Download Climate Change: Crisis or Opportunity for Canadians?

THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NOVA SCOTIA – GRADE 9-12
Climate Change: Crisis or Opportunity for
Canadians?
Lesson Overview
Climate change is real and happening now. Canada, while continuing to reduce its carbon
footprint, needs to refocus on the new reality that climate change will create and establish
what this means to Canada’s environment and economy. How can our government ensure
that the finance, trade and investment sectors are aligned with future business
opportunities and needs? Can climate change provide trading opportunities for Canadian
prosperity? How can we turn the crisis into an opportunity for Canadians? How can we get
ahead of this prosperity curve? This lesson explores the idea of where Canada stands,
especially in creating the optimum economic environment for Canadians in a low-carbon,
energy-efficient economy.
Grade Level
Grades 9-12
Time Required
Three 60-minute classes
Curriculum Connection (Province/Territory and course)
Atlantic Provinces Curriculum for Social Studies: Council of Atlantic Ministers of Education
and Training (CAMET): Nova Scotia
Grade 12 Global Geography
Grade 11 Canadian Geography
Grade 10 Physical Geography
Grade 9 Atlantic Studies
Additional Resources, Materials and Equipment Required

Access to computer lab or computers, display equipment, and the internet

Background information from the following websites:
o
Climate Change (Basic Introduction)
http://www.canadiangeographic.ca/atlas/themes.aspx?id=climate&lang=En
o
Changing Landscapes of the Atlantic Region:
http://www.canadiangeographic.ca/atlas/themes.aspx?id=climate&sub=clima
te_landscapes_atlantic&lang=En
o
Human Impact on the Atlantic Region:
http://www.canadiangeographic.ca/atlas/themes.aspx?id=climate&sub=clima
te_impact_atlantic&lang=En`
NRTEE’s Climate Prosperity Program:
http://www.climateprosperity.ca/
o
THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NOVA SCOTIA – GRADE 9-12

Canadian Geographic/NRTEE A Changing Climate poster-map

Thought Web for a Five Paragraph Essay (attached)

Climate Change Prosperity Assignment – Instructions for Students (attached)

Essay rubric (attached)
Main Objective
The primary goal of the lesson is to create a shift in the doom and gloom thinking paradigm
about Canada’s future with respect to ‘Global Warming & Climate Change’. Climate change
appears to be inevitable and while we are working towards low-carbon living, we should be
planning for economic opportunities. To create this paradigm shift this lesson will address
three questions: What risks does climate change pose to Canada’s economic future? How
can Canada seize the opportunities created by a transition to a low-carbon economy? What
policy responses to climate change can help secure Canada’s economic and environmental
future? Through conducting research on the ‘Canadian Atlas Online’ and the internet,
students will write a five paragraph essay on one of themes shown on the Canadian
Geographic/NRTEE A Changing Climate poster-map. Their essay will address each of the
previous questions.
Learning Outcomes
By the end of the lesson, students will be able to:

Conduct geographic research by gathering, organizing, displaying and interpreting
geographic information;

Write an essay in response to a geographic question;

Demonstrate an understanding of how long term changes in physical processes
influence Canada’s environment and economy.
THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NOVA SCOTIA – GRADE 9-12
The Lesson
Introduction
Teacher Activity
Either as a whole group or
individually, instruct students to go
to the ‘Canadian Atlas Online’
using the following links:
Student Activity
Listen to the audio portion, read the
information on all three links and click
on the ‘Global Temperature Change
From 2000-2199’ chart.
http://www.canadiangeographic.ca/atlas/th
emes.aspx?id=climate&lang=En
http://www.canadiangeographic.ca/atlas/th
emes.aspx?id=climate&sub=climate_landsc
apes_atlantic&lang=En
http://www.canadiangeographic.ca/atlas/th
emes.aspx?id=climate&sub=climate_impact
_atlantic&lang=En
Lesson
Development
Conclusion
Ask the following three questions:
Is climate change real and
happening now?
What risks does climate change
pose to Canada’s economic future?
How can Canada seize the
opportunities created by a
transition to a low-carbon
economy?
Distribute the assignment entitled:
“An Essay: How Canada can seize
the economic opportunities created
by a transition to a low-carbon
economy.”
Provide responses to the teacher’s
three questions.
Direct students to begin online
research, collect relevant
information using thought web or
graphic organizer and write/create
their five paragraph essay.
Conduct research (use a thought web,
graphic organizer, or jot notes) and
write the essay.
In the third class have students
peer edit a classmates paper.
Complete the peer review.
Highlight several pieces of student
work after the peer review.
Participate in the discussion on new
economic opportunities in the lowcarbon economy.
Conduct a discussion on new
economic opportunities in the lowcarbon economy.
Review the assignment and clarify any
questions.
THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NOVA SCOTIA – GRADE 9-12
Lesson Extension
 Have speakers (a panel) in from Federal agencies to talk about Canada’s
environment and economy in a low-carbon economy.

