Search for Resources

Empowering Learners in a Warming World

A Climate Change Inquiry Guide for Secondary Educators

Secondary, Middle

Description

This guide will provide educators with a blend of quality content (resources, websites, books, videos and ideas) and exemplary pedagogy to guide students through an inquiry-driven approach to climate change learning. It draws upon seven key strategies that transform learning as described in LSF’s Connecting the Dots:

  • Learning Locally
  • Integrated Learning
  • Acting on Learning
  • Real-World Connections
  • Considering Alternative Perspectives
  • Inquiry
  • Sharing Responsibility for Learning with Students

In order to provide a comprehensive guide to climate change education, eight different inquiries are structured to follow the inquiry process:

Inquiry 1. What is climate change and why care?     

Inquiry 2. Climate change: where are we now? 

Inquiry 3. Monitoring change using the Climate Atlas of Canada

Inquiry 4. Environmental impacts & restoration

Inquiry 5. Human health: Addressing climate change makes us healthier 

Inquiry 6. A low carbon future: Economic transitions, risks and impacts 

Inquiry 7. Climate action and decolonization: Indigenous perspectives 

Inquiry 8. Ethical dimensions for children, youth, and livable futures

Inquiry 9: Youth Agency

Each inquiry consists of 6 segments

  • Provocation - "hook" to spark student interest
  • Question Generation - students generate meaningful questions
  • Determining Understanding - teachers assess student understanding
  • Knowledge building - process to further individual knowledge
  • Pursuing Learning - teachers help students in pursuit of knowledge, skills, perspectives and questions related to topic being explored
  • Consolidation - students synthesize, review, and consider how the knowledge and learning will be applied to action

General Assessment

What skills does this resource explicitly teach?

The number of activities found in the Guide and the complexity of climate change offer numerous opportunities for critical and system thinking, developing media literacy skills, analyzing and presenting data, identifying competing perspectives, and persuasive argument skills.

Strengths

The strengths of the Guide are found in both its content and methodology. Climate change is an existential issue and many educational resources have been developed to help students understand the issue but this Guide is more ambitious than others in terms of its reach and depth. It provides teachers with critical background information on the topics covered and the student content is offered in a variety of formats that are both interesting and effective.  

The inquiry methodology adopted by the Guide take students in each of the inquiries through a process that starts by hooking students with provocative questions and ends with student action both inside and outside the school. To get there, students engage in some 43 activities that make them active participants in the learning process. 

Recommendation of how and where to use it

Appendix C of the Guide includes a Subject Alignment Chart that identifies possible links between each of the Inquiries and the curriculum, including Science, Social Studies, Economics, Mathematics, language Arts, Technology  and Human Health and Physical Education. 

Teachers may choose to select those Inquiries that are most relevant to their curriculum responsibilities or accept the integrated approach embraced by the Guide and work with other subject teachers to deliver the package as a unified whole that respects the integrity of the subject.

