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LITERACY
GUIDE
ecological
revised 2005
climate change
in grade 9 geography
(applied)
ecoschools.tdsb.on.ca
Acknowledgements
Based on Ontario EcoSchools: Climate Change in Grade 9 Geography (Applied), this resource has been slightly modified
for use in TDSB schools.
The Government of Canada’s Climate Change Action Fund provided major funding for Ontario EcoSchools.
Please see inside back cover for more information on all of the partners involved in the development of the program.
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied)
Developers: Jackie Pye; Ethel Johnston, Toronto District School Board
Reviewers: Kim Wallace, Halton DSB; Peggy Karas, Toronto DSB;
Lewis Molot, Faculty of Environmental Studies, York University
Curriculum revisions (2005): Ethel Johnston, Toronto DSB
Adaptation: Catherine Mahler
Editor: Eleanor Dudar, Toronto District School Board
© 2004 York University
Ontario schools, school boards, post-secondary institutions and government agencies may reproduce and adapt this
publication in whole or in part for educational purposes without special permission from the copyright holder, as
long as acknowledgement of the source is provided. No use of this publication may be made for resale or for any
other commercial purposes whatsoever without prior permission in writing from York University. Please contact
the Office of Research Administration 416-736-5055 for further information.
Every reasonable precaution has been taken to trace the owners of copyrighted material and to make due
acknowledgement. Any omission will gladly be rectified in future printings.
Designer: Comet art + design
Printer: TDSB Printing Services
Geography and EcoSchools
Climate Change in Grade 9 Geography is one in the series of Ecological Literacy
guides that make up the classroom component of EcoSchools. These guides
offer teachers a new lens for seeing the environmental learning possibilities
in the Ontario curriculum.
This resource is supported by The Impacts of Climate Change, a multimedia
presentation that examines the impacts of climate change on the natural and
human worlds. The multimedia presentation is available on CD; please see
below for ordering information.
Included in this resource are Big Ideas about climate change linked to Focus
Questions and clusters of expectations, a culminating task and an annotated
bibliography. Together, these materials provide a wealth of ideas that teachers
can draw on in all areas of their program.
The TDSB EcoSchools resources support student learning and action that
address climate change. Geography, with its highly integrated human and
natural systems approach, is well positioned to foster understanding about
climate change, its impacts and the possibilities for solutions.
To order print and CD versions of the EcoSchools resources including the
multimedia presentations, please contact Library and Learning Resources,
Tel: 416-397-2595; Fax: 416-395-8357; Email: [email protected]
To download PDF versions of all EcoSchools documents,
go to http://ecoschools.tdsb.on.ca
JUNE 2005
guides for getting started
1
2
Introduction to EcoSchools
and the Five-Step Process
This concise guide provides an overview of
the TDSB EcoSchools program and sets out a
practical method for successful implementation:
(1) establish an EcoTeam, (2) assess the school’s
needs, (3) identify priorities and develop an
action plan, (4) implement the action plan,
and (5) monitor and evaluate progress.
1
Waste
Minimization Guide
3 Energy
Conservation Guide
This guide outlines the 11 TDSB EcoSchools
waste minimization standards. It provides the
school’s EcoTeam with tips for assessing the
school’s current waste minimization efforts,
sample reviews and action plans and a set
of tools for implementing improved waste
minimization practices.
Similar in format to the Waste Minimization
Guide, this resource outlines the 10 TDSB
EcoSchools energy conservation standards.
It provides the school’s EcoTeam with tips
for assessing the school’s current energy
conservation efforts, sample reviews and action
plans and a set of tools for implementing
improved energy conservation practices.
3
2
4
Waste Minimization
by Grade (1-8)
This resource is organized around “big
ideas” about waste and waste minimization
that are based on identified clusters of
learning expectations in both Science
and Technology and Social Studies and
Geography. Using these ideas as a focus
helps the teacher incorporate ecological
thinking into existing curriculum. Annotated
Internet resources offer background
facts and student learning activities.
4
5
5
Energy Conservation
by Grade (1-8)
Like Waste Minimization by Grade, this guide
is organized around “big ideas” about energy
and energy conservation that are based on
identified clusters of learning expectations
in both Science and Technology and Social
Studies and Geography. Using these ideas
as a focus helps the teacher incorporate
ecological thinking into existing curriculum.
Annotated Internet resources offer background
facts and student learning activities.
connecting ecoschools
to the elementary curriculum
i
connecting ecoschools
to the secondary curriculum
6
7
Climate Change
in Grade 9 Geography
(Academic and Applied)*
This unit introduces students to the concept of
citizenship through a series of well-supported
activities where they analyze the accomplishments
of environmental activists and organizations.
A simple Public Policy Primer helps students
see points at which they can influence issues.
Students apply their knowledge in responding
to the Government of Canada’s One-Tonne
Challenge for reducing climate change gases. An
Environmental Citizenship Portfolio containing each
student’s class work and other materials sums up
her/his understanding of environmental citizenship.
See #15 for supporting multimedia presentations.
This resource consists of a culminating task
for summative evaluation plus a unit-by-unit
breakdown of the conceptual understandings
about climate change needed to ensure student
success. Students select a Canadian town or
small city and develop an annotated map that
indicates the changes in the human and natural
environments that would reduce greenhouse
gases and thus slow climate change. Resource
list, student worksheets and evaluation
rubric are provided. See #15 for supporting
multimedia presentations.
6
8
Climate Change
in Grade 10 Civics*
7
8
9
9
Climate Change in
Grade 11 and 12 Science*
This resource ranges over 8 different Science
courses (University, University/College, College
and Workplace), highlighting learning
expectations that can be met using climate
change issues as the examples. Focus
questions help students connect the learning
of facts and concepts in a meaningful way.
The questions also suggest ways to adapt
the existing curriculum to explore the data,
evidence, interactions and technologies
related to climate change issues. Lists of
resources that suit the needs of the courses
are included. See #15 for supporting
multimedia presentations.
* These resources have been developed in partnership with the Ontario EcoSchools project.
ii
Climate Change
in Grade 10 Science
(Academic and Applied)*
This resource provides two possible culminating
tasks: students are introduced to an actual
problem and asked to propose solutions to either
The Impact of Transportation Choices or Forest
Management and Climate Change. Climate change
related concepts have been identified in each
strand. Charts link authorized texts and the
Teacher Resource for each to relevant learning
expectations. A student Checklist of Preparation,
annotated Internet resources and evaluation
rubrics are also provided. See #15 for supporting
multimedia presentations.
10
Change in
10 Climate
Grade 11 and 12 Geography*
This resource surveys 5 Geography courses
(University, University/College, and Open).
Overall and specific expectations for each
course are accompanied by guiding ideas
linking these expectations to different parts
of the climate change story. Examples
are provided for developing topics,
and teaching and learning strategies
recommended for different student needs.
Resources for planning class activities
and assignments are listed. See #15 for
supporting multimedia presentations.
guides to enrich your program
Greening: 12 Celebrating EcoSchools: 13 The 20/20 Planner
11 Schoolground
14 Certification Guide
Festival Guide
Designing for Shade
and Energy Conservation
(Elementary)
Developed by Evergreen and the
Toronto District School Board, this
resource will help schools design for
increased shade to protect students
and staff from ultraviolet radiation
(UVR) and to shade school buildings
to save energy and make them more
comfortable. Tips for involving the
school community in the design
process, surveying user needs,
completing a site analysis, creating
site plans and developing a fundraising
strategy are included.
Developed in partnership with the
City of Toronto, this collection of
learning activities for elementary
schools is designed for Earth Week
or another EcoSchools celebration.
While each activity can stand
alone, the collection is especially
designed for an entire school to
engage in environmental learning
adventures, focussing on the theme
of human-environment connections.
11
12
The three multimedia presentations are available on
the EcoSchools Resources for TDSB Schools CD (both
PC and Mac-compatible). This CD also includes the
TDSB EcoSchools guides and curriculum resources.
For ordering information, please contact:
Library and Learning Resources
Toronto District School Board
Tel: 416-397-2595 Fax: 416-395-8357
Email: [email protected]
13
15
Developed by Toronto Public
Health, 20/20 The Way to Clean
Air offers teachers a way to help
students apply their learning
about energy conservation at
home. The planner is a “takehome” guide filled with simple
tips and activity sheets that offer
a range of actions that students
and their families can undertake
to reduce energy and vehicle
use by 20% and respond to
the Government of Canada’s
One-Tonne Challenge.
14
Developed by the Clean Air
Partnership and the Toronto
District School Board,
the Certification Guide
provides benchmarks and a
scoring system for schools
wishing to assess their
environmental performance
in a limited number of areas.
The point system establishes
Bronze, Silver and Gold levels
of EcoSchools. Forms for
schools wishing to apply for
certification are included.
