enhancing student voice through climate change education change ed. june 24... · here is a...

Enhancing Student Voice through Climate Change Education

A Teachers’ Guide

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Table of Contents

IntroductionWhyClimateChangeEducation?.....................................................................................................5HowtousethisResource...................................................................................................................7AboutthisTeachers’Guide...............................................................................................................7HowtoteachControversialIssues:ClimateChange.................................................................8MajorCorporationsandGovernmentsAgree:ClimateChangeisaProblem................10

What’s going on and why should we care?*WhatisClimateChange?*.............................................................................................................12GiveandTake.....................................................................................................................................18*TheSocialSideofClimateChange*............................................................................................28

What’s the implication of climate change?WoollyThinking.................................................................................................................................33ClimateRefugees...............................................................................................................................42*TheChallengeofManagingtheCommons*.............................................................................57ExperiencingClimate[In]Justice..................................................................................................63

We know the problem. Now let's help fix it.Whatdrivesyou?...............................................................................................................................67Whatareothersdoingtoaddressclimatechange?...............................................................73*TakingAction:EnhancingStudentVoice*...............................................................................78DealingwithClimateSkeptics.......................................................................................................83

Our favorite lessons are marked with a star (*).

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Why Climate Change Education? Enhancing Student Voice Climatechangeeducationcanbeextremelyengagingforhighschoolstudents:encourage

themtoseekoutsomethingtheycandointhe‘solutionspace’describedabove.Students

havethepotentialtohavearealimpactonmitigatingoradaptingtoclimatechange,which

allowsthemtohaveameaningfulvoiceintheirschoolsandintheircommunities.

Preparing today’s youth for tomorrow’s challenges Climatechangeisunderstoodbymanyindustryleadersandscientiststobeoneofthe

greatestchallengesfacingourworld.Ensuringthatstudentshaveabasicknowledgeabout

whatclimatechangeis,thechallengesitwillbring,andwhattheycandoaboutitis

essentialforcreatingascientificallyandtechnologicallyliterateworkforce.

Advice for teachers Wegetit.Climatechangehasthepotentialtobediscouraging,orevenscary,forstudents.

Wealsoknowteacherswhounwittinglystirredupcontroversybypaintingapictureof

“industryversusenvironment,”whichcancreatesomeunwelcomeconversationsbetween

parents,teachers,andadministrators.

Thereisanotherway,andwiththisdocumentwehopetoshowyouthatway.Climate

changeisamatterofsocial-butnotscientific–controversy.Itisasolvableproblem,and

education-accompaniedbywellinformedaction–isourbeststrategictool.Whenit

comestoclimatechange,weurgeyoutomovefromtheoverwhelming‘problemspace’to

theinspiringandaction-oriented‘solutionspace’-therearemany,manysolutionsthat

studentscanworkon.“Hopeisaverbwithitssleevesrolledup,”asDr.DavidOrrsays–so

giveyourstudentshope,byhelpingthemtakeaction.

You’llfind,too,thatinadditiontoaddingtostudents’environmentalandenergyliteracy,

theactivitiesinthisguidedeliveronALLofthecompetenciesoutlinedinthe2013

MinisterialOrderonstudentlearning–includingcriticalthinking.Thisguidewillhelpyou

helpstudentsnavigatethecomplexwatersofclimatechange,separatingthesciencefrom

thesocialsideofclimatechange.

Sinceclimatechangeisasocial-butnotscientific–controversy,itispossiblethatstudents

willdenyclimatechangeorargueabouttheimportanceofclimatechangemitigationand

adaptation.Herearesomehelpfulpointstohelpyoudealwiththesesituations.

Whenteachingclimatechange:

• Berespectfulofstudents.Theyarebombardedwithmixedmessagesaboutclimate

changeandcanhaveaverydifficulttimefiguringoutwhattobelieve.

• Presentclimatechangeasascientificfact.Bepreparedtocitetheconsensusinthe

scientificcommunity.

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• Donotdebatewhetherornotclimatechangeishappening.Instead,havedebates

aroundhowcommunitiescanbestaddressclimatechange,or,ifappropriate,

discusstheissueofwhyclimatechangeissociallycontroversial.

Sometimesparentsoradministratorsmightdisagreewithyouteachingclimatechange.

Herearesomecommonargumentsandhowtodealwiththem:

1. Climatechangeisn’toccurring/humansaren’tthecause/there’snothingwecandoanyways.

a. 97%ofthescientificcommunityagreesthatclimatechangeishappeningprimarilybecauseofhumanimpactbuttherearechangeswecanmaketo

addressit.