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 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Explore Thoughts, Ideas, Feelings and Experiences
      • Math
        • Step 4Relevant matches
        • Patterns and Relationships
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Explore Thoughts, Ideas, Feelings and Experiences
      • Math
        • Step 4Relevant matches
        • Knowledge and Employability: Patterns and Relations
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Explore thoughts, ideas, feelings and experiences.
      • Environmental Science
        • Step 4Relevant matches
        • Environment and Outdoor Education: Environmental Investigations
      • Math
        • Step 4Relevant matches
        • Knowlege And Employability: Patterns and Relations
      • Science
        • Step 4Relevant matches
        • Biological Diversity
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Explore thoughts, ideas,feelings and experiences
        • Manage ideas and information
      • Math
        • Step 4Relevant matches
        • Math 10C: Relations and Functions
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English 20: Manage ideas and information
      • Science
        • Step 4Relevant matches
        • Science 20: The Changing Earth
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Manage ideas and information
      • Geography
        • Step 4Relevant matches
        • World Geography 30: World Patterns of Physical Elements
      • Math
        • Step 4Relevant matches
        • Math 30 -2: Probability
        • Mathematics 30-3: Probability
  • British Columbia
    • 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 8
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Analyzing data by determining averages is one way to make sense of large data sets and enables us to compare and interpret
    • Grade 9
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Analyzing the validity, reliability, and representation of data enables us to compare and interpret.
      • Science
        • Step 4Relevant matches
        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
    • Grade 10
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Foundations of Mathematics and Pre-calculus: Representing and analyzing situations allows us to notice and wonder about relations.
        • Workplace Mathematics: Representing and analyzing data allows us to notice and wonder about relationships
    • Grade 11
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Workplace Mathematics 11: Representing and analyzing data allows us to notice and wonder about relationships
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system
        • Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.
      • Math
        • Step 4Relevant matches
        • Foundations of Mathematics 12: Probabilistic thinking informs decision making in situations involving chance and uncertainty
        • Statistics 12: Statistics plays an integral role in research, decision making, and policy in society
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Climate change impacts biodiversity and ecosystem health
      • Social Studies
        • Step 4Relevant matches
        • Physical Geography 12: Interactions between human activities and the atmosphere affect local and global weather and climate
  • Manitoba
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Language as Sense Making
      • Math
        • Step 4Relevant matches
        • Patterns and Relations
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
      • Social Studies
        • Step 4Relevant matches
        • People & Places in the World: Global Quality of Life
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Language as Sense Making
      • Math
        • Step 4Relevant matches
        • Patterns and Relations
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Explore thoughts, ideas, feelings, and experiences
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Explore thoughts, ideas, feelings, and experiences
        • Manage ideas and information
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Manage ideas and information
      • Science
        • Step 4Relevant matches
        • Current Topics in the Sciences 30S: Science, Technology, Society & the Environment
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology: Conservation of Biodiversity
      • English/Language Arts
        • Step 4Relevant matches
        • Manage ideas and information
      • Geography
        • Step 4Relevant matches
        • World Geography: A Human Perspective - World Resources, Energy, and Environment
      • Math
        • Step 4Relevant matches
        • Applied Math: Probability
      • Social Studies
        • Step 4Relevant matches
        • Citizenship and Sustainability: Area of Inquiry: Consumerism
        • Citizenship and Sustainability: Area of Inquiry: Environment
        • Citizenship and Sustainability: Area of Inquiry: Social Justice and Human Rights
        • Citizenship and Sustainability:Area of Inquiry: Indigenous Peoples
        • Area of Inquiry: Health and Biotechnology
        • Global Issues
        • Global Issues
        • Global Issues
        • Global Issues
        • Global Issues: Citizenship and Sustainability
  • New Brunswick
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
      • Math
        • Step 4Relevant matches
        • Patterns and Relations
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
      • Math
        • Step 4Relevant matches
        • Patterns and Relations
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking & Listening
      • Math
        • Step 4Relevant matches
        • Patterns and Relations
      • Social Studies
        • Step 4Relevant matches
        • Canadian Identity: Citizenship
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading & Viewing
      • Math
        • Step 4Relevant matches
        • Number, Relations and Functions 10: Relations and Functions
      • Science
        • Step 4Relevant matches
        • Sustainability of Ecosystems
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English 112/113: Reading & Viewing
      • Geography
        • Step 4Relevant matches
        • Physical Geography 110: The Atmosphere
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English 122/123: Reading & Viewing
        • Media Studies 120: Film, Television, and Video
      • Environmental Science
        • Step 4Relevant matches
        • Introduction to Environmental Science 120: Investigating Environmental Issues
      • Math
        • Step 4Relevant matches
        • Financial and Workplace Mathematics 120: Probability
        • Foundations of Math 120 :Probability
      • Social Studies
        • Step 4Relevant matches