15
Multimedia presentations:
Changing Climate, Changing Attitudes; The Impacts of Climate
Change; The Science of Climate Change
Three multimedia presentations have been designed to accompany the EcoSchools curriculum
resources. Changing Climate, Changing Attitudes provides students and teachers with a general
overview of global climate change and its impacts on Ontario society. The Impacts of Climate
Change has been developed explicitly to complement the Grade 9 Geography course but can be
used with all secondary students to examine the impacts of climate change on the natural and
human worlds. The Science of Climate Change, while developed to support the Grade 10 Science
course, is suitable for all secondary science students. These presentations include potential
solutions and steps that citizens can take to help slow climate change.
multimedia presentations
to anchor your program
iii
LITERACY
GUIDE
ecological
Climate Change in
Grade 9 Geography
(Applied)
Contents
Tips on using Focus Questions
2
Resource Overview
3
Climate Change Connections—Big Ideas/Focus Questions and Answers
Natural Systems
Human Systems
Human-Environment Interactions
Global Interactions
Major Elements of the Climate System
Culminating Task: Town Planning to Address Climate Change
Activity 1: Annotated Maps
Appendix 1.1 Effective Map Making
Appendix 1.2 Student Task: Town Planning to Address Climate Change
Appendix 1.3 Town Planning to Address Climate Change:
Tips for Getting Started
Appendix 1.4 Evaluation Rubric
16
18
20
20
21
22
Activity 2: Defining Climate Change
Appendix 2.1 Summary of the Kyoto Protocol
Appendix 2.2 The Impact of Climate Change in Canada
23
25
26
Activity 3: Internet Research on Climate Change
27
Activity 4: Climate Change Adaptations on an Annotated Map
Appendix 4.1a Towns and Cities: Internet Addresses
Appendix 4.1b Sample Bibliographic Conventions
Appendix 4.2 Research Checklist
Appendix 4.3 Concept Map
31
32
32
33
34
Resources
1
4
4
7
10
13
15
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
35
Focus Questions
This resource supplies Focus Questions (and answers) as a tool for teachers in helping students
understand the many facets of climate change from a geographic perspective. Suggestions follow
for teachers who may not be familiar with this pedagogical approach.
Ti p s o n u s i n g F o c u s Q u e s t i o n s
Teachers who prefer teacher-centred planning should plan lessons based on their
interpretation of the Focus Questions. They will pre-plan their regular daily geography
lessons with an eye first and foremost on the Ontario Geography document. However,
when they need an example for in-class practice and assignments to illustrate a concept,
they can use climate change examples. (Students interpret graphs to predict how climate
change will have an impact on temperatures.) Teachers can leave specific climate change
applications off their formal tests, or they can include the key ideas, which are included
in the Common Understandings within a Climate Change Context of each course
section in this document.
Teachers who prefer students to work more independently will likely introduce the Focus
Question as a brainstorming activity and follow it up with a list of secondary questions. These
secondary questions will be assigned either as classwork that everyone works on together, or
as individual questions assigned as independent study and presentation (e.g., student posters,
written assignments, oral presentations). Teachers can generate open-ended questions for
formal assessment, or they can pool the collective research and have it form a required body
of knowledge for formal tests. A good review of those ideas is found in the Common
Understandings within the Climate Change Context sections.
These questions and the ideas they encompass provide a way to re-frame existing course
curriculum through the lens of ecological sustainability. Changing the perspective on the
content and skills of these selected courses makes a difference to the way students understand
concepts and interpret information. Within a section of a unit, an entire unit, or the entire
course, these questions can, literally, re-focus students’ understanding as they grapple with
content and learn skills. These Focus Questions enhance the meaning of the expectations
and support the development of the students’ critical thinking skills.
From TDSB EcoSchools: Climate Change in Grade 11 and 12 Science
See page opposite the inside front cover for ordering this resource and others in the EcoSchools series.
2
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
C L I M AT E C H A N G E I N
GRADE 9 GEOGRAPHY
Climate change is a serious problem that knows no boundaries; it is best understood through
thinking in terms of large interacting systems. The long-term unpredictable impacts of climate
change on ecozones and the people who are part of them is a cause for global concern; it requires
a global commitment to policies that manage human systems so as to reduce greenhouse gas
emissions. This resource offers students a task through which they can identify ways to lessen
the impact on climate by redesigning Canadian communities.
Resource Overview
This Climate Change in Grade 9 Geography (Applied) resource document includes:
I. Climate Change Connections
These sections address the systems dimension of Geography 9 (Applied), closely corresponding
to the first three Geography strands.
Section Title
Natural Systems
Human Systems
Human-Environment Interactions
Global Interactions
Corresponding Curriculum Strand
Geographic Foundations: Space & Systems
Human-Environment Interactions
Human-Environment Interactions
Global Connections
Each section includes:
A Big Idea about climate change that integrates expectations across the strands.
Focus Questions that explore climate change in terms of systems. These questions may
serve as a checklist for the teacher to help students develop their understanding about
climate change and inform their town planning in the culminating task.
Curriculum Expectations that are addressed by the Big Idea/Focus Questions. These
expectations are also cross-referenced to the culminating task.
Should the teacher choose to integrate climate change as a topic throughout Grade 9
Geography of Canada (Applied), these charts may provide a framework for planning.
II. Culminating Task: Town Planning to Address Climate Change
This culminating task includes:
a series of activities with student readings and worksheets;
an annotated bibliography of websites and links to current textbooks;
an evaluation rubric based on the Ministry of Education Achievement Chart.
3
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
C L I M AT E C H A N G E C O N N E C T I O N S
These Climate Changes Connections have been written using a systems approach. This
methodological tool defines the parts of the human and natural world and how they interact
as systems. A systems approach involves identifying component parts of systems as inputs and
outputs and the boundaries that define a system. Describing the world in this way allows us
to more fully understand the impact of human systems on natural systems and natural systems on
human systems. This method has helped geographers and other scientists understand the humancreated sources of accelerated climate change and where to focus efforts in designing solutions.
Natural Systems
Big Idea
Canada’s natural systems are divided into 15 ecozones. The ecozone systems are composed of vegetation,
soil, landforms, wildlife, human activity and climate, among other parts. Each ecozone is defined to
some extent by its particular climate that interacts with other parts of that system. Recently, climate
has been contributing to serious changes in parts of the natural and human systems (e.g., flooding,
drought, severe weather). Such dynamic and constant changes can be described as patterns or
trends.
Expectations addressed in this Big Idea
Geographic Foundations: Space and Systems
• [OE] identify patterns and diversity in Canada’s natural and human systems
• [OE] describe issues that affect natural and human systems in Canada
• [SE] describe selected characteristics of natural systems (e.g., climate, landforms, natural
vegetation)
• [SE] describe selected characteristics of human systems (e.g., transportation networks,
population, industry)
• [SE] describe how natural and human systems interact within selected Canadian ecozones
• [SE] assess the impact of human systems and/or resource extraction on the natural
environment
Human-Environment Interactions
• [OE] relate current lifestyle choices of Canadians to the prospects for sustaining Canada’s
economic and environmental well-being
Understanding and Managing Change
• [OE] identify current or anticipated physical, social, or economic changes and explain
how they could affect the lives of Canadians
4
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Natural Systems continued
Links to culminating task
Geographic Foundations: Space and Systems
• [OE] describe issues that affect natural and human systems in Canada
Understanding and Managing Change
• [SE] identify current or anticipated physical, social, or economic changes and explain how
they could affect the lives of Canadians
Focus Questions and Answers
For tips on using Focus Questions, please see page 2.
5
1. What are the parts of
natural systems?
Landforms, soils, vegetation, climate, and animals
2. How does climate affect
the other parts of the
natural system?
Landforms – erosion
Vegetation – growth through precipitation and temperature,
depicts vegetation type and plant adaptations
Soils – erosion of certain types of rock and deposits of this
sediment, changes in water content
3. How have natural
systems and landforms
changed over time?
Plate tectonics over the Earth’s geologic history have shaped the
continents and landforms. Climates have also been changing over
time, contributing to the shape of these landforms. Climate has
also affected the amount of erosion that has occurred on the
Earth’s surface, changing soil deposits in different regions (for
example, through glaciation), which in turn affects types and
amount of vegetation.
4. What are some of the
consequences of changes
to natural systems?
The appearance of mountain ranges changes over time with erosion.
The nutrient content of soils varies with the amount of organic
matter and precipitation.
The types of species able to survive can change if habitats change
or the amount of carbon dioxide and oxygen in the atmosphere
is altered.
Amounts of oxygen and carbon dioxide in the atmosphere vary
with the amount of vegetation present.
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Natural Systems continued
6
5. How have human
systems had an impact
on natural systems?
Deforestation and logging have caused a loss of habitat for
species, a loss of soil and soil nutrients, and a decrease in the
capacity of forests to act as carbon sinks.
Transportation that depends on fossil fuel (e.g., cars) has
increased the amount of carbon dioxide in the atmosphere,
changing our climate and causing erratic weather patterns
globally.
As societies exploit natural systems for their use, they limit an
ecosystem’s ability to function in nature (e.g., deforestation can
cause erosion, loss of habitat).
6. How will climate change
affect natural and
human systems?
Natural systems will be affected by a warming of the Earth’s
surface, erratic weather patterns, extinction of species,
desertification, flooding, etc.
Human systems will be affected in many ways: availability of
resources, changes in climate based economies, loss of homes and
businesses, change in the types of transportation, alternative
energy sources, and so on.
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Human Systems
Big Idea
Human systems are made up of a network of roads, houses, railways, social services, urban
centres, businesses and industries, etc. All of these depend upon and have impacts on natural
systems. Towns and cities are examples of human-built systems and provinces and countries are
human-defined systems. The type and size of human systems that develop depend in part upon
the natural systems that make up the geography of the place. For example, where soil is rich in
nutrients and the climate favourable, the land might be designated as farmland to be used for
growing foods crops. Or where waterways are easily accessible, shipping or fishing might be the
local industry that supports the town or city. Urbanization leads to the reduction of green spaces
and an increase in asphalt areas. Such change increases the energy required as well as the land
needed for waste disposal, destroying the habitat of plants and animals along the way.