Initiate a project where students can invent their own sustainable future business.
Assessment of Student Learning
Evaluate the students’ essays by using the essay rubric (attached).
Further Reading
Climate Prosperity thematic module in the Canadian Atlas Online:
http://www.canadiangeographic.ca/atlas/themes.aspx?id=climateprosperity&lang=En
National Roundtable on the Environment and the Economy (NRTEE) web site:
http://www.nrtee-trnee.com/
WWF Canada Report: Innovating toward a low-carbon Canada, “Using technology to
transform tomorrow”
http://wwf.ca/newsroom/reports/hitech_lowcarbon.cfm
Market Wire – NRTEE Creates New G8 Low-Carbon Performance Index:
http://www.marketwire.com/press-release/NRTEE-Creates-New-G8-Low-CarbonPerformance-Index-1264012.htm
Green Sense – Solar Light up Low-carbon Economy Green Sense:
http://greensense.ca/a957674-solar-light-up-low-carbon-economy.cfm
The Mark – Considering a Low-Carbon Economy, “We don't have to completely turn our
backs on our carbon resources, but we shouldn't ignore green energy either.”
http://www.themarknews.com/articles/1405-considering-a-low-carbon-economy
Exclusive Commentary from The Mark – No Need to Wait for a Low-Carbon Economy
http://communities.canada.com/shareit/blogs/themark/archive/2010/05/25/no-need-towait-for-a-low-carbon-economy.aspx
Climate Prosperity: BC’s Progress Towards a Low-Carbon Economy
http://www.sfu.ca/act/documents/2020_200910_Olewiler.pdf
Link to Canadian National Standards for Geography
Essential Element #5: Environment and Society
 Environment Issues: Global Warming
Geographic Skill #1: Asking geographic questions
 Plan and organize a geographic research project (specify a problem, pose a research
question or hypothesis and identify data sources).
Geographic Skill 5: Answering geographic questions
 Evaluate the answers to geographic questions.
THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NOVA SCOTIA – GRADE 9-12
Thought Web for a Five Paragraph Essay
THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NOVA SCOTIA – GRADE 9-12
Climate Change Prosperity Assignment
Instructions for Students
Title:
How Canada can seize the economic opportunities created by a transition to a low-carbon
economy.
Instructions:
 Write a five-paragraph essay using the Canadian Geographic/NRTEE A Changing
Climate poster-map and the internet links (below).

Choose a theme to research from one of the following headings that are colour coded
on the poster-map:
o
o
o
o
o
o
o
o

Ice, Snow and Sea
Ecosystems
Water Resources
Human Health
Communities and Infrastructure
Resource-Based Industries
Service-Based Industries
Security and Trade
The essay should address the following three questions about your theme:
1. What risks does climate change pose to Canada’s economic future?
2. How can Canada seize the opportunities created by a transition to a lowcarbon economy?
3. What policy responses to climate change can help secure Canada’s
economic and environmental future?
Sample Internet Resource Links:
Climate Prosperity:
http://www.climateprosperity.ca/
WWF Canada Report: Innovating toward a low-carbon Canada, “Using technology to
transform tomorrow”
http://wwf.ca/newsroom/reports/hitech_lowcarbon.cfm
Market Wire – NRTEE Creates New G8 Low-Carbon Performance Index:
http://www.marketwire.com/press-release/NRTEE-Creates-New-G8-Low-CarbonPerformance-Index-1264012.htm
Green Sense – Solar Light up Low-carbon Economy Green Sense:
http://greensense.ca/a957674-solar-light-up-low-carbon-economy.cfm
The Mark – Considering a Low-Carbon Economy, “We don't have to completely turn our
backs on our carbon resources, but we shouldn't ignore green energy either.”
http://www.themarknews.com/articles/1405-considering-a-low-carbon-economy
THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NOVA SCOTIA – GRADE 9-12
Exclusive Commentary from The Mark – No Need to Wait for a Low-Carbon Economy
http://communities.canada.com/shareit/blogs/themark/archive/2010/05/25/no-need-towait-for-a-low-carbon-economy.aspx
Climate Prosperity: BC’s Progress Towards a Low-Carbon Economy
http://www.sfu.ca/act/documents/2020_200910_Olewiler.pdf
Sample outline for essay:

Cover Page and Title

Paragraph #1: Introduce your theme, such as, ‘forest production opportunities for
some tree species’. Introduce the three questions that you will be discussing in
relation to your theme.