2. Teachingclimatechangeacceptancesupportscertainpoliticalparty.a. Itisyourroleasaneducatortoteachthescientificconsensus.Youarenot

promotingpartypoliticsindoingso.

b. Therearepeopleinallpoliticalpartieswhoacceptclimatechange.c. Manybigbusinessessupportclimatechangeeducationandaction.

3. Itisonlyfairtoacknowledgethecontroversyaroundclimatechange.a. Thereisasocialcontroversyaroundclimatechange,notascientificone.b. Itisnotfairtoteachthatthereisascientificcontroversybecauseitcan

confusethestudentsanditpromotesacontroversythatdoesn’texist.

4. Climatechangeisthesameasclimatevariability.a. It’snormalforclimatetobeslightlydifferentyearoveryear.Thelarge-scale

trendsthatweseearenotnormal–theyarearesultofclimatechange.

Formoreinformation,pleaseseeNationalCenterforScienceEducation:

https://ncse.com/library-resource/addressing-doubt-denial-classroom

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How to use this Resource

Thelessonplansareseparatedintofourcategories,andourfavoritelessonsaremarked

withastar(*).Theycanbeusedindependentlyorinsequence.Ifyouonlyhavetimeto

completeonelesson,werecommend“TakingAction”,whichisayouth-ledactionproject.

Actionprojectsareshowntohaveagreatimpactonstudentlearningandonthe

communityasawhole.

About this Teachers’ Guide

ThisguidewascreatedbytheAlbertaCouncilforEnvironmentalEducation(ACEE)inits

worktodeliveronmission:advancingenvironmentaleducationinAlberta.Thissubject

matterhasstronglinkstoenvironmentallaw,andwearegratefulforthesupportof

Alberta’sEnvironmentalLawCenterthatmadethisworkpossible.Weareindebtedtothe

talentedCatherineMedynskiwhocompletedthisworkoncontracttoACEE,andtoEd

Carswellwhosuppliedthedrawings.SpecialthankstoAdamRobb,atalentedteacher

whosepioneeringworkinthisareahelpguideoursteps.Wearealwaysinterestedin

improvingthequalityofourwork;welcomeanycommentsorsuggestionsfor

improvement,[email protected].

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HowtoteachControversialIssues:

Climate Change

Why teach about controversial issues? ThefollowingisanexcerptfromtheAlbertaK-12SocialStudiescurriculum:

AnIssues-focusedapproachtoteachingSocialStudies:ControversialIssues

Opportunitiestodealwiththese[controversial]issuesareanintegralpartofsocialstudieseducationinAlberta.

Studyingcontroversialissuesisimportantinpreparingstudentstoparticipateresponsiblyinademocraticandpluralisticsociety.Suchstudyprovidesopportunitiestodeveloptheabilitytothinkclearly,toreasonlogically,toopen-mindedlyandrespectfullyexaminedifferentpointsofviewandtomakesoundjudgments.

Controversialissuesthathavebeenanticipatedbytheteacher,andthosethatmayariseincidentallyduringinstruction,shouldbeusedbytheteachertopromotecriticalinquiryandteachthinkingskills.

http://www.learnalberta.ca/ProgramOfStudy.aspx?ProgramId=564423#

A field-tested process Ref:“TeachingControversialIssues”byPatClark,GreenTeacherVolume62.

Hereisasix-stepstrategythatcanbeusedtohelpstudents‘unpack’complexand

confusingissuesbyusingcriticalinquiry:

1. Whatarethefacts?Ensurethatyourstudentsunderstandthefactsandsciencethatunderlietheissue.

2. Whatisthecontroversyabout:values,information,orconcepts?Havestudentsidentifythekeyquestionsthatlieattheheartoftheissue.These

questionscanbedividedintothreecategories:

a. Questionsrelatingtovalues:whatshouldbe?Whatisbest?b. Questionsrelatingtoinformation:whatisthetruth?Whatarethefacts?c. Questionsrelatingtoconcepts:whatdoesthismean?Howshouldthisbe

defined?

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3. Whatarethearguments?ThisisananalyticalstepinwhichstudentsscrutinizebothsidesAandBoftheissue.Havestudentswritedownorparaphrasethe

arguments.Mostcontroversialissuesarisebecauseofdifferingvalues,soitis

usefultotrytocharacterizethesetofvaluesthatunderlietheargument.Can

theydifferentiatebetweenmereopinionsandmoreinformedpointsofview?