Expectations addressed in this Big Idea
Geographic Foundations: Space and Systems
• [OE] identify patterns and diversity in Canada’s natural and human systems
• [OE] describe issues that affect natural and human systems in Canada
• [SE] describe selected characteristics of natural systems (e.g., climate, landforms,
natural vegetation)
• [SE] describe selected characteristics of human systems (e.g., transportation networks,
population, industry)
• [SE] describe how natural and human systems interact within selected Canadian ecozones
• [SE] determine the best place (e.g., ecozone, region, city) to locate an industry in Canada,
using a decision-making process
Human-Environment Interactions
• [OE] assess the impact of human systems and/or resource extraction on the natural environment
• [OE] relate current lifestyle choices of Canadians to the prospects for sustaining Canada’s
economic and environmental well-being
Understanding and Managing Change
• [OE] identify current or anticipated physical, social, or economic changes and explain how
they could affect the lives of Canadians
• [SE] report on how current national or international trends or events (e.g., immigration,
rural-urban migration, changing demographics, natural or human disasters) affect the
sustainability of Canada’s human systems
7
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Human Systems continued
Methods of Geographic Inquiry and Communication
• [OE] use the methods and tools of geographic inquiry to locate, gather, evaluate, and
organize information about Canada’s natural and human systems
Links to culminating task
Geographic Foundations: Space and Systems
• [OE] describe issues that affect natural and human systems in Canada
• [OE] identify characteristics of urban, suburban, fringe, and rural environments
(e.g., population density, land use)
Understanding and Managing Change
• [OE] predict the impact of selected technological changes (e.g., in communications and
information technology, renewable energy technology) on the future quality of life for
Canadians (e.g., working conditions, air and water quality, education, transportation)
Focus Questions and Answers
For tips on using Focus Questions, please see page 2.
8
1. What patterns or
components exist in human
systems? Use a town or city
as your example.
Transportation, population distribution and settlement, location of
businesses, sewage, parks/green space
2. How do the components
of human systems affect
natural systems?
Transportation contributes to climate change.
Industry such as mining or the logging of forests alters habitat,
soil integrity, etc.
Urban sprawl displaces natural features such as forests,
swamps, or other wildlife habitat.
Businesses and industry use natural resources whether it be by
extraction or the use of green space, depleting them from the
natural ecosystem.
Waste disposal results in massive dumps and sewage systems
that increase naturally occurring levels of nutrients on land
and in water, altering the habitat for wildlife species and
ultimately affecting the food chain.
3. How have these patterns
or components changed
over time?
Aboriginal settlement patterns tended to be nomadic. Settlement
today is more static, more concentrated and dependent on
industry, although the move toward electronic business ventures
may allow some of the population to relocate away from large
urban centres.
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Human Systems continued
9
3. How have these patterns
or components changed
over time?
(continued)
The use of natural resources by humans has increased
exponentially since the Industrial Revolution.
Transportation networks no longer exist simply within a town;
they have grown to accommodate large cities and to connect these
cities nationally by car, rail, and air, and internationally by
boat and air.
Communication has also lifted the old geographical constraint
which placed businesses near their markets; with the growth of
the Internet and telephone communication, certain types of
businesses can now be located without considering proximity
to market.
Inexpensive, fossil-fuel based transportation and world trade
patterns have freed us from dependence on local produce, making
exotic and out-of-season fruits and vegetables available
virtually everywhere in the world.
4. Why have these patterns
changed over time?
Population rising, human consumption rising, technological
innovations rising, housing needs rising, development is
promoted globally.
5. How might climate
change the way cities or
towns are organized with
the passing of time?
Coastal towns may have to be relocated away from the shore
as water levels rise.
Fishing settlements may decrease further in number as the
availability of fish diminishes with the changing temperatures
and currents of oceans.
Greater urgency to reduce fossil fuel use may prompt new
public transit initiatives and town planning may focus on
reducing travelling time for residents by increasing density
and locating shopping areas nearer residential areas.
6. What changes can we
make in transportation
systems to slow climate
change?
Switch to alternative fuel sources such as electricity generated
by non-fossil fuel sources, fuel cells or solar power; public
transportation such as rail or bus; regulation of driving times
(e.g., a daytime curfew driving into a city) and regulating the
amount of road construction; switch to walking or bicycling;
carpooling.
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Human-Environment Interactions
Big Idea
The impact of human systems on natural systems can be expressed as our Ecological Footprint.
In systems terms, the size of our Ecological Footprint is a measure of resource inputs from
natural systems into human systems and waste outputs from human systems into natural systems.
For example, a natural system input could be the amount of land set aside as a landfill for our
garbage, which is a human system output.
As human systems interact with natural systems, the results are sometimes difficult to predict.
New properties are continually created as a result of the interactions between and among systems,
such as:
depletion or loss of non-renewable resources (e.g., fossil fuels);
loss of renewable resources (e.g., trees, fresh water);
ecozones where the vegetation, soil, landforms, wildlife and human activity are changed
over time as greenhouse gases are released into the atmosphere;
new economies (e.g., carbon trading) and policies (e.g., the Kyoto Protocol);
extreme changes in climate systems.
The waste output of greenhouse gases produced by human activity (such as, for example, driving
cars) becomes an input to the climate system, thus changing the way the system works. Modifying
human behaviour by relying less on fossil fuels can slow climate change and reduce its impact.
Reducing the size of our footprint by driving less reduces that input into the global climate system.
New solutions are needed to make the human use of nature more sustainable over the long term.
Expectations addressed in this Big Idea
Understanding and Managing Change
• [OE] explain the relationship between sustainability, stewardship, and an “ecological footprint”
• [OE] identify current or anticipated physical, social, or economic changes and explain
how they could affect the lives of Canadians
• [OE] apply the concepts of stewardship and sustainability to analyse a current national
or international issue
• [SE] describe the calculations and criteria used to determine their “ecological footprint”
• [SE] explain the relationship between stewardship, sustainability, and change in Canada’s
consumption of energy (e.g., use of conventional versus alternative sources) and other
resource-use practices (e.g., “consume and discard” versus “reduce, reuse, recycle”)
• [SE] describe how regional disparities (e.g., in resource accessibility) affect the economic
sustainability of communities
• [SE] assess Canada’s environmental stewardship and sustainability based on the average
Canadian’s “ecological footprint”
10
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Human-Environment Interactions continued
Human-Environment Interactions
• [SE] use selected criteria (e.g., costs, capacity, availability, sustainability, application, local
attitudes) to evaluate alternative energy sources (e.g., solar, wind, tidal, hydrogen fuel cell)
and conservation strategies
Links to culminating task
Human-Environment Interactions
• [OE] relate current lifestyle choices of Canadians to the prospects for sustaining Canada’s
economic and environmental well-being
Understanding and Managing Change
• [OE] explain the relationship between sustainability, stewardship, and an “ecological footprint”
Focus Questions and Answers
For tips on using Focus Questions, please see page 2.
11
1. What is an Ecological
Footprint? (List the
activities that are
included in this
concept.)
The Ecological Footprint is the amount of space (land and air)
that is required to support a person’s activities. It can be
determined for individuals, countries, cities, or even the world.
Components of the Ecological Footprint include housing, food,
transportation, consumer goods (e.g., clothes, books, furniture,
vehicles, recreation, etc.) and services (e.g. education, health
care, entertainment, waste disposal, etc.).
2. What does the size of
our Ecological Footprint
tell us about the impact
of human systems on
natural systems?
The Ecological Footprint allows us to calculate how much
human systems consume and converts that into an equivalent
of how much of the Earth’s land systems are required to sustain
that consumption.
However, the Ecological Footprint is based on the premise that
all land is productive. It also assumes that all humans share
equally in the Earth’s resources (which is not the case). This
concept is called “fair earthshare.” This is worth mentioning so
that students realize that the Ecological Footprint assumes this
ideal situation.
The Earth’s carrying capacity refers to the number of people
that can be safely and sustainably supported by productive
land. Calculations show that the Earth’s sustainable carrying
capacity has already been exceeded. The existence of climate
change is an indicator of this fact.
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Human-Environment Interactions continued
12
3. How have Canadians’
Ecological Footprint and
the physical environment
changed over time?
In 2004, Canada’s Ecological Footprint was calculated at
8.56 ha/person. (Vemetoulis, et. al, Ecological Footprint
of Nations (2004), cited in www.progress.org). Ecological
footprint calculators vary somewhat in their computations.
According to the City of Toronto’s website www.toronto.ca,
in 1998 Toronto’s footprint was 7.6 ha/person.
Since we require ever larger amounts of materials and energy to
support the population’s needs and wants, the size of our Ecological
Footprint has increased greatly over time. Productive land is being
developed and used at a rapid rate, changing the appearance of our
landscape. For example, forests might become golf courses, clear cuts
(which grow back after many years) and pavement. Or a hillside
might become a ski run or a mining project.
4. What changes can
people make in their
daily lives to reduce the
size of their Ecological
Footprint?
We need to look carefully at the changes we can make to
maintain or improve our quality of life while increasing
our impact on the Earth as little as possible:
Change the types of fuels that we use for transportation and
industry or in our homes to renewable options wherever possible.
