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In this climate education activity, students use Google Earth tools to explore our natural world and learn more about youth activists for climate change worldwide.
The resource focuses on building awareness and developing a call to action for the students rather than teaching skills.
This resource would be ideal for a Science classroom exploring the idea of climate change and as an extension activity for a Social Studies class.
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|
The students explore varying climate issues that youth around the world are taking strides to make better.
|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||Very Good|
The students are given the opportunity at the end of the lesson to reflect on their learning and choose an action that they may want to replicate in their own community or create their own.
|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
|Values Education||Very Good|
As the students can choose an action of their own, they are able to identify, clarify and express their own beliefs and values around the topic of climate change.
|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 goal for this lesson.
|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||Good|
The resource activities foster an appreciation/concern for the natural world.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
The learning is made relevant to the lives of the learners as they can see the change in their own community via the time lapse Google Earth exercise.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
As the students can see the change in their own community via the time lapse Google Earth exercise, it helps to promote an understanding of the past, a sense of the present and the idea that action can be taken to help fight climate change in their own community.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
The reflection questions after each activity provide an opportunity for the students to clarify their own thoughts and feelings.
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.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Very Good|
The use of Google Earth in a few of the activities allows for the students to explore the world from their classroom and to see first-hand changes in the landscape.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
There are no assessment tools provided.
|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|
These opportunities are not present in this resource.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
The presentations of youth activists and their work can be considered case studies for the students to explore the concept of taking action on climate change.
|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||Good|
A few ideas to extend the learning are suggested in the resource.
|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.|