4. Whataretheassumptionsbehindtheargument?Whatistakenasself-evidentinthepresentationoftheargument?Ifstudentsdecidethatthe

assumptionsareunethicalorunprincipled,itreducesthestrengthofthe

argument.

5. Howaretheargumentsmanipulated?Thisstepisparticularlyimportantbecauseitcanhelpstudentsunderstandhowinformationcanbeusedto

influenceopinion.Whatinformationhasbeenaddressed,selected,emphasized

orignoredaccordingtoitsvaluetovariouspositionsonanissue?Medialiteracy

isalsoinvolved.Howcanthemediabothreflectandcreatereality?

Note:forthestepsabove#3,4,and5,itmightbeusefultohavestudentscreateathree-columntableandsummarizearguments,assumptions,and

‘manipulations’thathavetakenplacewithinthetwoopposingpositions:

SideAoftheissue SideBoftheissue

Arguments

Assumptions

Manipulations

6. AttempttofindaSolution.HavestudentsplayTakeaStandfromtheWhatisClimateChangelessonplaninthisdocument,oravailableonlineathttp://cpaws-southernalberta.org/upload/Take_a_Stand.pdf.Thisactivity

allowsstudentstoworktogethertoidentifycommongroundandidentifya

reasonableandjustsolutiontotheissue–whetheritbeawin-winsolutionora

compromisesolution,orawin-losesolution.

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Major Corporations and Governments Agree: Climate Change is a Problem

It’s one thing for us to talk about climate change, but it’s another to hear it from energy companies and governments. What are others saying about climate change? Here’s a sample. Energy Companies

“Four of Canada’s largest oil sands producers have come together to demonstrate leadership on climate change. Canadian Natural Resources Limited, Cenovus Energy Inc., Shell Canada Limited and Suncor Energy Inc., support the Government of Alberta’s climate plan related to the oil and natural gas industry, which includes a carbon pricing regime coupled with an overall emissions limit for the oil sands. These measures provide predictability and certainty and will help ensure that producers can responsibly develop and grow this significant Canadian resource while also addressing global concerns about climate change.” http://www.cnrl.com/upload/media_element/974/03/1122_oil-sands-leadership-on-climate-change.pdf

“Suncor accepts the scientific consensus, publically stating that "climate change is happening and we need to take action." Energy development has an impact on the environment and we must do our part to manage and minimize our carbon footprint. As Canada’s largest energy company, Suncor has a significant role to play, both within its plant gates and as a partner in broader energy discussions and strategies.” http://www.suncor.com/en-CA/sustainability/environment/climate-change

“We recognise the significance of climate change, along with the role energy plays in helping people achieve and maintain a good quality of life. A key role for society – and for Shell – is to find ways to provide much more energy with less carbon dioxide.” http://www.shell.com/sustainability/environment/climate-change.html

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“Meeting the world’s energy needs while managing greenhouse gas (GHG) emissions is a complex challenge. The growing demand for energy will require the continued development of oil and gas resources. With increasing oil and gas production, energy companies are focused on improving efficiencies and limiting emissions with innovative solutions and technology.” https://www.encana.com/sustainability/

“Husky recognizes the need to protect air quality and has developed a strategy to address prudent air stewardship. Because no two areas have the same industrial activity, population density and trans-region movement of air pollutants, air quality is a regional issue. Climate change, however, is a global issue, and has been linked to human activity, fossil fuel consumption and the emissions of greenhouse gases.” http://www.huskyenergy.com/environment/airstewardship.asp

“As an energy company, Enbridge recognizes that we have a responsibility to address climate change. We also recognize that this responsibility extends beyond compliance with regulatory requirements to include a proactive approach to reducing our own carbon footprint as well as working more broadly with others to reduce GHG emissions across production, transportation and end use in the energy value chain as a whole.” http://www.enbridge.com/~/media/Enb/Documents/CSR/Policies/climate_change_policy.pdf

Governments

“Climate change will likely result in long-term changes in temperature and precipitation, as well as increased frequency and severity of weather events such as droughts, floods, forest fires, and severe storms. Climate change brings with it both great challenges and unique opportunities.” https://www.alberta.ca/climate-change-alberta.aspx

“The scientific evidence is clear: climate change is one of the greatest threats of our time. From increased incidences of droughts, to coastal flooding, to the expanding melt of sea ice in our Arctic, the widespread impacts of climate change compel Canada to take strong action now. … The Government of Canada will take strong action in partnership with provinces and territories. The Government of Canada will provide national leadership and join with the provinces and territories to take action on climate change, put a price on carbon, and reduce carbon pollution.” https://www.ec.gc.ca/cc/

Section 1: What’s going on and why should we care?