Choose products that are made of recycled materials.
Walk, bicycle or use public transit.
Buy foods with less packaging.
Create homes that are properly insulated and have energy
efficient appliances.
5. How can alternative
energy sources
contribute to slowing
climate change?
Wind and solar power are two alternative energy sources that
do not rely on fossil fuels. When fossil fuels are burned, carbon
is released into the air as carbon dioxide, which contributes to
climate change.
6. How might human
actions make a
difference to climate
change (either positive
or negative)?
Being a responsible consumer involves paying attention to
personal consumption and making choices that result in less
fossil fuel being burned. Less burning means less CO2
production, which will help to slow climate change.
(Brainstorm ideas with the class.)
A consumer who pays no attention to reduction of fossil fuel use
as a criterion for making choices is missing a chance to help
slow climate change. (Brainstorm ideas with the class.)
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Global Interactions
Big Idea
Climate knows no boundaries: it is a global system that encompasses and influences the natural
and human systems discussed above. Climate change therefore is a global concern. Seeing
the world as interacting systems helps us understand the global collaborative approach that
is needed to respond to this issue. For its part, Canada has signed the Kyoto Protocol, an
international agreement that commits to the reduction of greenhouse gases that contribute to
climate change. These reductions will mean a reduction in the size of our Ecological Footprint.
Expectations addressed in this Big Idea
Global Connections
• [OE] identify the economic, cultural, and environmental connections between Canada
and other countries
• [OE] report on how Canada influences and is influenced by its economic, cultural, and
environmental connections with other countries
• [OE] explain how current global issues affect Canadians
• [SE] describe Canada’s participation in major international organizations (e.g., United
Nations, World Health Organization, Asia-Pacific Economic Co-operation) and agreements
(e.g., North American Free Trade Agreement, Kyoto Protocol)
• [SE] compare the “ecological footprint” of a typical Canadian with those of people from
other countries
Understanding and Managing Change
• [SE] explain the relationship between stewardship, sustainability, and change in Canada’s
consumption of energy (e.g., use of conventional versus alternative sources) and other
resource-use practices (e.g., “consume and discard” versus “reduce, reuse, recycle”)
• [SE] report on how current national or international trends or events (e.g., immigration,
rural-urban migration, changing demographics, natural or human disasters) affect the
sustainability of Canada’s human systems
• [SE] predict the impact of selected technological changes (e.g., in communications and
information technology, renewable energy technology) on the future quality of life for
Canadians (e.g., working conditions, air and water quality, education, transportation)
Links to culminating task
Global Connections
• [OE] explain how current global issues affect Canadians
Understanding and Managing Change
• [OE] apply the concepts of stewardship and sustainability to analyse a current national
or international issue
13
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Global Interactions continued
Focus Questions and Answers
For tips on using Focus Questions, please see page 2.
14
1. How can individual
Canadians reduce their
Ecological Footprint?
See Human-Environment Interactions (above).
2. How can people measure
which changes will
reduce their footprint –
and thus their impact
on the environment?
See Course Profile Geography of Canada Grade 9 Applied,
Unit 3 – Activity 2: “Determining Our Ecological Footprint.”
This allows students to chart and graph how their activities
affect their Ecological Footprint but does not give a specific
number with respect to how many hectares of land they consume.
3. How can industries and
governments reduce
their Ecological
Footprint?
See www.climatechange.gc.ca. to explore what we can do about
climate change, industry actions.
4. What actions are
governments and
non-government
organizations taking to
reduce climate change
locally and globally?
See www.climatechange.gc.ca Search for “What is Canada
doing?” For a bigger picture see www.adaptation.nrcan.gc.ca
and select “Overview.”
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
MAJOR ELEMENTS
O F T H E C L I M AT E S Y S T E M
Environment Canada, A Matter of Degrees:
A Primer on Climate Change (1997), p. 6.
Global Warming or Climate Change?
The terms global warming and climate change are often used interchangeably. What ’s
the difference? Scientists’ initial focus on the changing climate was the persistent
temperature rise over several decades: hence “warming” was the feature that received
major attention. The more comprehensive term “climate change” is more common now;
it includes the global warming trend, but also refers to other climate change linked
phenomena such as severe weather, melting polar ice caps and high winds.
A special multimedia resource, The Impacts of Climate Change, has been
developed to complement the Grade 9 Geography course. For ordering
information, see page opposite inside front cover.
15
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
C U L M I N AT I N G TA S K : T O W N P L A N N I N G
T O A D D R E S S C L I M AT E C H A N G E
In this culminating task students learn about climate change and various adaptations and
initiatives that are being undertaken to mitigate greenhouse gas emissions. Students work
in groups to annotate a class “Climate Change in Canada” map in preparation for completing
individual maps. Students synthesize their knowledge by creating an annotated map of a
town/city to illustrate the changes they have identified that will help slow climate change.
Teachers are encouraged to introduce this culminating task near the beginning of the course to
help students understand what they will need to do in order to succeed. It can be used as all or
part of the final 30% summative evaluation. Only the relevant overall expectations are listed
below and have been used to develop the evaluation rubric. This is consistent with the Ministry
of Education policy that overall expectations must be evaluated as stated in the Canadian and
World Issues policy document as follows:
Evaluation focuses on students’ achievement of the overall expectations. A student’s
achievement of the overall expectations is evaluated on the basis of his or her
achievement of related specific expectations.
For specific expectations, teachers should refer to the Big Ideas section of this document.
Teachers also may wish to include additional expectations.
Overall Expectations addressed
Geographic Foundations: Space and Systems
• describe issues that affect natural and human systems in Canada
• identify patterns and diversity in Canada’s natural and human systems
• identify characteristics of urban, suburban, fringe, and rural environments
(e.g., population density, land use)
Human-Environment Interaction
• relate current lifestyle choices of Canadians to the prospects for sustaining Canada’s economic
and environmental well-being
• assess the impact of human systems and/or resource extraction on the natural environment
16
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Understanding and Managing Change
• explain the relationship between sustainability, stewardship, and an “ecological footprint”
• identify current or anticipated physical, social, or economic changes and explain how they could
affect the lives of Canadians
• apply the concepts of stewardship and sustainability to analyse a current national or international issue.
• predict the impact of selected technological changes (e.g., in communications and information
technology, renewable energy technology) on the future quality of life for Canadians
(e.g., working conditions, air and water quality, education, transportation)
Global Connections
• explain how current global issues affect Canadians
• identify the economic, cultural, and environmental connections between Canada and other countries
• report on how Canada influences and is influenced by its economic, cultural, and environmental
connections with other countries
17
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Activity 1 Annotated Maps
Description
Students examine sample maps before being introduced to the culminating task of expressing
their ideas for mitigating climate change on an annotated map.
Note: The teacher must decide which type of map is best for their students to make.
This task recommends having students make their own annotated map, where ideas
are communicated on the map itself. However, the students could also use legends
to represent their changes and append their explanations in a folder. Another option
would be for students to annotate or append their changes onto an already published
town or city map. The central idea is that the students are involved in expressing their
ideas about the changes they would make to their chosen town or city to address
climate change and creatively displaying those changes.
Planning Notes
1. Collect different types of annotated maps
for students to examine. Free maps are
available at tourist sites, from tourist
offices, in museums or art galleries, in
the newspaper or magazines. Students
can also be asked to bring in different
kinds of maps.
2. Photocopy Appendices 1.1 Effective MapMaking, 1.2 Student Task: Town Planning
to Address Climate Change, 1.3 Town
Planning to Address Climate Change: Tips
for Getting Started and 1.4 Evaluation Rubric
(one for each student).
3. Decide how you will assign communities
(Appendix 4.1a) to students.
4. Use samples of student work from past
years as exemplars if available.
5. Internet access will be necessary to
download information from town
and city sites (See Appendix 4.1a).
Teaching/Learning Strategies
1. Ask students to think whether they prefer
receiving directions for a destination in
the form of a map or as a set of written
instructions. Ask them to share their
preference and the reason for it with
another person.
2. Have the class share some of its responses.
Ask why some people might not prefer
maps. Ask if they can describe specific
qualities that make some maps more userfriendly than others.
18
3. Distribute three or four samples of maps
to students as they work in pairs or small
groups. If students have brought maps,
have them add these to the collection.
Ask them to review the maps and decide
which they find to be most effective in
communicating information, and why.
Ask them to list the three most important
criteria for making their selection. As
a class, make a list of these criteria on
the board.
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
4. Distribute Appendix 1.1 Effective MapMaking to students. Have students read
this sheet individually; then, as a class,
have students discuss what they think the
writer has included as the main criteria
for making effective maps. Discuss how
these ideas compare with the list on
the board.
5. Tell the students that they will be
learning about climate change. Their final
assignment for the topic will be a) to
recommend changes in a community that
will address climate change issues and b)
to record these recommendations on an
annotated map.
6. Distribute Appendix 1.2 Student Task:
Town Planning to Address Climate Change.
Give students time to read on their own
and then to clarify their understanding of
what is expected with someone sitting
next to them. Ask for questions from
pairs who require further clarification.
Tell them to save this Appendix; they will
be referring to it later as they start their
planning.
7. Assign — or have each student select —
a community to research. (Appendix 4.1a
There are 17 communities listed.)