        • World Issues 120:Interdependence
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking & Listening
      • Math
        • Step 4Relevant matches
        • Patterns and Relations
      • Science
        • Step 4Relevant matches
        • Interaction of Ecosystems
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
      • Math
        • Step 4Relevant matches
        • Patterns
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
      • Math
        • Step 4Relevant matches
        • Patterns and Relations
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English 1201:Reading & Viewing
        • English 1202: Reading & Viewing
        • Literacy 1204: Inquiry and Critical Thinking
      • Geography
        • Step 4Relevant matches
        • Canadian Geography 1202: Economic Issues in Canadian Geography
        • Canadian Geography 1202: Natural and Human Systems
      • Math
        • Step 4Relevant matches
        • Math 1201: Relations and Functions
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English Language Arts 2201/2202: Reading & Viewing
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English Language Arts 3201:Reading & Viewing
        • English Language Arts 3202: Reading & Viewing
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 3205: The Atmosphere and the Environment
      • Geography
        • Step 4Relevant matches
        • World Geography 3200/3202: World Climate Patterns
      • Math
        • Step 4Relevant matches
        • Math 3201: Probability
        • Math 3202:Probability
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehend and Respond
        • Research, interpret and analyze
      • Math
        • Step 4Relevant matches
        • Patterns and Relations
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehend and Respond
      • Math
        • Step 4Relevant matches
        • Patterns & Relations
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Plan and focus an inquiry or research and interpret and analyze information and ideas, through a process
      • Math
        • Step 4Relevant matches
        • Patterns and Relations
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Manage ideas and information
      • Math
        • Step 4Relevant matches
        • Math 10C: Relations and Functions
      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Resource Management and Population Dynamics
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Manage ideas and information
      • Math
        • Step 4Relevant matches
        • Math 20-2: Research Project
    • Grade 12
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Math 30 -2: Probability
        • Mathematics 30-3: Probability
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
      • Math
        • Step 4Relevant matches
        • Patterns and Relations
      • Science
        • Step 4Relevant matches
        • Science 7: Environmental Action
        • Science 7: Geological Evolution
    • Grade 8
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking & Listening
      • Math
        • Step 4Relevant matches
        • Patterns and Relations
      • Social Studies
        • Step 4Relevant matches
        • Atlantic Canada in the Global Community: Environment
        • Citizenship 9: Global Citizenship
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading & Viewing
      • Geography
        • Step 4Relevant matches
        • Geography 10: Atmospheric Environment
        • Geography 10: Data Interpretation and Utilization
        • Geography 10: Spaceship Earth
      • Math
        • Step 4Relevant matches
        • Math 10: Relations and Functions
      • Science
        • Step 4Relevant matches
        • Science 10: Sustainability of Ecosystems
    • Grade 11
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading & Viewing
      • Math
        • Step 4Relevant matches
        • Math 12 : Probability
  • Nunavut
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Research, interpret and analyze
      • Math
        • Step 4Relevant matches
        • Patterns and Relations
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Manage Ideas and Information
      • Math
        • Step 4Relevant matches
        • Knowledge and Employability: Patterns and Relations
        • Patterns & Relations
      • Science
        • Step 4Relevant matches
        • Interactions in Our Environment
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Plan and Focus
      • Math
        • Step 4Relevant matches
        • Knowlege And Employability: Patterns and Relations
        • Patterns and Relations
      • Science
        • Step 4Relevant matches
        • Biological Diversity
        • Chemistry and the Environment
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Manage ideas and information
      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Resource Management and Population Dynamics
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Manage ideas and information
      • Math
        • Step 4Relevant matches
        • Mathematics (Introduction to Calculus): Relations and functions
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Manage ideas and information
      • Environmental Studies
        • Step 4Relevant matches
        • Environmental Studies 35: Northern Climate
      • Math
        • Step 4Relevant matches
        • Math 30 -2: Probability
        • Mathematics 30-3: Probability
  • Ontario
    • Step 2Select a grade level
    • Grade 7
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Language: Oral Communication
      • Math
        • Step 4Relevant matches
        • Data
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English: Media Studies
      • Geography
        • Step 4Relevant matches
        • Issues in Canadian Geography (Academic): Interactions in the Physical Environment
        • Issues in Canadian Geography (Applied): Interactions in the Physical Environment
      • Math
        • Step 4Relevant matches
        • Foundations of Mathematics (Applied) Linear Relations
        • Principles of Mathematics (Academic) Linear Relations
      • Science
        • Step 4Relevant matches
        • Science (Applied): Biology: Sustainable Ecosystems and Human Activity
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science (Academic):Earth and Space Science: Climate Change
        • Science (Applied)::Earth and Space Science: Earth's Dynamic Climate
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Media Studies (Open) Understanding & Interpreting Media Texts
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science (Univ/College Prep.) Human Health and the Environment
        • Environmental Science (Univ/College Prep.) Scientific Solutions to Contemporary Environmental Challenges
