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Climate Change & Health

Lesson Plan 2

Secondary

Description

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  

  • offer examples of how climate change is impacting their country and community
  • watch and discuss a video animation that presents the climate crisis as a health crisis
  • analyze a reading (provided)  that describes the interconnections of climate change, the environment and human health
  • review current articles (provided) describing specific health  impacts resulting from increasing temperature, poor air quality and spreading infectious diseases, as caused by our changing climate.
  • using an analysis template (provided) summarize the findings for each health impact and explain its connection to climate change.
  • discuss ways to protect themselves and others from these climate-related health impacts as well as any others effecting their community

All materials and resources required to complete the lesson are included along with suggestions for continuing/extending the learning.

General Assessment

What skills does this resource explicitly teach?

- analyzing climate and health information

- demonstrating an understanding of interconnections via flow charts

Strengths

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.

Recommendation of how and where to use it

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.

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 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Knowledge and Employability Science: Environmental Chemistry (Social and Environmental Contexts Emphasis)
  • British Columbia
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
      • Science
        • Step 4Relevant matches
        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system
  • Manitoba
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Senior 2 Science: Weather Dynamics
    • Grade 12
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Citizenship and Sustainability: Area of Inquiry: Environment
        • Global Issues
  • New Brunswick
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
    • Grade 11
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Health Care 110: health and Wellness
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Introduction to Environmental Science 120: Investigating Environmental Issues
      • Health Education
        • Step 4Relevant matches
        • Nutrition for Healthy Living 120: Health Trends and Issues
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 3205: The Atmosphere and the Environment
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Environmental Chemistry
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science: Atmospheric Pollution
  • Nunavut
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Chemistry and the Environment
  • Ontario
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • :Biology: Sustainable Ecosystems
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science (Academic):Earth and Space Science: Climate Change
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science (Univ/College Prep.) Human Health and the Environment
        • Environmental Science (Workplace Prep.) Human Health and the Environment
      • Health Education
        • Step 4Relevant matches
        • Health for Life (College Prep.): Healthy Communities
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 621A: Environmental Challenges and Successes
  • Quebec
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Contemporary World: Environment
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 20: Atmosphere and Human Health
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
      • Science
        • Step 4Relevant matches
        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Human Health & Environment (2)

  • Environmental Contaminants & Health Hazards
  • Health Promotion

Human Rights (1)

  • Environmental Racism/Justice

Sustainability Education Principles

Principle Rating Explanation
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:
  • 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 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.

  • 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 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

  • 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 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.  

  • 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

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. 

  • 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 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.

Pedagogical Approaches

Principle Rating Explanation
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

  • 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 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.   

  • 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 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.

  • 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 Poor/Not considered

Experiential learning is not featured in this lesson.

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

The lesson design allows for group and individual work.

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 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.

  • 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 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.