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*What is Climate Change?*

Brief:Thisactivityintroducesstudentstothesubjectofclimatechange,givingthemanoverviewofwhatclimatechangeisanddebunkingsomecommonmisconceptionsabout

climatechange.Itconcludeswithasimplegamethatbringstogethertheinformationfrom

thelesson.

CurriculumConnectionsSocial10:Towhatextentdoesglobalizationcontributetosustainableprosperityforallpeople?

Science10:EnergyflowinglobalsystemsScience20:ThechangingearthBiology20:EnergyandmatterexchangeinthebiosphereCTS:EnvironmentalStewardship;PrimaryResources

Time:1.5hours

RequiredMaterials:Treecookies(asliceofatree’strunkorbranch)–themorerings,thebetter!Background

Climatechangeisacomplextopicthatisdifficulttounderstand.Thescientificconsensus

aboutclimatechangeisoverwhelming:97%ofclimatescientistsagreethathumansarethe

primarycauseofclimatechange.Thislessonplanaddressesthefollowingquestions:What

isclimatechange?Whyisnowdifferentthannaturalclimatechange?Whyshouldyoucare

aboutclimatechange?

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Instructions

Whatisclimatechange?1. Havestudentsindependentlywritedownadefinitionofclimatechange.2. Askafewstudentstosharetheirdefinitionswiththeclass.Keeptrackofcommon

themesontheboard.

3. Sharewithstudentssomedefinitionsofclimatechange:o NASA:“Climatechange…isachangeinthetypicaloraverageweatherofa

regionorcity.Thiscouldbeachangeinaregion'saverageannualrainfall,for

example.Oritcouldbeachangeinacity'saveragetemperatureforagiven

monthorseason.ClimatechangeisalsoachangeinEarth'soverallclimate.

ThiscouldbeachangeinEarth'saveragetemperature,forexample.Orit

couldbeachangeinEarth'stypicalprecipitationpatterns.”

https://www.nasa.gov/audience/forstudents/5-8/features/nasa-knows/what-is-climate-

change-58.htmlo FromtheUnitedKingdom:“Climatechangeisalarge-scale,long-termshift

intheplanet'sweatherpatternsoraveragetemperatures.”

http://www.metoffice.gov.uk/climate-guide/climate-change

4. Whathasbeentheimpactofindustrializationontheenvironment?ShowthestudentsthefollowingYouTubevideos:

• NASAInteractive:ClimateTimeMachine.

http://climate.nasa.gov/interactives/climate-time-machine

• Video:ClimateScience:Whatyouneedtoknow.

https://www.youtube.com/watch?v=ffjIyms1BX4

• Video:Climate101withBillNye.

https://www.climaterealityproject.org/video/climate-101-bill-nye

5. Distributethetreecookiesthroughouttheclass.Studentscanworkindependentlyoringroupsdependingonsupplies.

6. Havestudentscounttheringsintheirtreeanddeterminewhatyeartheirtreestartedtogrow.

7. Askthestudentstoconsiderimportantpointsinhistoryandmarkthesepointsontheirtreering.Ifthestudentsarekeepingthetreecookiestheycanwriteonthe

rings.Otherwisetheycanputapieceofpaperoverthetreecookieandrecordtheir

answersthere.Askthem:Whatmajorhumanadvancementsdidthesetreessee?

Whatchangedaroundtheworldasthesetreesgrew?

Possiblepointstoinclude:• 1760–Theindustrialrevolutionbegins

• 1804–Earth’spopulationreached1billionpeople

• 1867–Canadabecameacountry

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• 1885–ThefirstcarwasinventedbyKarlBenz

• 1905–Albertabecameaprovince

• 1908–TheFordMotorCompanystartedproducingtheModelTcar

• 1927–Earth’spopulationreached2billionpeople

• 1960-Earth’spopulationreached3billionpeople

• 1960–WorldwidelevelsofCO2reach300ppm

• 1962–SilentSpringispublished,whichinspiredthemodernenvironmental

movement

• 1969–Humanswalkonthemoonforthefirsttime

• 1972–DDTisbannedfromtheUS





8. ShowthestudentsBillNye’svideoonwhyyoushouldcareaboutclimatechange:http://news.nationalgeographic.com/2015/12/151202-bill-nye-climate-change-

101-video-science/

Bringingitalltogether:TakeaStand

GameRules

• Tellthestudentsthatyouaregoingtomakeastatementthattheymayormaynot

agreewith.

