This lesson examines the relationship between the environment and human health. More specifically students learn how environmental effects from climate change can negatively impact our health. They identify those who may be most vulnerable to these threats and consider steps that authorities and individuals should take to address them.
Students will
All materials and resources required to complete the lesson are included along with suggestions for continuing/extending the learning.
- analyzing climate and health information
- demonstrating an understanding of interconnections via flow charts
The lesson is thorough and easy to implement.
All information and tools required to complete the lesson are included.
There is a good quantity of current information to support both students and teachers.
The lesson can be made relevant to the lives of the learners.
The lesson will add to any discussion of climate change by introducing an often omitted element- its impact on human health. By doing so, it allows teachers of health and social studies programs to incorporate climate education outcomes.
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 | Information provided to students represents current science and related information from a variety of valid sources. |
Consideration of Alternative Perspectives:
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Multiple Dimensions of Problems & Solutions | Good | Illustrating the interconnections of climate, environmental change and human health is at the core of the lesson. |
Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
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Respects Complexity | Good | The materials students use in the lesson effectively illustrate the complexity of the climate change & human health connection. |
Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
Acting on Learning | Satisfactory | The lesson plan requires students to consider how personal actions in fighting climate change can benefit their own health and protect those most vulnerable in their community. It does not include/support an action project for students. |
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 | Satisfactory | The accompanying student worksheet/template encourages students to consider the issues and discuss them with their classmates. |
Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
Empathy & Respect for Humans | Satisfactory | The print resources supporting the lesson identify those individuals and groups whose health is most impacted by climate change. |
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 | Students are made well aware of the environmental impacts of climate change. |
Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
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Locally-Focused Learning | Good | Students are frequently required to consider climate variation, environmental change and health impacts in their own community and experience. |
Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
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Past, Present & Future | Satisfactory | How our understanding of climate change impact has increased over time in terms of its effect on human health is a theme of the lesson. The growing understanding of how to address these issues is also revealed and provides reason for optimism. |
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. |
Principle | Rating | Explanation |
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Open-Ended Instruction | Poor/Not considered | There is no attempt made to steer students in any direction other than to an awareness of how climate change can impact human health. |
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 lesson addresses outcomes in both science and health education. |
Integrated Learning: Learning brings together content and skills from more than one subject area
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Inquiry Learning | Satisfactory | The lesson is primarily one in which students are connected with resources to review and specific questions to answer based on the information provided. |
Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
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Differentiated Instruction | Poor/Not considered | In this particular lesson, the primary activity involves reading and responding. Some small & large group discussion is included. |
Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
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Experiential Learning | Poor/Not considered | Experiential learning is not featured in this lesson. |
Experiential Learning: Authentic learning experiences are provided
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Cooperative Learning | Satisfactory | The lesson design allows for group and individual work. |
Cooperative Learning: Group and cooperative learning strategies are a priority.
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Assessment & Evaluation | Satisfactory | Students summarize information in the form of flow charts which can be used by teachers to assess understanding. |
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 opportunities are not included in this lesson. |
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 | Health impact information provided for the students to review is based on accounts of real people, places and events. |
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 | Poor/Not considered | The learning tasks are largely scripted. There are few opportunities for students to choose content or methodology. |
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. |