8. Distribute Appendix 1.4 Evaluation
Rubric. Discuss the criteria listed on the
rubric that will be used to assess their
completed task:
cause and effect relationships between
human and natural systems are shown;
inquiry questions focus on do-able
solutions and relate to opportunities
for change in their town/city;
map design and symbols illustrate the
proposed changes;
clear explanations are included of
why/how selected changes will reduce
greenhouse gas emissions.
9. Clarify any questions students might have
about the rubric. Ask students how this
introduction to maps and the rubric
might help them complete the annotated
map they are to produce as the final
assignment.
10. Ask the students to consider what they
will need to know and do in order to
complete the final task. Ask them to share
their ideas in pairs and then individually
have them record their own list of
questions. This list can be used throughout
the unit as a planning tool for carrying out
the assignment.
Appendices
1.1 Effective Map-making
1.2 Student Task: Town Planning to Address Climate Change
1.3 Town Planning to Address Climate Change: Tips for Getting Started
1.4 Evaluation Rubric
19
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Appendix 1.1 Effective Map-Making
All maps tell stories. Thematic maps, such as the ones you will be developing, are made for
a special purpose for a special audience. They are powerful geographic tools because they
can make patterns visible. In this assignment, you will be mapping a town or city and showing
ways in which particular changes to that community can help to reduce or counter greenhouse gas
emissions which cause climate change.
Maps can vary greatly even within a given defined task. That is because a map shows the bias of
the map-maker. As map-makers (known as cartographers) design their maps, they make choices
about what to include, how to represent that choice and what not to include. The design of the
map, including artistic features and clear labelling, affects the success of the map, that is, its
ability to communicate its message.
Remember to make the decision about which messages you want to convey in your map and then
select effective symbols and language before you begin your final copy.
Appendix 1.2 Student Task: Town Planning to Address Climate Change
As a member of the local school environment club you have become concerned about the impact
of climate change on your local community. The Government of Canada has asked community
groups to submit ideas about how towns and cities can respond to the Kyoto Protocol. This
requires reducing emissions of greenhouse gases and improving energy efficiency. Your final
product will be an annotated map indicating changes to your community that would reduce
the emission of greenhouse gases and thus slow climate change.
As you redesign aspects of your local community to reduce greenhouse gas emissions, you will
also be reducing its overall Ecological Footprint. For example, parts of the urban system such as
transportation, disposal of waste, paved versus green spaces, sources and use of energy might be
examined. You might also want to include specific initiatives that businesses and individuals could
take. By researching the location’s website you will be able to access current strategies and plans
they may have for the future. Use the “Climate Change in Canada” map you will be making as a
class to find out what impacts climate change will likely have on the community in your region
as well as for getting ideas from projects that are currently being implemented across the country.
20
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Appendix 1.3 Town Planning to Address Climate Change:
Tips for Getting Started
1. As you begin your research of the community that you have selected or been assigned for
this mapping project, think about what components make up the system of a town or city.
2. As you proceed through this unit, you will learn about the causes of climate change,
what kinds of human activity and enterprises contribute to it, and what its impacts are.
3. Your task is to discover possible alternatives to the way we currently organize and operate
our communities that could help to slow climate change.
4. As you examine your town or city as a system, look for ways to make changes that would
reduce or offset climate-changing gases. Here are some components or parts to consider:
Garbage/recycling facilities
Water and sewage treatment
Green space
Recreation
Streets and transportation systems
Housing
Businesses
Tourism
Industry
Alternative energy or energy sources
5. When you have chosen the components or parts of the town/city that you would recommend
be changed, you will need to identify your reasons – this should include both (1) how it
initially contributes to climate change, and (2) how it can be altered.
6. You will also identify the nature of the recommended changes (some examples — if it reduces
emissions, increases carbon dioxide uptake, or possibly even reduces heat output) and the
effect that the change will have.
For a list of communities, please see Appendix 4.1a Towns and Cities: Internet Addresses
There is a need to prepare for the changes that are anticipated to occur over
the next several decades. Part of this preparation involves improving our
understanding of the potential impacts of climate change at the regional
level…. We must carefully assess the possible consequences of climate change,
identify the areas where we are most vulnerable, and take steps to adapt to
the anticipated changes.
– Climate Change Impacts and Adaptation Program, Government of Canada, 2004
21
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Appendix 1.4 Evaluation Rubric
22
Category
Criteria
Level 1
(50-59%)
Level 2
(60-69%)
Level 3
(70-79%)
Level 4
(80-100%)
Knowledge/
Understanding
Describe issues
that affect natural
and human
systems in Canada
Cause and
effect
relationships
between
systems shown
Demonstrates
limited
understanding
of relationships
between
concepts
Demonstrates
some
understanding
of relationships
between
concepts
Demonstrates
considerable
understanding
of relationships
between
concepts
Demonstrates
thorough and
insightful
understanding
of relationships
between
concepts
Thinking/Inquiry
Develop and use
appropriate
questions to define
a topic, problem, or
issue and to focus a
geographic inquiry
Inquiry focuses
on real
solutions that
relate to the
opportunities
in their
town/city
Applies few of
the skills
involved in an
inquiry process
Applies some
of the skills
involved in an
inquiry process
Applies most
of the skills
involved in an
inquiry process
Applies all or
almost all of
the skills
involved in an
inquiry process
Communication
Communicate
the results of
geographic
inquiries, using
appropriate terms
and concepts and
a variety of forms
and techniques
Annotated
map design
shows selected
changes to
infrastructure
and
programming
Communicates
information
and ideas with
limited clarity
Communicates
information
and ideas with
some clarity
Communicates
information
and ideas with
considerable
clarity
Communicates
information
and ideas with
a high degree
of clarity
Application
Identify current
or anticipated
physical, social, or
economic changes
and explain how
they could affect
the lives of
Canadians
Explains why
selected
changes will
reduce
greenhouse gas
emissions
Makes
predictions
and plans
courses of
action with a
limited
effectiveness
Makes
predictions
and plans
courses of
action with
some
effectiveness
Makes
predictions
and plans
courses of
action with
considerable
effectiveness
Makes
predictions
and plans
courses of
action with a
high degree of
effectiveness
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Activity 2 Defining Climate Change
Description
Teachers are offered a variety of means for introducing their students to the topic of climate
change in the resources listed below. Since this will be the first time many of the students will
be learning about the topic, the teacher may wish to extend this session over a few classes to
ensure that students have a solid grasp of climate change issues. An EcoSchools multimedia
presentation has been produced to support the Grade 9 Geography curriculum connections to
climate change.
This activity has been broken into three parts:
Activity 2a is an introduction to climate change;
Activity 2b has students review a summary of the Kyoto Protocol;
Activity 2c has students explore the impact of climate change in Canada, recording their
findings on a class map.
Planning Notes
1. Review climate change materials to prepare
a class lesson. Include the following:
what climate change is;
what causes it (fossil fuel use/
greenhouse gases);
how climate change affects us;
a general overview of some strategies
to respond to climate change.
2. Some resources to consult are:
the EcoSchools multimedia
presentation designed especially
for this course (to order, see page
opposite inside front cover);
Big Ideas/Focus Questions found
earlier in this document;
http://www.climatechange.gc.ca;
http://adaptation.nrcan.gc.ca;
course textbooks.
3. Photocopy Appendix 2.1 Summary of the
Kyoto Protocol — one for each student.
4. Remind students to bring their copy of
Appendix 1.2 Student Task: Town Planning
to Address Climate Change that was handed
out in Activity 1.
23
5. Decide on how to divide the class into groups.
6. Print copies of the regional impact fact sheets
found at http://adaptation.nrcan.gc.ca/
posters/home-accueil_en.asp. To access
these fact sheets, click on the regions
shown on the map then select the
subtopics as appropriate. If possible,
laminate these fact sheets or put them
in protective covers for future use.
7. Gather enough atlases for the groups to
use as they research their community.
8. Photocopy Appendix 2.2 The Impact of Climate
Change in Canada — one for each student.
9. For Activity 2c obtain or make a sturdy
large-scale map of Canada. There should
be enough blank space on the map for
students to post their work. This classderived “Climate Change in Canada”
annotated map will serve as a reference
for students when they are developing
their own individual maps.
10. Arrange for a computer, a data projector
and a screen if you are showing the
multimedia presentation.
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Teaching/Learning Strategies
Activity 2a Climate Change Introduction
The teacher leads a class on climate
change either as a new topic,
a supplement or a review. (See
Planning Notes 1 and 2, previous page.)
Activity 2b The Kyoto Protocol
1. Ask students if they have heard of the Kyoto
Protocol. What do they think it is about?
2. Distribute Appendix 2.1 Summary of the
Kyoto Protocol. In pairs, students articulate
their understanding of the Kyoto
Protocol. Provide them with a set
of guiding questions (see box below).
Activity 2c Exploring Climate Change
Impacts in Canada – Class Map
1. Tell students that they will now be
working in groups to research the impact
of climate change on different parts of
Canada. Together they will annotate a
large classroom “Climate Change in
Canada” map. This will serve as a
working model that students will be
able to use later as reference for their
own individual annotated maps.
2. Divide the class into groups. Refer to
Appendix 1.2 Student Task: Town Planning
to Address Climate Change and assign a
town or city to each group (Appendix
4.1a). Each group should receive a package
of the regional impacts fact sheets found
at http://adaptation.nrcan.gc.ca/posters/
home-accueil_en.asp. To access these fact
sheets, click on the regions shown on the
map then select the subtopics relevant to
their town or city. Students use atlases and
the regional impact fact sheets to complete
the chart in Appendix 2.2 The Impact of
Climate Change in Canada.
