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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: ________