        • Environmental Science (Workplace Prep.) Human Health and the Environment
        • Environmental Science (Workplace Prep.) Human Impact on the Environment
      • Geography
        • Step 4Relevant matches
        • Impacts of Change
        • Forces of Nature: Physical Processes and Disasters (Univ./College Prep.)
        • Forces of Nature: Physical Processes and Disasters (Univ./College Prep.): The Physical Environment: Sustainability and Stewardship
        • Regional Geography (Univ./College Prep.) Dynamics and Change
        • Regional Geography (Univ./College Prep.): Sustainability and Stewardship
      • Health Education
        • Step 4Relevant matches
        • Health for Life (College Prep.) Determinants of Health
      • Math
        • Step 4Relevant matches
        • Foundations for College Math (College prep.) Data Management
    • Grade 12
      • Step 3Select a subject
      • Aboriginal Studies
        • Step 4Relevant matches
        • Contemporary Indigenous Issues and Perspectives in a Global Context, (Univ./College prep.): Indigenous Peoples and Perspectives
      • Geography
        • Step 4Relevant matches
        • Living in a Sustainable World (Workplace Prep.) Community Action
        • The Environment & Resource Management (Univ/College Prep.) Community Action
        • The Environment & Resource Management (Workplace Preparation): Human-Environment Interactions
        • World Issues: A Geographic Analysis (College Prep.):Sustainability and Stewardship
        • World Issues: A Geographic Analysis (Univ. Prep.):Sustainability and Stewardship
      • Math
        • Step 4Relevant matches
        • Mathematics of Data Management (Univ. Prep.) Organization of Data for Analysis
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
      • Math
        • Step 4Relevant matches
        • Patterns & Relations
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
      • Math
        • Step 4Relevant matches
        • Patterns & Relations
      • Social Studies
        • Step 4Relevant matches
        • Canadian Identity: Citizenship
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
      • Math
        • Step 4Relevant matches
        • Patterns and Relations
      • Social Studies
        • Step 4Relevant matches
        • Interdependence: Atlantic Canada in the Global Community: Environment in the Global Community
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading & Viewing
      • Geography
        • Step 4Relevant matches
        • Geography of Canada 421A: Canada’s Global Connections
      • Math
        • Step 4Relevant matches
        • Math 421A. Relations and Functions
      • Science
        • Step 4Relevant matches
        • Science 431A: Life Science, Sustainability of Ecosystems
      • Social Studies
        • Step 4Relevant matches
        • Canadian Studies 401A: Canada's Global Connections
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading & Viewing
      • Geography
        • Step 4Relevant matches
        • Geography 521A, Global Studies: Physical Patterns of the World
        • Geography 531A (World Geography): Physical Patterns of the World
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading & Viewing
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 621A: Environmental Challenges and Successes
      • Geography
        • Step 4Relevant matches
        • Geography 621A Global Issues : Inquiry- What are the issues?
        • Geography 631A Global Issues: What Can I Do?
      • Math
        • Step 4Relevant matches
        • Math 621A: Probability
  • Quebec
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Uses language/talk to communicate and to learn
      • Math
        • Step 4Relevant matches
        • Statistics and probability
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Uses language/talk to communicate and to learn
    • Grade 9
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • The Contemporary World: Environment
    • Grade 10
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Applied Science & Technology: The Earth and Space
        • Environmental Science & Technology: The Earth and Space
        • Science & Technology: The Earth and Space
        • Science and the Environment: The Earth and Space
    • Grade 11
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Contemporary World: Environment
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehend and Respond
      • Math
        • Step 4Relevant matches
        • Mathematics 7: Patterns and Relations
      • Science
        • Step 4Relevant matches
        • Science 7: Life Science: Interactions within Ecosystems
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehend and Respond
      • Math
        • Step 4Relevant matches
        • Mathematics 8 : Patterns and Relations
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehend and Respond
      • Math
        • Step 4Relevant matches
        • Math 9:Patterns and Relations
    • Grade 10
      • Step 3Select a subject
      • Aboriginal Studies
        • Step 4Relevant matches
        • Native Studies 10: Identity and Worldviews, Aboriginal Perspectives
      • English/Language Arts
        • Step 4Relevant matches
        • English Language Arts A10: Comprehend and Respond
      • Geography
        • Step 4Relevant matches
        • Geography 10: Climate
      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Communication Studies 20:The Art of Debating
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 20: Atmosphere and Human Health
  • 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 8
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Analyzing data by determining averages is one way to make sense of large data sets and enables us to compare and interpret
    • Grade 9
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Analyzing the validity, reliability, and representation of data enables us to compare and interpret.
      • Science
        • Step 4Relevant matches
        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
    • Grade 10
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Workplace Mathematics: Representing and analyzing data allows us to notice and wonder about relationships
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system
      • Math
        • Step 4Relevant matches
        • Foundations of Mathematics 12: Probabilistic thinking informs decision making in situations involving chance and uncertainty
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Climate change impacts biodiversity and ecosystem health
      • Social Studies
        • Step 4Relevant matches
        • Physical Geography 12: Interactions between human activities and the atmosphere affect local and global weather and climate