3. On index cards, groups record the most
significant changes either documented
or anticipated at their location. These
cards are posted on the large classroom
“Climate Change in Canada” map.
Appendices
2.1 Summary of the Kyoto Protocol
2.2 The Impact of Climate Change in Canada
Class Discussion Questions
• What problem does the Kyoto Protocol address?
• Who was involved?
• What is required?
• What is Canada’s commitment?
• Describe a carbon “sink.” Give an example.
• What are some ways that individuals, businesses and/or government are
responding to climate change?
24
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Appendix 2.1 Summary of the
Kyoto Protocol
Countries around the world have recognized
that climate change affects us all. The volume
of greenhouse gases produced by human
activity, added to the gases occurring
naturally in the atmosphere, has led to
extreme weather events, temperature changes
and the melting of the Arctic icecaps.
In December 1997, Canada and more than
160 other countries met in Kyoto, Japan, and
agreed to targets to reduce greenhouse gas
emissions. The agreement that set out those
targets, and the options available to countries
to achieve them, is known as the Kyoto
Protocol. Canada’s target is to reduce its
greenhouse gas (GHG) emissions to 6%
below 1990 levels by the period between
2008 and 2012.The goal of Kyoto is to
reduce the total emissions of industrialized
countries to 5.2% below 1990 levels.
The Government of Canada and the provincial/
territorial and municipal governments are
working together to achieve reductions
in greenhouse gases. Investment in new
technologies will help business to operate in a
more efficient way and Canadians will benefit
by having a cleaner environment. The Kyoto
Protocol allows the presence of carbon sinks
to count toward a country’s commitment to
reduce greenhouse gases. A “sink” is any
process that removes greenhouse gases from
the atmosphere. For example, forests form
a carbon “sink” through the process of
photosynthesis – trees and other plants
1
25
take up carbon dioxide (CO2) and break it
down. The oxygen (O2) is released and the
carbon (C) becomes part of the tree.
The Kyoto Protocol allows countries to buy
carbon credits from other countries. This
means that countries that reduce their
greenhouse gas emissions by more than is
required under Kyoto can sell their unused
carbon credits to countries that find it
difficult or expensive to reduce emissions1.
This is called emissions-reduction trading.
In other words, countries that have
“overperformed” (met and exceeded their
target for reduction) may sell their “unused
right to pollute” to countries that have failed
to meet their emissions reduction target.
Canada believes that a solution that uses the
market has a part to play in achieving an
overall reduction of greenhouse gases globally.
It is important that countries that have signed
the Kyoto Protocol comply with the rules.
To that end, Canada is working to build an
effective way to measure whether everyone is
doing their part. This is a way of checking
that countries obey the rules agreed upon,
giving them strong incentives to take their
commitments seriously.
Based in part on information found at
www.climatechange.gc.ca.
For a glossary of terms, please see the
Resources section at the end of this document.
While it may appear strange that one country can buy the right to pollute from another country,
remember that the total emissions of participating countries selling and buying carbon “credits” are to
reach the agreed upon targets between 2008 and 2012. Some believe that countries being able to pay
others in order to keep polluting is wrong; others say that it is a way of encouraging those who can to
make greater reductions while penalizing those who don’t.
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Appendix 2.2 The Impact of Climate Change in Canada
Task: Complete the following chart using your atlas and Regional Impact sheets. You will have
to use your analytical and prediction skills to make judgements about what might happen in
the future should emissions of greenhouse gases (GHGs) continue to increase.
Current conditions
Temperature:
January/June
Precipitation/snow
Soil capability/
agricultural land
Endangered species
Water resources
Access to electricity/
energy sources
Forestry
Fishing
Other natural resources
Population distribution/
density
Other
26
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Change with increased
greenhouse gases (GHGs)
Activity 3 Internet Research on Climate Change
Description
Students will continue working on the classroom “Climate Change in Canada” map. Using
information from a given website, students will work individually or in pairs to research
different pieces of information that they will compile and add to the classroom map.
Planning Notes
1. Book access to the computer lab in the
school.
2. Decide if the students will be researching
their assigned website individually or
in pairs.
Teaching/Learning Strategies
l. Hold class in the computer lab. Review
how to skim and scan information.
2. Assign one of the websites below to
each student or pair of students. Each
student/pair will make point-form notes,
highlighting the key impacts of climate
change and any actions that have taken
place or are in progress.
3. Students record their findings on index
cards and add to the “Climate Change in
Canada” map.
Resources
Health and Safety
Atlantic Canada
http://adaptation.nrcan.gc.ca/posters/cat_en.asp?Category=hs
http://adaptation.nrcan.gc.ca/posters/articles/ac_13_en.asp?Category=cr&Language=en&Region=ac
http://adaptation.nrcan.gc.ca/posters/articles/ac_12_en.asp?Category=cr&Language=en&Region=ac
British Columbia
http://adaptation.nrcan.gc.ca/posters/articles/bc_05_en.asp?Category=cr&Language=en&Region=bc
http://adaptation.nrcan.gc.ca/posters/articles/bc_06_en.asp?Category=cr&Language=en&Region=bc
Nunavut
http://adaptation.nrcan.gc.ca/posters/articles/nu_05_en.asp?Category=cr&Language=en&Region=nu
Quebec
http://adaptation.nrcan.gc.ca/posters/articles/qb_06_en.asp?Category=cr&Language=en&Region=qb
Western Arctic
http://adaptation.nrcan.gc.ca/posters/articles/wa_08_en.asp?Category=cr&Language=en&Region=wa
27
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Communities
Nunavut
http://adaptation.nrcan.gc.ca/posters/articles/nu_07_en.asp?Category=cm&Language=en&Region=nu
http://adaptation.nrcan.gc.ca/posters/articles/nu_09_en.asp?Category=cm&Language=en&Region=nu
http://adaptation.nrcan.gc.ca/posters/articles/nu_06_en.asp?Category=cm&Language=en&Region=nu
Ontario
http://adaptation.nrcan.gc.ca/posters/articles/on_03_en.asp?Category=cm&Language=en&Region=on
Prairies
http://adaptation.nrcan.gc.ca/posters/articles/pr_09_en.asp?Category=cm&Language=en&Region=pr
http://adaptation.nrcan.gc.ca/posters/articles/pr_10_en.asp?Category=cm&Language=en&Region=pr
Quebec
http://adaptation.nrcan.gc.ca/posters/articles/qb_05_en.asp?Category=cm&Language=en&Region=qb
http://adaptation.nrcan.gc.ca/posters/articles/qb_12_en.asp?Category=cm&Language=en&Region=qb
Western Arctic
http://adaptation.nrcan.gc.ca/posters/articles/wa_03_en.asp?Category=cm&Language=en&Region=wa
Land Resources
Atlantic Canada
http://adaptation.nrcan.gc.ca/posters/articles/ac_07_en.asp?Category=lr&Language=en&Region=ac
http://adaptation.nrcan.gc.ca/posters/articles/ac_06_en.asp?Category=lr&Language=en&Region=ac
British Columbia
http://adaptation.nrcan.gc.ca/posters/articles/bc_09_en.asp?Category=lr&Language=en&Region=bc
http://adaptation.nrcan.gc.ca/posters/articles/bc_10_en.asp?Category=lr&Language=en&Region=bc
Nunavut
http://adaptation.nrcan.gc.ca/posters/articles/nu_08_en.asp?Category=lr&Language=en&Region=nu
Ontario
http://adaptation.nrcan.gc.ca/posters/articles/on_06_en.asp?Category=lr&Language=en&Region=on
http://adaptation.nrcan.gc.ca/posters/articles/on_07_en.asp?Category=lr&Language=en&Region=on
http://adaptation.nrcan.gc.ca/posters/articles/on_08_en.asp?Category=lr&Language=en&Region=on
28
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Prairies
http://adaptation.nrcan.gc.ca/posters/articles/pr_06_en.asp?Category=lr&Language=en&Region=pr
Quebec
http://adaptation.nrcan.gc.ca/posters/articles/qb_07_en.asp?Category=lr&Language=en&Region=qb
http://adaptation.nrcan.gc.ca/posters/articles/qb_08_en.asp?Category=lr&Language=en&Region=qb
http://adaptation.nrcan.gc.ca/posters/articles/qb_09_en.asp?Category=lr&Language=en&Region=qb
http://adaptation.nrcan.gc.ca/posters/articles/qb_10_en.asp?Category=lr&Language=en&Region=qb
Western Arctic
http://adaptation.nrcan.gc.ca/posters/articles/wa_04_en.asp?Category=lr&Language=en&Region=wa
http://adaptation.nrcan.gc.ca/posters/articles/wa_05_en.asp?Category=lr&Language=en&Region=wa
Water Resources
Atlantic Canada
http://adaptation.nrcan.gc.ca/posters/articles/ac_05_en.asp?Category=wr&Language=en&Region=ac
http://adaptation.nrcan.gc.ca/posters/articles/ac_10_en.asp?Category=wr&Language=en&Region=ac
British Columbia
http://adaptation.nrcan.gc.ca/posters/articles/bc_07_en.asp?Category=wr&Language=en&Region=bc
http://adaptation.nrcan.gc.ca/posters/articles/bc_08_en.asp?Category=wr&Language=en&Region=bc
Ontario
http://adaptation.nrcan.gc.ca/posters/articles/on_05_en.asp?Category=wr&Language=en&Region=on
Prairies
http://adaptation.nrcan.gc.ca/posters/articles/pr_05_en.asp?Category=wr&Language=en&Region=pr
http://adaptation.nrcan.gc.ca/posters/articles/pr_04_en.asp?Category=wr&Language=en&Region=pr
http://adaptation.nrcan.gc.ca/posters/articles/pr_11_en.asp?Category=wr&Language=en&Region=pr
Western Arctic
http://adaptation.nrcan.gc.ca/posters/articles/wa_07_en.asp?Category=wr&Language=en&Region=wa
29
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Coastal Regions
Atlantic Canada
http://adaptation.nrcan.gc.ca/posters/articles/ac_11_en.asp?Category=cr&Language=en&Region=ac
http://adaptation.nrcan.gc.ca/posters/articles/ac_13_en.asp?Category=cr&Language=en&Region=ac
http://adaptation.nrcan.gc.ca/posters/articles/ac_12_en.asp?Category=cr&Language=en&Region=ac
British Columbia
http://adaptation.nrcan.gc.ca/posters/articles/bc_05_en.asp?Category=cr&Language=en&Region=bc
http://adaptation.nrcan.gc.ca/posters/articles/bc_06_en.asp?Category=cr&Language=en&Region=bc
Nunavut
http://adaptation.nrcan.gc.ca/posters/articles/nu_05_en.asp?Category=cr&Language=en&Region=nu
Quebec
http://adaptation.nrcan.gc.ca/posters/articles/qb_06_en.asp?Category=cr&Language=en&Region=qb
Western Arctic
http://adaptation.nrcan.gc.ca/posters/articles/wa_08_en.asp?Category=cr&Language=en&Region=wa
30
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Activity 4 Climate Change Adaptations
on an Annotated Map
Description:
After researching the possible consequences of a changing climate for their selected city/town
students complete their individual annotated maps. These maps will show ways in which the town
and its residents can make changes that will reduce greenhouse gas emissions to slow climate
change. Have students share their completed maps with classmates. Suggest that students might
also choose to send a copy of their map to the council of the town or city that they researched.
