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Climate Change, Children and Youth (2013)

Local Connections to Global Issues

Secondary

Description

This resource explores the scientific evidence of climate change without creating a feeling of despair. Educators can provide youth with knowledge of the issues, the tools to explore solutions and a sense of awareness that they can make a difference. The activities connect local issues to global concerns and will help students develop the attitude needed to change our world for the better.

The resource features activities and support documents that address six interconnected themes as presented in the UNICEF UK’s Climate Change Report 2008: Our climate, our children, our responsibility. This report details how the issues threatening the survival of children in developing countries link with the impacts of climate change.

The six units/themes can stand alone or be delivered in sequence. An introductory activity connects all six themes- Food Security, Health, Natural Disasters, Natural Environment, Water and Energy.

Each theme/unit includes-

• Activities: interactive and thought-provoking student activities to explore each theme

• Backgrounder: informative facts and statistics providing the background basics for the educator and/or student to facilitate each theme

• Youth Take Action Handout: inspirational profiles and student projects challenging youth to make change

• Student Handouts: easy-to-understand student handouts accompanying each activity

The resource also includes links to supplementary resources and a glossary.

General Assessment

What skills does this resource explicitly teach?

The following skills are taught (with specific examples):

  • Making connections between ideas.
  • Analytical skills about climate change and its affects on people.
  • Assessing environmental impacts of human activities.
  • Evaluate various global influences on children and families.
  • Demonstrate an understanding of conditions required for plant growth and of a variety of environmentally sustainable practices that can be used to promote growth.
  • Describe the processes associated with the generation and use of energy resources.
  • Debate the idea of sustainability as it relates to agriculture.
  • Investigate skills to determine the various natural and human factors that influence Earth’s climate and climate change.

Strengths

The resource is very interesting and makes excellent connections between human activity and climate change. 

There is ample background material for both teacher and students. 

The resource is easy to use.

Assessment tools are included.

The central purpose is reinforced throughout the activities.

There are additional teacher resources on the web.

The unit is up to date.

Although the topic is somewhat depressing there is very much a positive focus to this unit.

Weaknesses

It is very hard to find any weaknesses with this resource. 

A section on population growth would be insightful.

Some searching will be required to locate recommended  videos.

Recommendation of how and where to use it

This unit would be an asset to any high school teacher (not just science) who would like to talk about climate change in their classroom and the rights of children across the planet,

