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This resource focuses on climate justice, climate resilience and climate adaptation. Through activities and case studies, students reflect on how climate change has affected the lives of some of the world’s poorest people. Lessons include:
Where Do You Stand? To encourage students to consider and express their thoughts about climate change, they are asked to agree or disagree with a number of statements including who is being impacted, who is responsible and who should take action.
Climate Change Stories - Each student is given one of four stories to be read, pair share and later discuss with the rest of the class. Each story describes how climate change has impacted a different person living in Malawi. Pair sharing activities include conducting an interview and role play.
Climate Change Vulnerability Game - To illustrate that climate change does not impact everyone equally, students take on the roles of different Malawi residents as described in game cards (provided). They must then cope with a number of everyday challenges as read aloud by the teacher. Students will evaluate their vulnerability to each statement based on their social and economic circumstances.
Make Your Own Climate Wristband - Students watch a video and discuss examples from the climate stories of individuals who are raising awareness of the urgent need to act on climate change. As a culminating activity, students are encouraged to make wristbands to help draw attention to the climate crisis. Links to online instructions are provided.
This resource does not focus on skills.
The resource is more suited for use in social studies and geography than science.
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 activities are designed in large part to encourage students to form their own conclusions regarding the social and economic impacts of climate change.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Satisfactory|
The Climate Change Vulnerability Game provides an excellent opportunity to examine the interplay of these dimensions.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The resource's focus on climate justice helps students appreciate the entirety and complexity of the issue of climate change.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
The wristband project does allow students to do something personal in response to what they have learned.
|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|
Students are given numerous opportunities to reflect on what they have learned and to express their own feelings about climate change and climate justice.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
The goal of the resource is to inform students about impacts of climate change on the well being of those people living in the poorest nations of the world.
|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||Poor/Not considered|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The role playing in the Climate Vulnerability Game helps make the learning relevant.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Poor/Not considered|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
There is no attempt to direct students towards any one answer. On the contrary, students are encouraged to analyze, reflect and express their own points of view.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Lessons address concepts and themes from geography, social studies and environmental studies.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning||Poor/Not considered|
The resource activities do not incorporate inquiry learning.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
Students are involved in different learning approaches including reading and responding, viewing and responding, small and large group discussion, case study analysis, role play and hands-on learning
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
The role-play and wristband activities include some elements of experiential learning.
|Experiential Learning: |
Authentic learning experiences are provided
Some group work is included.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
Assessment tools and direction are not included.
|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|
Peer teaching opportunities are suggested as an extension to the culminating activity.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Much of the information provided in the resource is delivered through case studies. (stories of real life events)
|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|
Students are not provided with opportunities to choose program content. Supplementary activities for further/related learning are included as extensions.
|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.|