Climate Change: How it impacts Canadians and what we can do to slow it down.

Transcription

1 Climate Change: How it impacts Canadians and what we can do to slow it down. Lesson Overview This lesson takes stock of how climate change has already affected Canadians in geographic, economic, and cultural terms. It asks pertinent questions about what can be done to change human behaviour to reduce climate change by focussing on selected problems and solutions. Grade Level Grades (Secondary) Time Required 80 minutes Curriculum Connection (Province and course) Alberta Social Studies 10/ 11 Link to Canadian National Geography Standards Essential Element #1 (Grades 9-12) - The World in Spatial Terms Geography studies the spatial relationships among people, places and environments. Maps reveal the complex spatial interactions that touch the lives of all citizens. Essential Element #2 (Grades 9-12) - Places and Regions The identities and lives of individuals and peoples are rooted in particular places and regions, each of which has distinctive human and physical characteristics. Essential Element #3 (Grades 9-12) - Physical Systems Physical processes shape Earth s surface and interact with plant and animal life to create, sustain and modify the cultural and natural environment. Physical systems include such things as wind and ocean currents, plate tectonics, erosion, deposition and the water. Essential Element #5 (Grades 9-12) - Environment and Society The physical environment has been modified by human activities. In a traditional sense, early settlers cleared the land to plant crops and graze livestock. Today, air and water pollution and the management of solid waste and hazardous materials are a serious problem. The physical environment affects human activity as well. Soil types and water availability help to determine which crops will prosper. More dramatically, natural hazards (e.g., earthquakes, hurricanes and floods) have resulted in substantial loss of life and property. Principal Resource The primary lesson is based on the section Explore by themes, The Issues, Climate Change of The Canadian Atlas Online website at /. CANADIAN COUNCIL FOR GEOGRAPHIC EDUCATION 1

2 Additional Resources, Materials and Equipment Required Prairies black line outline map available at: ames/referencemap_image_view Main Objective The primary goal of the lesson is to take stock of how climate change has affected selected Canadian regions in geographic, economic, and cultural terms and provides a discussion forum for action on an individual, regional, and national level. Learning Outcomes By the end of the lesson, students will be able to: Define the term climate change; Provide clear examples of how climate change impacts the Canadian landscape, its economy, and its cultural activities; Extract data from reading selections and take notes; Generalize the data; Interpret images in contextual terms; Apply geographic skills to maps, such as measuring distances; Navigate the internet; Make decisions regarding their own behaviour and social responsibility This lesson satisfies learning outcomes as described by the Alberta Social Studies Curriculum for Senior Grades, specifically: Social Studies 10: Canada In The Modern World Topic A: Challenges for Canada - The 20th Century and Today a. geographic factors influence a nation s sovereignty d. a nation s foreign policy must be balanced between its interests and the interests of other nations e. the consequences of foreign policy can result in conflict or cooperation with other nations Theme II: Regionalism a. Canada is composed of geographic regions with diverse political, economic and cultural interests b. Canada s political, economic and social fabric is influenced by geographic factors c. regional differences both strengthen and challenge Canadian unity Theme III: Identity a. Canadians identify with community, region and nation b. the Canadian identity is shaped by our values, attitudes and cultures as they have emerged from our history and geography CANADIAN COUNCIL FOR GEOGRAPHIC EDUCATION 2

3 Social Studies : The Growth Of The Global Perspective Topic B: Interdependence in the Global Environment Theme III: Quality Of Life c. quality of life is increasingly affected by issues of global concern Theme IV: Alternative Futures: Possibilities For Change b. solutions to global concerns often require international dialogue c. there are potential solutions to global concerns Social Studies 23: The Growth Of The Global Perspective Topic B: Challenges in the Global Environment Theme II: Global Interdependence And Quality Of Life b. environmental situations affect quality of life The Lesson Introduction Lesson Development TEACHER ACTIVITY The teacher will begin the lesson by asking students how they came to school this day and tally the responses by the number of students who came by car and by public transport. The teacher will ask students how many of them will likely buy their first car by the time they are twenty-five years of age. The teacher will then ask students if they can think about disadvantages of owning a car and record some of their responses. The teacher will ask students if they have ever heard about climate change and if they know what it is. A short discussion will follow. The teacher will then explain that students will examine a series of readings that describe how climate change has already affected Canada and that students will learn about the geographic, economic and cultural implications of climate change. The teacher will monitor student progress as the students are working through the activities and will help slower students stay on task by asking them to provide feedback on their progress. The teacher refers to the factoids at the end of the student worksheet to summarize the data students have collected and how they put the information down in the table. STUDENT ACTIVITY Students will participate in a short discussion on the subject and be given their worksheet. The teacher will decide on pairing students depending on the availability of computer equipment. Students complete the worksheet in pairs or individually depending on the availability of computers. Students participate in the class discussion on the factoids and their implications. CANADIAN COUNCIL FOR GEOGRAPHIC EDUCATION 3