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 9
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      • Science
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        • Electrical Principles and Technologies
        • Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
        • Knowledge and Employability Science: Electrical Principles and Technologies (Science and Technology Emphasis)
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
        • Social Studies 10-4 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
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      • Geography
        • Step 4Relevant matches
        • World Geography 30: World Patterns of Humankind's Use of the Earth
      • Science
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        • Science 30: : Energy and the Environment
  • British Columbia
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    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.
  • Manitoba
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    • Grade 9
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      • Technological Education
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        • Exploration of Sustainable Energy: Awareness of Sustainability
        • Exploration of Sustainable Energy: Cross Curricular
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        • Geographic Issues of the 21st Century: Natural Resources
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        • Senior 2 Science: Dynamics of Ecosystems
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        • Current Topics in the Sciences 30S: Science, Technology, Society & the Environment
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        • Biology: Conservation of Biodiversity
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        • Interdisciplinary Topics in Science 40S: Science, Technology, Society and the Environment
      • Social Studies
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        • Citizenship and Sustainability: Area of Inquiry: Environment
        • Citizenship and Sustainability: Area of Inquiry: Poverty, Wealth and Power
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        • Global Issues
        • Global Issues
        • Global Issues
  • New Brunswick
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        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably (STSE)
        • Science 9 Ecosystem Dynamics: The Nature of Science
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        • Advanced Environmental Science 120: Earth Systems
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        • Electricity
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        • Canadian Geography 1202: Global Issues n Canadian Geography
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        • Science 1206: Sustainability of Ecosystems
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  • Northwest Territories
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        • Electrical Principles and Technologies
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        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
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        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
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      • Science
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        • Science 30: Energy and the Environment
  • Nova Scotia
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        • Citizenship 9: Engaged Citizenship
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        • Geography 10: Spaceship Earth
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      • Visual Art
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        • Visual Arts 11: Perceiving and Responding
  • Nunavut
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        • Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
        • Knowledge and Employability Science: Electrical Principles and Technologies (Science and Technology Emphasis)
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
    • Grade 12
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      • Science
        • Step 4Relevant matches
        • Science 30: Energy and the Environment
  • Ontario
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    • Grade 9
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        • Issues in Canadian Geography (Academic): Interactions in the Physical Environment
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        • Green Industries (Open) The Environment and Society
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        • Environmental Science (Univ/College Prep.) Conservation of Energy
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        • Environmental Science (Workplace Prep.) Energy Conservation
        • Environmental Science (Workplace Prep.) Human Health and the Environment
        • 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
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      • Technological Education
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      • Dance
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        • The Environment & Resource Management (Univ./College Prep.): Spacial Organizationties
        • The Environment & Resource Management (Univ/College Prep.) Community Action
        • The Environment & Resource Management (Workplace Preparation): Geographic Foundations: Space and Systems
        • World Issues: A Geographic Analysis (College Prep.):Sustainability and Stewardship
        • World Issues: A Geographic Analysis (Univ. Prep.):Sustainability and Stewardship
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        • Science (Univ./College Prep.) Science and Public Health Issues
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  • Prince Edward Island
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    • Grade 10
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      • Geography
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        • Geography of Canada 421A: Canada’s Global Connections
        • Geography of Canada 421A: Methods of Geographic Inquiry
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        • Science 431A: Earth and Space Science, Weather Systems
        • Science 431A: Life Science, Sustainability of Ecosystems
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      • Biology
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        • Biology 521A: Biodiversity
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        • Geography 521A, Global Studies: Physical Patterns of the World
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      • Environmental Science
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        • Environmental Science 621A: Environmental Challenges and Successes
        • Environmental Science 621A: Introduction to Environmental Science
        • Environmental Science 621A: Natural Resources
      • Geography
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        • What can I do?
        • Geography 621A Global Issues
        • Geography 621A Global Issues : Inquiry- What are the issues?
        • Geography 621A Global Issues: Introduction- What is a global issue?
        • Geography 631A Global Issues: What are the issues?
        • Geography 631A Global Issues: Introduction - What Is a Global Issue
        • Geography 631A Global Issues: What Can I Do?
  • Quebec
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    • Grade 9
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        • The Contemporary World: Environment
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      • Science & Technology
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        • Environmental Science & Technology: The Living World
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        • Environmental Science & Technology: The Technological World
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      • Social Studies
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        • Contemporary World: Environment
  • Saskatchewan
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    • Grade 9
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      • Social Studies
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        • The Roots of Society: Resources and Wealth
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      • Science
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        • Science 10: Climate and Ecosystem Dynamics
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      • Social Studies
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        • Social Studiees 20:World Issues - Environment
  • Yukon Territory
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    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.

Themes Addressed

  • Air, Atmosphere & Climate (1)

    • Climate Change

  • Citizenship (1)

    • Community-Building and Participation

  • Economics (1)

    • Poverty Reduction

  • Ecosystems (1)

    • Biodiversity

  • Energy (2)

    • Alternative Energy
    • Energy Use

  • Food & Agriculture (3)

    • Food Security
    • Local Food
    • Organic Farming

  • Human Health & Environment (5)

    • Access to Health Care
    • Environmental Justice
    • Health Promotion
    • Hunger and Malnutrition
    • Quality of Life

  • Human Rights (2)

    • Poverty
    • Social Justice

  • Water (1)

    • Water Use

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

Does a very good job of demonstrating different points of views

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

Addresses multiple dimensions of the problems and solutions from an environmental, economic and social point of view

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

The complexity of problems are well respected

Respects Complexity:

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

Acting on Learning Very Good

The activities provide several opportunities for authentic action experience.  There are several sections of the unit set aside action experiences called ‘Youth take Action’.

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

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

Values Education:

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

Empathy & Respect for Humans Very Good

Empathy and respect are fostered for diverse groups of humans are fostered throughout this resource

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 Good

The section on natural environments teaches students about why trees are essential to our existence.

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

Local focus is commonly used in this unit.

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 Very Good

This unit promotes an understanding of the past, a sense of the present, and a positive vision for the future.

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

Multiple/complex answers are possible; students are not steered toward one 'right' answer.

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

This unit addresses a number of different subjects from a multidisciplinary approach.

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 Good

Students are provided with intriguing questions, materials to use, & make their own decisions on how to find answers.

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 Good

Activities address a range of learning styles/different intelligences.

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

Although some lessons/activities are simulated several offer authentic experiences.

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

Students mostly work in groups.

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

A rubric is provided to help students and teachers to capture formative and summative information about learning and performance. 

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 Very Good

Opportunities are intentionally created to empower students to teach other students.

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

Relevant case studies are used. 

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

Some meaningful opportunities are provided for students to choose elements of program content.

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.