Search for Resources

Energy and Climate Change

Secondary

Description

Students learn about the causes and consequences of climate change, the difference between human and naturally induced greenhouse gases, the relative amounts of greenhouse gases produced in different regions of the world, and the solutions available to address human GHG emissions.

General Assessment

What skills does this resource explicitly teach?

Many of the activities in the lesson focus on data analysis, identifying perspectives, understanding the links between cause and effect and imagining strategies that might help mitigate climate change.

Strengths

The lesson is another contribution to that body of resources designed to have students explore what is perhaps the greatest challenge of the day. The lesson is well structured and succeeds in having students better understand the causes of climate change and something of the difficulties in achieving a common response among nations.

Each activity is tightly structured and includes the necessary resources to engage students and enhance their understanding.

Recommendation of how and where to use it

Climate change is a topic that has relevance for a number of curriculum areas. This particular resource is especially helpful in introducing the causes of climate change and in identifying the relative responsibility among nations for the current crisis.

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 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Knowledge and Employability Science: Environmental Chemistry (Social and Environmental Contexts Emphasis)
  • British Columbia
    • Step 2Select a grade level
    • 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
      • 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 11
      • Step 3Select a subject
      • Chemistry
        • Step 4Relevant matches
        • Gases and the Atmosphere
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • World Geography: A Human Perspective - World Resources, Energy, and Environment
      • Social Studies
        • Step 4Relevant matches
        • Citizenship and Sustainability: Area of Inquiry: Environment
        • Global Issues
  • New Brunswick
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Advanced Environmental Science 120: Earth Systems
        • Introduction to Environmental Science 120: Investigating Environmental Issues
      • Social Studies
        • Step 4Relevant matches
        • World Issues 120:Interdependence
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 3205: The Atmosphere and the Environment
      • Geography
        • Step 4Relevant matches
        • World Geography 3200/3202: World Climate Patterns
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 30: Energy and the Environment
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Citizenship 9: Engaged Citizenship
        • Citizenship 9: Global Citizenship
    • Grade 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geography 10: Atmospheric Environment
        • Geography 10: Data Interpretation and Utilization
        • Geography 10: Spaceship Earth
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • AP Environmental Science: Global Change
  • Nunavut
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Knowledge and Employability Science: Environmental Chemistry (Social and Environmental Contexts Emphasis)
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 30: Energy and the Environment
  • Ontario
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Issues in Canadian Geography (Academic): Interactions in the Physical Environment
    • Grade 11
      • Step 3Select a subject
      • Chemistry
        • Step 4Relevant matches
        • Hydrocarbons and Energy
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science (Univ/College Prep.) Conservation of Energy
        • Environmental Science (Workplace Prep.) Energy Conservation
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Global Connections
        • The Environment & Resource Management (Workplace Preparation): Geographic Foundations: Space and Systems
        • The Environment & Resource Management (Workplace Prfeparation)
        • World Issues: A Geographic Analysis (College Prep.):Sustainability and Stewardship
        • World Issues: A Geographic Analysis (Univ. Prep.):Sustainability and Stewardship
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Interdependence: Atlantic Canada in the Global Community: Environment in the Global Community
    • Grade 11
      • Step 3Select a subject
      • 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
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 621A: Environmental Challenges and Successes
      • Geography
        • Step 4Relevant matches
        • What can I do?
        • Geography 621A Global Issues
        • Geography 621A Global Issues : Inquiry- What are the issues?
  • Quebec
    • Step 2Select a grade level
    • 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
        • 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 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geography 10: Climate
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 20: Atmosphere and Human Health
        • Environmental Science 20: Student-Directed Study
  • Yukon Territory
    • Step 2Select a grade level
    • 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
      • 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

Energy (1)

  • Energy Generation

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

Although there is still some debate around climate change, the scientific community is largely agreed on a number of issues. The aim of the lesson is to provide data that students may examine in answering a number of key questions.

  • What causes global warming?
  • Who is the top emitter of greenhouse gases?
  • What is the right approach in responding to climate change?
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 lesson explores the causes (mining fossil fuels, deforestation, etc.) and consequences ( ocean levels, drought, etc.) of climate change; the social and economic inequalities as they relate to the degree of responsibility for the release of GHG and their resulting impact.

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 Good

The lesson includes hard data in the form of charts that will enlarge the students' understanding of the climate change discussions as it relates to the causes of climate change, the chronology of energy use, the economic sectors and regions largely responsible for climate change and the debate over who should "pay" for meeting the challenges posed by climate change.

Respects Complexity:

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

Acting on Learning Good

The final segment of the lesson, Activate local action right now, has students consider how everyone can help reduce GHG emissions and includes suggestions for a project in which each student examines their carbon footprint. 

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

Students are asked to consider the ethical implications whereby those who are least responsible for climate change may have to bear much of the negative consequences. They are also asked to consider their individual responsibility in contributing to and in meeting the challenges of climate change.

Values Education:

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

Empathy & Respect for Humans Good

The data provided by the lesson underscores something of the inequities attached to climate change - those people who are least responsible for the buildup of greenhouse gases are often the ones that lack the resources to adapt and may be expected to suffer disproportionately.

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

In examining the consequences of climate change, the lesson identifies  the impact a warming earth will have on the natural 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 Good

In examining the data surrounding climate change, students will come to appreciate that it is a global issue requiring a global response and attention is given to the United nations Framework Convention on Climate Change and the difficulties of arriving at a response acceptable to all nations but recognition is also given to a bottoms up approach where individuals and local communities can be part of the solution.

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 Very Good

The charts included with the lesson plan help students to understand how the Industrial Revolution and the resulting demand for energy has created the greenhouse effect that is the current challenge. The lesson concludes with a consideration of positive and forward-thinking approaches to combat climate change.

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 lesson acknowledges the complexity of the climate change debate, particularly with respect to the question of determining the relative burden in responding to the challenges of climate change and the principle of  "a common but differentiated" approach. 

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

The issue of climate change involves a number of subject areas;

  • Science - the impact the consumption of fossil fuels has on the atmosphere and the planet
  • Economics - the link between industrial growth and the use of fossil fuels
  • Political Science - the existence or the absence of government policies in responding to the challenges of climate change
  • Social Studies - the relative responsibility of the developed and developing world with respect to the cause of and response to climate change
  • Citizenship - the citizens obligations to take what action they might to mitigate climate change and to support those who are unfairly affected

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

Students analyze and discuss data provided by the lesson in order to respond to questions outlined in the ativities.

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

Students are provided with  a variety of resources - videos, charts, documents - to address the questions raised by the lesson and  discuss their findings in small and large group settings.

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 Satisfactory

Students learn about the causes of climate change and the degree of responsibility for the current situation by analysis of data provided by the lesson.

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 analyze and report on data and to respond to the perspectives that are part of the video resources included in the lesson.

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 Satisfactory

The lesson does not include any provisions for summative evaluation and formative evaluation is largely dependent on the student class discussion and student presentation.

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 Satisfactory

Peer teaching opportunities are limited to the discussion that arises from student analysis of data and their response to selected videos.

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 Good

The lesson requires students to examine data that contributes to their understanding of the factors that contribute to climate change and the degree of responsibility nations must assume for 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 Satisfactory

The lesson consists of a number of structured activities that guide student investigation into the causes of and the possible responses to climate change.

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.