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Climate Justice

Secondary, Middle

Description

In this simulation lesson, students learn firsthand about the consequences of climate change. Students are asked to work in groups to build communities and attempt to develop mitigation and adaptation strategies while experiencing the impacts of a variety of different natural destructions caused by climate change. Students will better understand that the injustice, and effects of climate change are often experienced by the vulnerable populations around the world.

General Assessment

What skills does this resource explicitly teach?

The goal of this resource is to raise awareness and encourage action against climate change.  It does not explicitly teach skills in order to achieve this.

Strengths

  • This is a well-constructed resource
  • It is made up of interesting and motivating activities
  • Includes a hands-on activity
  • Includes guided questions and answers
  • Includes reference material and charts

Recommendation of how and where to use it

This resource would be a great asset to any science and geography class when talking about climate change and its effects.

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 7
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      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • Grade 9
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      • Environmental Science
        • Step 4Relevant matches
        • Environment and Outdoor Education: Environmental Investigations
  • British Columbia
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    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Climate change impacts biodiversity and ecosystem health
  • Manitoba
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Senior 2 Science: Dynamics of Ecosystems
        • Senior 2 Science: Weather Dynamics
    • Grade 12
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      • Geography
        • Step 4Relevant matches
        • World Geography: A Human Perspective - World Resources, Energy, and Environment
      • Social Studies
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        • Citizenship and Sustainability: Area of Inquiry: Environment
        • Global Issues
  • New Brunswick
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7 Earth Surface Processes: Learning and Living Sustainably
    • Grade 9
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      • Science
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        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Learning and Living Sustainably (STSE)
        • Science 10 Science for Sustainable Societies
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Introduction to Environmental Science 120: Investigating Environmental Issues
      • Social Studies
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        • World Issues 120: Humanity
  • Newfoundland & Labrador
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    • Grade 7
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      • Science
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        • Interaction of Ecosystems
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science 1206: Sustainability of Ecosystems
        • Science 1206: Weather Dynamics
    • Grade 12
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      • Environmental Science
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        • Environmental Science 3205: Introduction to Environmental Science
      • Geography
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        • World Geography 3200/3202: World Climate Patterns
      • Social Studies
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        • Social Studies 3201: Human-Environment Interaction
  • Northwest Territories
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      • Science
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        • Interactions and Ecosystems
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      • Science
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        • Environmental Chemistry
  • Nova Scotia
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    • Grade 7
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      • Science
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        • Science 7: Environmental Action
    • Grade 8
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      • Science
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        • Science 8: Climate Change
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      • Social Studies
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        • Citizenship 9: Engaged Citizenship
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      • Science
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        • Science 10: Sustainability of Ecosystems
        • Science 10: Weather Dynamics
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • AP Environmental Science: Global Change
        • AP Environmental Science: The Living World: Ecosystems
  • Nunavut
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      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
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      • Science
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        • Interactions in Our Environment
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      • Environmental Studies
        • Step 4Relevant matches
        • Environmental Studies 35: Northern Climate
        • Environmental Studies 35: Northern Environmental Issues
  • Ontario
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    • Grade 7
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      • Geography
        • Step 4Relevant matches
        • Physical Patterns in a Changing World
      • Science & Technology
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        • Life Systems: Interactions in the Environment
    • Grade 8
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      • Geography
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        • Global Inequalities: Economic Development and Quality of Life
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      • Science
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        • :Biology: Sustainable Ecosystems
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      • Science
        • Step 4Relevant matches
        • Science (Academic):Earth and Space Science: Climate Change
    • Grade 11
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science (Workplace Prep.) Energy Conservation
    • Grade 12
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      • Geography
        • Step 4Relevant matches
        • Living in a Sustainable World (Workplace Prep.) Ecosystems and Human Activity
        • Living in a Sustainable World (Workplace Prep.) Sustainability of Natural Resources
        • The Environment & Resource Management (Workplace Preparation): Human-Environment Interactions
        • World Issues: A Geographic Analysis (College Prep.):Sustainability and Stewardship
  • Prince Edward Island
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 621A: Introduction to Environmental Science
      • Geography
        • Step 4Relevant matches
        • Geography 621A Global Issues : Inquiry- What are the issues?
        • Geography 631A Global Issues: What are the issues?
  • Quebec
  • Saskatchewan
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Life Science: Interactions within Ecosystems
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 20: Integrative Nature of Environmental Science
      • Social Studies
        • Step 4Relevant matches
        • Social Studiees 20:World Issues - Environment
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Climate change impacts biodiversity and ecosystem health

Themes Addressed

Air, Atmosphere & Climate (3)

  • Air Pollution
  • Climate Change
  • Weather

Energy (1)

  • Energy Use

Human Rights (1)

  • Environmental Racism/Justice

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

With the help of the simulation creation, the lesson allows the students to explore and consider different viewpoints of the effects of climate change on people who live in different parts of the world.

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

The activity does a very good job of addressing the environmental, economic and social aspects of climate change.  

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 Satisfactory

The resource teaches students about climate change, its consequences, and unjust impacts by simulating community impacts.

Respects Complexity:

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

Acting on Learning Satisfactory

At the end of the lesson students must reflect upon and discuss strategies to address the issue in hand. 

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

Students will reflect on a variety of questions addressed by this issue.

Values Education:

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

Empathy & Respect for Humans Good

Students learn about the consequences of climate change, the injustice, and effects of climate change often experienced by vulnerable populations around the world. Vulnerable populations like those living in poverty, close to coastlines, women, children, and the aging population are often the most effected by natural disasters.

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

The lesson focuses on climate change and climate justice with material including droughts, tropical storms, rising sea levels, and other 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 will be analyzing the effects of natural disasters they are familiar with.

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 Good
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

The activities allow for the students to learn and explore the topic of climate change.  Discussion questions are included and allows for students to reflect and make their own conclusions.

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 is mostly based on science unites that talk about climate change.

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

As the students start the lesson by building their own communities with out knowing what will be happening next, this makes students exercise their critical thinking skills.

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 Satisfactory
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

In this simulation, students learn about the consequences of climate change, the injustice, and effects of climate change often experienced by vulnerable populations around the world. This simulation helps students make connections to the real world while exploring natural disasters caused by mother nature.

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 Good

Students work in groups to build communities and attempt to develop mitigation and adaptation strategies while experiencing the impacts of climate change.

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 Poor/Not considered
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:

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 Poor/Not considered
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
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.

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