Planning Notes
l. Book time in the computer lab so that
students are able to do research on their
town/city.
3. Photocopy Appendix 4.2 Research Checklist
and Appendix 4.3 Concept Map - one for
each student.
2. Prepare an overhead of Appendix 4.1a
Towns and Cities: Internet Addresses and
Appendix 4.1b Sample Bibliographic
Conventions. Photocopy one for each student.
4. Remind the students to bring Appendix
1.2 Student Task: Town Planning to Address
Climate Change.
Teaching/Learning Strategies
1. Review the task and rubric
(see Activity 1) to remind students
of their responsibilities.
2. Students begin researching the town
or city that they have selected or been
assigned in Activity 1. Remind them
that their main focus is to critically
evaluate the systems (e.g., transportation,
water resources, energy sources) that affect
or are affected by climate change, and then
recommend ways to alter these components
to reduce the rate of climate change.
3. Using an overhead of Appendix 4.1b,
Sample Bibliographic Conventions, review
basic bibliographic conventions with
students. Remind students that all maps,
Internet addresses and other resources
used must be referenced.
4. Distribute Appendix 4.2 Research Checklist.
Explain to students that this form must be
completed prior to a conference with the
teacher. Set a time frame for the
conferences.
5. Hand out Appendix 4.3 Concept Map.
Students should use this sheet to help them
organize their research and establish which
sectors/areas they will be focusing on.
6. Students use class time to research and
work on their individual maps. When the
maps are completed have students share
their results with classmates, and consider
sending their results to the council of
their selected city or town.
Appendices
4.1a Towns and Cities Internet Addresses
4.1b Sample Bibliographic Conventions
4.2 Research Checklist
4.3 Concept Map
31
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Appendix 4.1a Towns and Cities: Internet Addresses
Ontario
Collingwood
Thunder Bay
Sault Ste. Marie
Stratford
Windsor
www.town.collingwood.on.ca
www.city.thunder-bay.on.ca
www.city.sault-ste-marie.on.ca
www.stratford.on.ca
www.windsor.on.ca
Other Provinces and Territories
Nanaimo, British Columbia
Banff, Alberta
Swift Current, Saskatchewan
Steinbach, Manitoba
Temiscaming, Quebec
Happy Valley/Goose Bay, Newfoundland
Fredericton, New Brunswick
Halifax, Nova Scotia
Charlottetown, PEI
Whitehorse, Yukon Territory
Yellowknife, Northwest Territories
Iqaluit, Nunavut
www.city.nanaimo.bc.ca
www.townofbanff.com
www.city.swift-current.sk.ca
www.steinbach.ca
www.temiscaming.net
www.happyvalley-goosebay.com
www.city.fredericton.nb.ca
www.region.halifax.ns.ca and
www.halifaxinfo.com
www.city.charlottetown.pe.ca
www.city.whitehorse.yk.ca
www.city.yellowknife.nt.ca
www.city.iqaluit.nu.ca
Appendix 4.1b Sample Bibliographic Conventions
Sample newspaper entry:
Israelson, David. “Saving the Future.” Sunday Star 22 April 1999: A1.
Sample magazine entry:
Shulgan, Christopher. “Windsor’s Border Blues.” Canadian Geographic October 2003: 48-52.
Sample Internet World Wide Web Entry:
City of Fredericton, New Brunswick. Retrieved March 2003. http://www.city.fredericton.nb.ca
Sample map entry:
Lake Erie: Intensely urbanized and farmed, Lake Erie’s watershed is home to 10 million
Americans and nearly 2 million Canadians. Canadian Geographic. September/October 2003:
Pull-out section.
32
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Appendix 4.2 Research Checklist
Name: ________________________________________________
Location (city, town) website accessed OR location offices contacted
Reference maps located
Concept map completed (Appendix 4.3)
Several components for change identified - select a minimum of four of the following
possible areas:
Garbage/recycling facilities
Water and sewage treatment
Green space
Recreation
Streets and transportation
Housing
Alternative energy sources
Businesses
Industry
Tourism
Your choice _______________________
Reason component needs to be changed – this should include both (1) how it initially
contributes to or offsets climate change, and (2) how it can be altered
Impact of change identified (some examples - if it reduces emissions, increases carbon
dioxide uptake, or possibly even reduces heat output) and the effect that the change
will have
Class “Climate Change in Canada” map referred to
Two additional references used
Facts and data used to support changes
All references recorded in appropriate format for bibliography
Map design
Preliminary sketch maps available
Size of map determined
Effective symbols designed
Annotation labels
Map conventions used
Design suited to purpose
33
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
Appendix 4.3 - Concept Map
Area/Sector for Change
_______________________
Reason:
_______________________
_______________________
_______________________
Area/Sector for Change
Area/Sector for Change
_______________________
Reason:
_______________________
_______________________
Reason:
_______________________
_______________________
_______________________
_______________________
ISSUE:
_______________________
Reduction of
greenhouse gases
Area/Sector for Change
Area/Sector for Change
_______________________
Reason:
_______________________
_______________________
Reason:
_______________________
_______________________
_______________________
Area/Sector for Change
_______________________
Reason:
_______________________
_______________________
_______________________
34
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
_______________________
_______________________
RESOURCES
Whenever possible, materials from these resources have been archived on the TDSB Ecoschools
website at http://ecoschools.tdsb.on.ca
Multimedia
Three multimedia presentations have been developed to
accompany the EcoSchools resources. Changing Climates,
Changing Attitudes provides students and teachers with a
general overview of global climate change and its impacts
on Ontario society. The Impacts of Climate Change has
been developed explicitly to complement the Grade 9
Geography course but can be used with all secondary
students to examine the impacts of climate change on the
natural and human worlds. The Science of Climate Change,
while developed to support the Grade 10 Science course,
is suitable for all secondary science students. For ordering
information see the page opposite inside front cover.
Textbooks
1. Andrew, Wayne and Graham Draper.
Perspectives: Canadian Geography. Toronto:
Irwin Publishing. 1999.
Pages 176 – 179: international agreements on
the environment, Kyoto, Montreal Protocol on
CFCs, global atmospheric pollution, ozone,
carbon dioxide emissions, greenhouse effect,
source of greenhouse gases
2.
Websites
1. Climate Change. Environment Canada
www.ec.gc.ca/climate/overview_what-e.html
This site gives a summary and overview of
climate change and links to other Canadian
climate change sites.
2.
Climate Change: Impacts and Solutions.
The David Suzuki Foundation.
www.davidsuzuki.org/Climate_Change/
This site offers a broad range of climate change
topics for the general reader: Kyoto, Solutions,
Science, Impacts, Projects plus news features.
3.
Transportation and Climate Change. Learning
For A Sustainable Future. www.lsf-lst.ca/en/
teachers/classroom_active.php?grade=9
This site includes a lesson plan about
transportation with worksheets about
transportation and greenhouse gases and
other fact sheets. This site is easy to follow
and offers different tasks.
4.
Climate Change: A Proposed Unit of Study.
