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Youth for the Planet

Taking Climate Action in Your Own Community

Secondary, Middle

Description

This toolkit is designed to teach students about climate change, its causes and how to take meaningful actions at home, at school and in their community.

The lesson begins with a brief discussion to activate prior knowledge, followed by a slideshow presentation that provides information about climate change causes, both human and naturally occurring and its effects around the United States.  Students are also introduced to other youth who are making a difference in their own communities. During the slideshow the students will have a note taking sheet to complete.

At this point the teacher can choose from 3 activities or have the students complete them all.  The activities are:

1. The students plan and write a picture book on climate change to share with elementary students.

2. The students will brainstorm climate change actions to undertake and add to a bulletin board display of actions completed with the goal of seeing how small actions all together can make a big difference.

3. Students will create implement and monitor progress for a climate change action plan, all the while raising awareness in their school or community around their chosen action.

General Assessment

What skills does this resource explicitly teach?

The focus of this resource is on developing an awareness of climate change and the sense that a number of small actions together can make a difference.

Strengths

  • hands-on activities that are engaging
  • all materials are included
  • easy to implement

Weaknesses

  • lack of assessment materials
  • lack of strategies for struggling learners

Recommendation of how and where to use it

Youth for the Planet: Taking Action in Your Own Community is best suited for a middle school science classroom.  It helps to address outcomes related to climate change and weather as well as human impacts on the Earth. This resource could be used as a final activity in a unit on climate change or as a special project in conjunction with Earth Day.

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
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
  • 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
  • Manitoba
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
      • Social Studies
        • Step 4Relevant matches
        • People & Places in the World: Global Quality of Life
  • New Brunswick
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7 Earth Surface Processes: Learning and Living Sustainably
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interaction of Ecosystems
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
        • Science 7: Earth and its climate have changed over geological time
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Environmental Action
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 8: Climate Change
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 8 - A Changing Canadian Society: Advocacy and Action
    • Grade 9
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Citizenship 9: Engaged Citizenship
  • Nunavut
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions in Our Environment
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Climatology and Meteorology
  • Ontario
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Life Systems: Interactions in the Environment
    • 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
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
  • Quebec
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Life Science: Interactions within Ecosystems
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
  • 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

Themes Addressed

Air, Atmosphere & Climate (2)

  • Climate Change
  • Weather

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The resource allows for the students to gather information on climate change and its causes before creating a plan to create change  in their community. The resource is geared for the students to consider all aspects of the issue.

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 resource addresses all aspects of the issue of climate change via the slideshow presentation and note taking sheet included in the toolkit. The teacher will have to emphasize the social aspect with certain slides as it may not always be evident.

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 resource explains very well the issue of climate change and its causes. It also gives the students concrete and manageable ideas for taking action.

Respects Complexity:

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

Acting on Learning Very Good

The final activity in the resource is to create an action plan for climate change in which the students define the issue, complete research, and craft a message in order to raise awareness and create change in their community.

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

The students are given the chance to identify and express their own values via the choices of activity for their action plan.

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 in the 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

A sense of stewardship is created as the students work on an action plan to create change in their community for the betterment of their environment.

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

The final activity is to create an action plan to foster change in the community.

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 Satisfactory

The resource does address the present and the future; however, the past is not a part of the material.

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 resource presents factual information allowing the students to explore the topic and develop an understanding of the issues surrounding climate change.

Open-Ended Instruction :

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

Integrated Learning Satisfactory
  • Science
  • Literacy
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
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

This resource addresses the needs of most learners in an engaging manner; however, it does not provide strategies for learners with difficulties.

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 action plan allows for the students to take the information they have learned and apply it in their community and home life.

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 Satisfactory
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 Good

Although no tools are provided for the assessment of learning, the worksheets that are included can easily be collected for assessment.

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:

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 students do learn about other youth who are working to make a difference in their community in the slideshow. 

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 are allowed to make a number of decisions in the actions that they choose.

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.