Themes Addressed

  • Air, Atmosphere & Climate (1)

    • Climate Change

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The information and resources presented in this guide are introduced with the teaching methodology of inquiry in mind. Inquiry learning can be described as an approach to learning that is directed by questions, problems, a hypothesis or a challenge that individuals and groups of learners work together to address. At it’s best the learning is driven by student generated questions. Students, assisted by the teacher, clarify the questions being asked and determine how to answer them. As knowledge is pursued, unplanned but important learning territory is often uncovered. (Kozak & Elliott)

The learning that takes place throughout an inquiry, stems from students’ questions. The Guide respects this approach by beginning each of the Inquiry units with a segment on Question Generation and follows with a learning environment where students can develop critical thinking and problem solving skills.

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 Very Good

The Guide recognizes that an understanding of climate change and its impacts requires an understanding of multiple related systems (from the physical environment, to ecosystems, to human society) that transcend traditional subject boundaries. For example;

Inquiry 4 focuses on the environmental impacts of climate change. Inquiry 5 ask students to consider the implications of climate change for human health. Inquiry 6 explores the economic risk as we transition to a low carbon future.

While each of these issues is, of necessity, approached as a discrete topic, the Guide helps students appreciate the interdependent and interconnected nature and the need for a holistic approach.  

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

The scope or reach of the resource is ambitious because the subject is complex. It aims to expand not only student knowledge and understanding of climate change but also to have them consider how climate change relates to their values, their sense of place, their feelings of responsibility, and their capacity to enact change. It asks students to consider essential questions - What is climate change and why should we care? Where are we now and how do we monitor what is happening? What is the Indigenous perspective on climate change? What are the ethical dimensions related to climate change and what can I do?

Respects Complexity:

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

Acting on Learning Very Good

The Guide believes that allowing time for students to take action is an essential part of the learning process on climate change, as it empowers students and eases their eco-anxiety. Accordingly, each of the Inquiries concludes with Take Action, wherein students find ideas for taking action and examples of action projects undertaken by their peers in other schools. 

The Guide also includes hyperlinks to other sites such as Promise of Place and Our Canada Project, where students may find inspiration and support for taking 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 Very Good

Climate change is a complex problem that raises opportunities for students to consider their values, their feelings of responsibility, and their capacity to enact change. Students are asked to consider why they should care about climate change, what responsibility they have to others in contributing to the solution, how social justice and climate change are linked, and the impact of their actions on others.

Values Education:

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

Empathy & Respect for Humans Very Good

Inquiry 7, Climate action and decolonization: Indigenous perspective, focuses on the impact climate change is having on Indigenous peoples, particularly those in Canada's North who bear little responsibility for climate change but whose economic and cultural practices have been severely challenged and whose options are limited by the colonization process. 

Inquiry 8, Ethical Dimensions for children, youth and livable futures examines the ethical dimensions of climate change and argues that the people most vulnerable and least responsible for climate change may be the ones to suffer the most.

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

Climate change has an impact on biodiversity and ecosystems and the survival of endangered species. Inquiry 4 of the Guide, Environmental Impacts & Restoration has students explore questions concerning the biggest environmental impact in their area, the species at risk in their area and the cause of those risks. To help them answer these and other related questions about the natural environment, students are advised to contact local experts such as naturalist groups and conservation authorities or agencies.

In the Taking Action segment of this Inquiry, ideas for student action include tree planting, habitat restoration and collecting data as citizen scientist. Examples of actions undertaken by other students include creation of an endangered ecosystem, a species ecological park, testing the health of a local watershed, and the creation of a greenhouse.

This increased understanding of and interaction with the natural world may be expected to enhance student connection to  that world.

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

Each of the Inquiries asks students to examine or investigate their local community in terms of the issue being addressed. This may take the form of Neighborhood Walks, educating their community about the risks posed by climate change, conducting a school waste audit, inviting municipal leaders into the classroom, measuring their own carbon footprint, using the Climate Atlas of Canada to explore the current and possible future impact of climate change on their community, planting trees or restoring a local habitat.