Learning For a Sustainable Future.
www.lsf-lst.ca/en/ teachers/classroom_
active.php?grade=9
This unit about climate and weather includes
topics such as causes of climate change,
greenhouse gases, weather forecasts and
responses to the Kyoto Protocol. The teaching
outline suggests key questions to explore while
investigating climate change. It also suggests
activities and print and reading resources to
support tasks. It is broad and interdisciplinary.
Overall this is an excellent resource.
5.
Environment Canada’s Weather Office.
Government of Canada.
http://weatheroffice.ec.gc.ca/Canada_e.html
This site offers interactive weather imaging
and climate data. It includes seasonal change
and forecasts, radarsat images and the use of
technology in forecasting weather and climate.
Clarke, Bruce and John Wallace. Making
Connections: Canada’s Geography. Toronto:
Prentice Hall. 1999.
Pages 455 – 468: global warming, greenhouse
gases, climate change, carbon cycle, global
impact of warming, what we can do, issues,
carbon sinks, international efforts
Pages 469 – 472: alternative energy resources
3.
DesRivieres, Dennis, Experience Canada:
A Geography. Toronto: Oxford University
Press. 2003.
Pages 237-247: evidence of climate change,
researching past climates, researching recent
changes, the greenhouse effect, the impact of
climate change, making wise choices
Pages 323-324: global warming
35
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
6.
Carbon Dioxide and the Greenhouse Effect.
Learning For a Sustainable Future.
www.schoolnet.ca/future/teacher/classroom
/thematic/climate/greenhouse2/content.htm
This site describes an experiment about carbon
dioxide and the impacts of greenhouse gases.
It demonstrates the effects of carbon dioxide
on temperature. Some equipment is required
such as a carbon dioxide pressurizer.
7.
What Can We Do Everyday to Reduce
Greenhouse Gases? Learning For a
Sustainable Future.
www.schoolnet.ca/future/teacher/classroom
/thematic/climate/content.htm
This site focuses on the behaviour of humans
and links it to the size of our Ecological
Footprint. It discusses topics such as policy
(the Kyoto Protocol), regulation of greenhouse
gases. It contains a lesson plan on greenhouse
gas emissions and behaviour modification
which is easy to follow, with helpful links and
charts provided.
8.
9.
36
Climate Change. Government of
Canada.www.climatechange.gc.ca
If you navigate this site’s links, you will find
information on provincial and territorial
regional impacts, health impacts, the
greenhouse effect and a comprehensive
overview of all climate change topics.
It is ready to read for high school students.
Included are global links and a resource list.
Regional Climate Change Poster Series –
Climate Change in Canada. Natural
Resources Canada.
http://adaptation.nrcan.gc.ca/posters/
teachers/lesson_e.asp
This site provides access to provincial and
territorial posters about climate change
including a teacher’s guide and website.
The topics in this poster series focus on
weather/climate and ecosystems of Canada.
It lists specific outcomes, links to the impacts
of climate change on health, community,
land, water, coastal regions and different
areas in Canada.
10. Climate Change Education Centre.
Conservation Corps Newfoundland
and Labrador.
www.conservationcorps.nf.ca/climate
change/html/facts.html
This site provides climate change education
fact sheets. They contain brief overviews of
topics on climate related to action, science,
and health in Newfoundland and Labrador,
Canada and the world.
11. Climate Change – What is Canada Doing?
www.climatechange.gc.ca/english/canada
This is an overview of what Canada is doing
to reduce greenhouse gas emissions.
12. Confronting Climate Change in the Great
Lakes Region (2003) Union of Concerned
Scientists (UCS)
www.ucsusa.org/greatlakes/pdf/ontario.pdf
This is a major study written by university
and government scientists in the Great Lakes
region. Short summaries of the impact of
climate change in Ontario and possible
solutions have been co-authored by the
David Suzuki Foundation. The solutions
section has a helpful discussion of Canada’s
Kyoto Commitment. www.uscusa.org/
greatlakes/pdf/solutions_ontario.pdf
13. Global Warming Unit. Michigan State
University College of Education and
Ameritech.
http://commtechlab.msu.edu/sites/letsnet/
noframes/subjects/science/b5u1.html#plans
This is an excellent American resource
covering five main lessons. (1): “Introduction
to Global Warming.” Students receive basic
information on global climate and atmospheric
changes over time. (2): “The Greenhouse
Effect Debate.” Students discuss and debate
the possibility of a greenhouse effect and its
possible impact on the Earth. (3): “The
Greenhouse Effect Visualizer.” Students
work in groups using the Greenhouse Effect
Visualizer, and other available on-line
visualization tools, to study global climate
changes looking for evidence for and against
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
global warming and the greenhouse effect.
(4): “Writing and Editing a Research Report
on Global Warming.” Following their
research, students write and peer-edit reports
on global warming and the greenhouse effect.
Students are encouraged to read and make
suggestions for improving reports of students
who adopt different positions on global
warming. (5): “Presentation to the School.”
Following the first four lessons, a special
school Earth Day is planned where students
present their research reports, along with any
other associated products (models, diagrams,
web pages, etc.) to the rest of the class
and/or the school.
14. The Impact of Climate Change on
Ontario Forests. Ontario Ministry of
the Environment. 2002.
www.ene.gov.on.ca/envision/air/climate
change/impacts.pdf
This report reviews the literature about the
effects of global climate change on Ontario
forests. Many references are included.
15. Creating a Climate of Change. SEEDS
(Society, Environment and Energy
Development Studies Foundation).
www.greenschools.ca/seeds/climateof
change.html
This excellent Canadian resource can be used
as the basis for teaching a whole course, or
some units thereof. It is a multimedia kit
with modules focussing on climate change,
economics, environmental issues and climate
change case studies. It uses discussion, power
point, worksheets, examples of activism,
overheads and video. The content is Canadian
and very comprehensive.
16. Climate Change – How will it affect
us? – Canada Country Study. Government
of Canada.
www.climatechange.gc.ca/english/affect
An assessment of the social, biological and
economic impacts of CC in each region of
Canada. This is a simplified version. Full
text is available online via this site.
37
17. Global Warming. CoVisProject Northwestern
University.
http://www.letus.nwu.edu/projects/gw/
This is a three-part teaching unit about
climate change. It begins with a “Teacher
Preparation,” and continues with
“Introduction to Global Warming-” Part 1:
How does Temperature Change?; Part 2: What
makes Earth Warm?; and Part 3: Addressing
Climate Change. The handouts and resources
are provided with each topic. This American
resource is easy to use and comprehensive.
18. Global Warming Kids’ Site – Climate and
Weather. United States Environmental
Protection Agency.
www.epa.gov/globalwarming/kids/
climateweather.html
This site provides a very accessible
backgrounder for all sort of information
about climate change. Click on the topics
and browse the text and illustrations.
19. These are climate change glossary sites that
may be helpful in defining terms:
http://www.nrtee-trnee.ca/eng/programs/
archivedprograms/climate_change/climate
change_glossary_e.htm and
http://yosemite.epa.gov/oar/globalwarming.
nsf/uniqueKeyLookup/SHSU5BUMCG/$file
/glossary.pdf?OpenElement
Books
1.
Grant, Tim and Gail Littlejohn, eds. Teaching
About Climate Change. Gabriola Island, B.C.:
New Society Publishers, 2001. These essays,
both new and updated from Green Teacher,
focus on the needs of teachers seeking
solid background information, a balanced
pedagogical strategy and a series of activities
to give the subject of climate change a vivid
reality. The collection is divided into five
sections: Foundations, Energy Alternatives,
Transportation Alternatives, The School
Building and Home and Community. Includes
a broad range of learning activities for all
grades. The Foundations section is particularly
recommended for teachers of Grade 9
Geography looking for a succinct and
articulate review of climate change basics
and good climate change education pedagogy.
ISBN 086571-437-1
www.greenteacher.com
TDSB EcoSchools: Climate Change in Grade 9 Geography (Applied) 2005
ONTARIO ECOSCHOOLS PROGRAM
Project Administrators
Richard Christie, Toronto District School Board
Lewis Molot, Faculty of Environmental Studies, York University
Project Manager
Eleanor Dudar, Toronto District School Board
Assistant Project Manager
Catherine Mahler
Steering Committee
Ron Ballentine, Halton DSB, Science Coordinators’ and Consultants’ Association of Ontario; Richard Christie,
Toronto DSB; Judy Gould, Durham DSB; David Green, Toronto and Region Conservation Authority;
Arlene Higgins-Wright, York Region DSB; Lewis Molot, York University; Pam Schwartzberg, Learning
for A Sustainable Future
Advisory Committee
Ted Cheskey, Waterloo Region DSB; Xavier Fazio/Susan Paradiso, Halton Catholic DSB; Joanne Harris,
Science Teachers’ Association of Ontario; Ethel Johnston/Kim Wallace, Ontario Association for Geography
and Environmental Educators; Catherine Kurucz, Thames Valley DSB; Gina Micomonaco, York Catholic DSB;
Anne Mitchell, Canadian Institute for Environmental Law and Policy; Marsha Yamamoto, Toronto DSB
Project Designer
Comet art + design
T
S
CH
A M D ISTR
D
RH
IC
DU
project partners
OOL BOA
R
Bring Nature Back to Your City
Become certified
To find out how to become a certified bronze,
silver or gold EcoSchool, visit the EcoSchools
section of the TDSB’s public website http://ecoschools.tdsb.on.ca
ecoschools.tdsb.on.ca