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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.
This resource teaches the students:
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".
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
|Consideration of Alternative Perspectives: |
|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.
|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
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.
|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.
|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.|
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
Unfortunately there are no suggestions for learners with difficulties.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|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
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|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.|
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.
|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.|