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

The Guide is concerned with having students understand the current situation with respect to climate change ( Inquiry 2. Where are We Now?; Inquiry 3. Monitoring Climate Change; Inquiry 4. Environmental Impacts & Restoration; Inquiry 5 Human Health) and the preferred future (Inquiry 6. A Low Carbon Future; Inquiry 7. Climate Action)

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 Very Good

The inquiry learning model adopted by the resource means that questions, not answers drive the study and that students contribute to determining what questions are asked. The teacher's role is that of facilitator and the role of the resource is to provide students with information and activities that enable students to develop their perspective on the issue and to  recognize the perspective of others.

Open-Ended Instruction :

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

Integrated Learning Very Good

Climate change is a complex topic and the reach of the Guide is ambitious. Teachers and students must therefore draw on a variety of disciplines to gain an understanding of the issue. The degree to which the resource meets this requirement is captured in the Subject Alignment Chart found in the Appendix. The chart indicates what disciplines have been engaged in exploring each of the inquiries and  includes subjects such as Science, Social Studies, Business/Economics, Mathematics, Language Arts, Technology, and Health.

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 Very Good

The Guide was developed in accordance with the principles of inquiry learning, which the authors define "as an approach to learning that is directed by questions, problems, a hypothesis or a challenge that individuals and groups of learners work together to address. At it’s best, the learning is driven by student generated questions. Students, assisted by the teacher, clarify the questions being asked and determine how to answer them. As knowledge is pursued, unplanned but important learning territory is often uncovered." (Kozak & Elliott)

Each of the inquiries begins in part with Question Generation, wherein learners check in with their understanding and determine direction and next steps based on their understanding. In order to continue to generate meaningful questions as knowledge and understanding advances, students list, refine, re-state, clarify, and prioritize their questions.

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 Very Good

The variety of teaching strategies used in the Guide is impressive. Appendix B. Mapping the Active Learning Strategies used in the Guide identifies 43 different strategies, ranging from affinity mapping, carousel brainstorming, choice board, consequence mapping, to gallery walks and indicates where in the resource each is employed. Appendix A. Active Learning Strategy Bank provides a description of each of the 43 activities and a hyperlink to each.

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

The Guide includes numerous opportunities for students to take their learning outside the classroom. This includes neighbourhood walks to study the impact of climate change at the local level, meetings with local leaders who are addressing climate change, partnerships with local organizations, mapping and graphing data at the community level and sharing of that data, meeting with traditional knowledge keepers, and investigating newspapers and other media for their reporting on climate change.

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

Each of the Inquiries includes a segment entitled Group Knowledge Building. The goal is to further individual knowledge as a result of group discussions, common goals, and synthesis of ideas. According to Scardamalia and Bereiter, “Collaboration, determined by the ability of a group to function as a community of learners, is recognized as important in constructivist learning through knowledge building.” Learners work together through interactive questioning and continuously improving upon one another’s ideas. Examples of this process are found in a variety of activities such as De Bono's Six Thinking Hats, Carousel Brainstorming, and Knowledge Building Circles.

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 Very Good

Each of the Inquiries includes suggested assessment strategies. These include 3-2-1 strategy, choice board strategy, one minute paper,  infographic & gallery walks, and I care why?.

The Consolidation segment, which is also found in each Inquiry would also provide teachers with opportunities to assess student understanding, as would the Determining Understanding segment. 

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 Very Good

In addition to the cooperative learning strategies such as Carousel  Brainstorming and Knowledge Building Circles, the resource includes many suggestions that outline options for students to work with the community in gathering and disseminating information about the impact of climate change on the community and possible community responses.

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 Very Good

The Guide includes a number of resources or activities that may be judged as case studies. Examples of actions undertaken by different student groups help students consider what they might attempt. A number of videos explore specific climate change concerns such as the impact of climate change on the oceans. Student work with the Climate Atlas of Canada is directed at having them understand the past, present and future consequences of climate change in their community. Case studies are also included that discuss how selected Canadian companies are responding to the challenges of 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 Very Good

The sub title of the Guide - A Climate Change inquiry Guide for Secondary Students - indicates that the authors are committed to the principles of inquiry learning. Central to this approach is that learning is directed by questions, problems, a hypothesis or a challenge that individuals and groups of learners work together to address. At it’s best the learning is driven by student generated questions. Students, assisted by the teacher, clarify the questions being asked and determine how to answer them. As knowledge is pursued, unplanned but important learning territory is often uncovered.

The Question Generation segment of each inquiry helps teachers determine where students are in their initial understanding of a topic or an issue, then continues to evaluate their understanding throughout the learning process. The Determining Understanding segment enables students to pause and reflect on their learning, taking ownership of the process and practicing metacognitive strategies.

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.