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.
The following skills are taught (with specific examples):
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.
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.
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,
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
Principle | Rating | Explanation |
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Consideration of Alternative Perspectives | Very Good | Does a very good job of demonstrating different points of views |
Consideration of Alternative Perspectives:
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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.
| ||
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
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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.
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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.
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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. |
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
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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.
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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.
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Experiential Learning | Good | Although some lessons/activities are simulated several offer authentic experiences. |
Experiential Learning: Authentic learning experiences are provided
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Cooperative Learning | Satisfactory | Students mostly work in groups. |
Cooperative Learning: Group and cooperative learning strategies are a priority.
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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.
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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. |