. This provides a forum for knowledge sharing, positive critique and reflection that contributes to the success of subsequent action initiatives in school or the community. |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
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| Case Studies | Good | Climate change is one of the most serious environmental issues facing younger generations which is contributing to high rates of anxiety about Earth's future among this age group. Many examples of real events taking place are presented in the lessons and care is taken to encourage students to become proactive rather than overwhelmed. |
| 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 | Students are able to "Dig Deeper" into questions that interest them. Action plans are developed by individual choice and describe student generated ideas and strategies. |
| 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. | ||
