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Climate Leadership

A Tool Kit for Schools

Elementary, Middle

Description

The resource Climate Leadership aims to educate students about climate change and give ideas and inspiration in order for them to take action.  The three lessons in the tool kit focus on consumerism, food and transportation while addressing climate change with everyday actions to make a difference.  The lessons could be completed in sequence or individually.

  • A Call to Action is letter writing campaign with the students researching a climate change issue and writing a letter to a person of influence in the community.
  • Become a Climate Change Scientist sees the students researching and participating in a citizen science data collection project.
  • Measuring Your Carbon Footprint allows the students to create a visual representation of the impact of their lifestyle on the environment.

General Assessment

What skills does this resource explicitly teach?

This resource teaches the students:

  • letter writing skills
  • calculating and analyzing their carbon footprint

Strengths

  • a great quantity of background information for the teacher
  • excellent extension activities to go deeper in to the topic
  • suggestions for whole school campaigns
  • easy to follow format 
  • links given in order to research more information

Weaknesses

  • lack of assessment materials

Recommendation of how and where to use it

Climate Leadership is an excellent stand-alone resource for the Science classroom.  It could also be used by an Environmental Club that wishes to initiate some school wide campaigns such as "Ban the Bottle" or "Waste Free Lunch".

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 4
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      • Science
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        • Exploring connections strengthens our understandings of relationships to help us make meaning of the world.
    • Grade 5
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      • Science
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        • Weather Watch
        • Wetland Ecosystems
    • Grade 7
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      • Science
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        • Interactions and Ecosystems
  • British Columbia
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      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment
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      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time
  • Manitoba
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        • Habitat and Communities
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        • Weather
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        • Interactions Within Ecosystems
  • New Brunswick
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        • Habitats
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        • Earth and Space Science: Weather
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        • Interactions Within Ecosystems
  • Newfoundland & Labrador
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        • Interaction of Ecosystems
  • Northwest Territories
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        • Life Systems: Habitats & Communities
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        • Earth and Space Systems: Weather
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        • Interactions and Ecosystems
  • Nova Scotia
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        • Science 4: Habitats
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        • Science 5: Weather
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        • Life Science: Interactions Within Ecosystem
        • Science 7: Environmental Action
  • Nunavut
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        • Life Systems: Habitats & Communities
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        • Earth and Space Systems: Weather
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        • Interactions and Ecosystems
  • Ontario
  • Prince Edward Island
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        • Habitats
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        • Weather
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        • Interactions Within Ecosystems
  • Quebec
  • Saskatchewan
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        • Habitats and Communities
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        • Weather
    • Grade 7
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        • Science 7: Life Science: Interactions within Ecosystems
  • Yukon Territory
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    • Grade 4
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      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time

Themes Addressed

  • Air, Atmosphere & Climate (1)

    • Climate Change
  • Citizenship (2)

    • Ecological Footprint
    • General Guide to Taking Action

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good
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
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
Respects Complexity:

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

Acting on Learning Satisfactory

There are many suggestions for extension activities for each lesson.  The resource also contains an excellent quantity of information and ideas on whole school campaigns in order to 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

Throughout the lessons the students are offered opportunities to reflect on their learning and to offer their thoughts through a variety of reflection and discussion questions.

Values Education:

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

Empathy & Respect for Humans Poor/Not considered

This is not a focus of 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 Very Good

In the Citizen Science lesson the students participate in the collection of data for a species.

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 Very Good

The students do get to participate in a citizen science data collection activity that takes place outdoors.

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
Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good
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
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

Unfortunately there are no suggestions for learners with difficulties.

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 Very Good

There are several opportunities to involve the whole school community in climate leadership transportation, food, consumerism, waste reduction, and energy consumption activities.

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
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

Unfortunately, there are no evaluation tools or suggestions made within this resource.

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 Good

Students and schools can be climate leaders by educating members of their community and taking action on reducing emissions related to overconsumption and the disposal of goods.

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

This is not a focus of this resource.

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 Very Good

The students have the freedom to choose the issue for the content of their letter and to whom they wish to write as well as the citizen research project they wish to participate in.

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.