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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