4 The Lesson (cont d) Lesson Development (cont d) Conclusion TEACHER ACTIVITY Depending on the progress of the class, the teacher may wish to group the class for the case studies in sections E, F, and G to maximize time and have students report to the class when finished. This report can be summed up with a discussion of a map showing the extent of permafrost in Canada and subsequent damage to building structures. This information is available at: ies_e.php The teacher asks students what they can do to reduce climate change or ask them what they may have to do to adapt to the effects of climate change in form of a brainstorming activity. STUDENT ACTIVITY Sections E, F, and G can also be done by different class teams who will report back to the class. Students work in pairs to brainstorm changes in behaviour to reduce climate change or adapt to the effects of climate change. Lesson Extension Students can summarize their findings from this lesson and do research on how climate change affects selected groups of people, such as Inuit hunters, farmers in western Canada, oil workers in northern Alberta. Assessment of Student Learning Students can be assessed on the following: Level of participation during class discussion. Amount and accuracy of data collected. Written Summary of research findings Research and role-taking activity Teachers to use appropriate rubrics for their classes. Further Reading CBC on Climate Change: Alberta Tar Sands: Like Oil and Water: The true costs of tar sands: Natural Resource Defense Council: Mackenzie Pipeline and Alberta Tar Sands: Climate Change. Time is running out: CANADIAN COUNCIL FOR GEOGRAPHIC EDUCATION 4

5 Student Work Sheet: Climate Change How it impacts Canadians and what we can do to slow it down This is an introductory activity that will introduce you to what climate change is and how climate change affects selected Canadian regions. You will investigate these two questions by referring to the Canadian Atlas Online at Please follow the instructions below and complete the activities that follow. Click on Explore by themes > Click on The Issues > Click on Climate Change A. Click on Basics and read the introduction to answer the questions below: 1. According to this reading selection, what are the two reasons why Canada is an important area to do research on climate change? a. b. 2. What are the two factors that can and are leading to climate change? a. b. 3. While climate change seems inevitable, what are the two responses that people will have about climate change? a. b. CANADIAN COUNCIL FOR GEOGRAPHIC EDUCATION 5

6 B. In order to get a better understanding of the effects of climate change, we need to have evidence. This evidence can be found by examining a short video clip on mass wasting of glaciers as they melt before your eyes and change the landforms of our earth. Click on the picture at n&lang=en. This picture is a graphic illustration of how climate change affects Canada s Arctic region. Explain this statement in your own words. [For an enhanced version of this clip, you may also go to the following web site: sues&tm=11&gps=102_410_787_412&f=00&tt=14&bt=0&bts=0&zu=http%3a// background/climatechange/ Click on Multimedia > Arctic Ice melt CANADIAN COUNCIL FOR GEOGRAPHIC EDUCATION 6

7 C. Click on Changing Landscapes and use the reading selections to complete the table below. MELTING POLAR ICE (if applicable) EFFECT ON COASTAL AREAS MELTING ALPINE GLACIERS (if applicable) EFFECT ON INTERIOR LANDSCAPES NORTH WEST PRAIRIES ONTARIO/ QUEBEC ATLANTIC PROVINCES CANADIAN COUNCIL FOR GEOGRAPHIC EDUCATION 7

8 D. Click on Human Impact and use the reading to complete the table below. ECONOMIC EFFECT OF CLIMATE CHANGE CULTURAL EFFECT OF CLIMATE CHANGE NORTH WEST PRAIRIES ONTARIO/ QUEBEC ATLANTIC PROVINCES CANADIAN COUNCIL FOR GEOGRAPHIC EDUCATION 8

9 E. Tuktoyaktuk represents one example of the effects of climate change. Using the following website, examine the photographs and describe how they show climate change. F. It has become clear to you from your research on climate change that human activity and the burning of fossil fuels in the form of industrial activity and personal use of the automobile are major contributors of climate change. Alberta s tar sands play an important role in this process. Explain how. Please visit CANADIAN COUNCIL FOR GEOGRAPHIC EDUCATION 9

10 G. Examine the effects of climate change in the Prairies. Go to s&lang=en and click on the interactive map. Describe the changes you can observe. Plot these changes on your handout map given to you by your teacher or use the map on this handout. CANADIAN COUNCIL FOR GEOGRAPHIC EDUCATION 10

11 Factoids: Since 1979, more than 20% of the Polar Ice Cap has melted away. Source: Rising permafrost temperatures causing roads, railroads and building foundations to buckle and deteriorate Source: Thinning ice- Polar bears can t hunt, losing weight, losing cubs Source: CANADIAN COUNCIL FOR GEOGRAPHIC EDUCATION 11