Paragraph #2: Identify and discuss various risks that climate change could pose to
Canada’s economic future. For example, a warmer climate might provide a strong
breeding environment for the spruce budworm. An increase in this pest might lead to
an infestation in the spruce stands of Nova Scotia and therefore affect the pulp and
paper and lumber industries.

Paragraph #3: Identify and discuss various economic opportunities that climate
change could create during a transition to a low-carbon economy. For example, a
shift from paper production to an increase in the fruit tree industry. Another example
would be to develop a use for over-mature wood or dead wood from of the spruce
budworm, such as, wood pellets for stoves.

Paragraph #4: Identify and discuss various policies that the government would
have to develop in order to address climate change and help secure Canada’s
economic and environmental future. For example, to prevent tree pest infestation a
policy could be introduced to create diverse tree species stands and to restrict
monocultures. This would naturally limit the concentration of the food supply for the
spruce budworm, invest money in research and development of bug resistant trees,
etc.

Paragraph #5: Conclusion, restate your theme as it relates to the key points of
your research.
Make sure that you cite your sources in a bibliography.
THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NOVA SCOTIA – GRADE 9-12
ESSAY
RUBRIC
CATEGORY
4 - Above Standards 3 - Meets Standards 2 - Approaching Standards
1 - Below Standards Score
Focus or
Thesis
Statement
The thesis statement
The thesis statement
names the topic of the names the topic of the
essay and outlines the essay.
main points to be
discussed.
The thesis statement outlines
some or all of the main points
to be discussed but does not
name the topic.
The thesis statement
does not name the
topic AND does not
preview what will be
discussed.
Support for
Position
Includes 3 or more
pieces of evidence
(facts, statistics,
examples, real-life
experiences) that
support the position
statement. The writer
anticipates the
reader's concerns,
biases or arguments
and has provided at
least 1 counterargument.
Includes 3 or more
pieces of evidence
(facts, statistics,
examples, real-life
experiences) that
support the position
statement.
Includes 2 pieces of evidence
(facts, statistics, examples,
real-life experiences) that
support the position statement.
Includes 1 or fewer
pieces of evidence
(facts, statistics,
examples, real-life
experiences).
Evidence and All of the evidence and
Examples
examples are specific,
relevant and
explanations are given
that show how each
piece of evidence
supports the author's
position.
Most of the evidence
and examples are
specific, relevant and
explanations are
given that show how
each piece of
evidence supports the
author's position.
At least one piece of evidence
and example is relevant and
has an explanation that shows
how that piece of evidence
supports the author's position.
Evidence and
examples are NOT
relevant AND/OR are
not explained.
Closing
paragraph
The conclusion is
strong and leaves the
reader solidly
understanding the
writer's position.
Effective restatement
of the position
statement begins the
closing paragraph.
The conclusion is
There is a conclusion, but it
recognizable. The
does not clearly restate the
author's position is
author’s position.
restated within the
first two sentences of
the closing paragraph.
There is no conclusion
- the paper just ends.
Grammar &
Spelling
Author makes no
errors in grammar or
spelling that distract
the reader from the
content.
Author makes 1-2
errors in grammar or
spelling that distract
the reader from the
content.
Author makes 3-4 errors in
grammar or spelling that
distract the reader from the
content.
Author makes more
than 4 errors in
grammar or spelling
that distract the
reader from the
content.
Sources
(if used)
All sources used for
quotes, statistics and
facts are credible and
cited correctly in APA
format in a
bibliography.
All sources used for
quotes, statistics and
facts are credible and
most are cited in a
bibliography, but not
in APA format.
Most sources used for quotes,
statistics and facts are credible
and cited, but not in a
bibliography.
Many sources are
suspect (not credible)
AND/OR are not cited
correctly.
TOTAL: ________