• Tellthestudentsthatyouaregoingtoreadastatementaboutclimatechange.

o Ifthestudentsstronglyagreewiththestatement,havethemstandonone

sideoftheroom.Iftheystronglydisagree,havethemstandontheotherside.

o Iftheysomewhatagreeorsomewhatdisagree,havethemstandinbetween

thetwosides,representingaspectrumofopinions.

• Possiblestatementsareincludedbelow.Someofthestatementsarehaveacorrect

answer(whichislisted)andsomearedesignedtodividethegroup.Feelfreetouse

theprovidedstatementsormakeupyourown.

StatementsforTakeaStand

ClimatechangeissucharisktoourplanetthatAlbertashouldimmediatelystopits

resourceextractionandleaveallremainingfossilfuelsintheground.

Giventhethreatofclimatechange,CanadianandAlbertagovernmentsshouldimmediately

ceasealleffortstobuildpipelinesdesignedtocarryoiltothecoasts.

Climatechangeisgoodbecauseitwilllikelycausealongergrowingseason.

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Climatechangeisabigproblem.Peopleshouldn’tbeallowedtodrivetruckssothatthe

rateofclimatechangedecreases.

CaribouareanextremelyimportantspeciestoCanadianIndigenousgroups.Theyare

currentlyendangeredandfacingextinctionbecauseofhumanimpact.Alloftheremaining

caribouhabitatshouldbeprotectedandweshouldremovesometownsandroadsto

restorekeyareasofhabitat.

Thereisnothingwecandoaboutclimatechange.TheEarth’sclimatehasalwayschanged.Climatechangeisjustpartofanaturalcyclesowe

don’tneedtodoanythingandcan’tchangeit.

Addressingclimatechangewillhurtoureconomy.

Wrapup

• Haveeachstudentpairwithsomeonewhotookadifferentpositionontheissue.

o Askthemtodiscoverwhytheotherstudenttookthepositiontheydid.

o Challengethestudentstocometoacommongroundontheissue.

Possibleextensions• Toaddalittlespicetothisactivity,“plant”twoveryopinionatedpeopleinthe

group.

o Passthepromptcards(seebelow)totwogroupmemberswhoyoufeelare

confidentandflamboyantenoughtosuccessfullyplaytheroleofapro-

developmentandpro-environmentperson,makingthesortofaggressive

statementreferredtoonthenextpage;andthentryto“stakeoutthemiddle

ground”asthesetwoantagonistsmakeeveryonefeeldecidedly

uncomfortable.

o Thenrevealtothewholegroupthattheyhavebeendupedor“set-up”byyou

andyourtwohelpers.Discusswhathappenswhentwopeoplemovebeyond

attackingeachother’spositionstoattackingeachotheronapersonallevel.It

isafailuretorecognizeimportantpointsofprocesssuchasthisthatcanlead

tothecollapseofmanyimportantnegotiationprocesses-includingcritically

importantdiscussionsonlandusethatmightleadtothepreservationof

environmentallyimportantareas.

• Wonderingwhattodowiththetreecookies?

o Re-usetheminfutureclasses.

o Usethemforartprojectsorinscienceclasses.Ingrade7studentslearn

abouttreesandforests,soaskagrade7teacherifthey’dliketousethem!

o Someteachershavehadgreatsuccessworkingwithstudentstoturningthe

treecookiesintosomethingthatcanbeused,likestoolsortables.Ifyouhave

thetime,thisisagreatwaytoengagestudentswholearnbestbymaking.See

additionalinformationbelowforinstructions.

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AdditionalInformation

Description LinkOverviewofclimatechangeanditsrelationshipwith

Canada.Publishedin2015byEnvironmentCanada.

https://www.ec.gc.ca/Publications/CDFE86E

B-E309-4C4E-80EE-9D2919EEE2F9/EN---

Climate-Science-Briefing---23-NOV-2015---

FINAL.PDF

A press release by four major oil sands companies (CNRL, Cenovus, Shell, and Suncor) in which they ‘support the Government of Alberta’s climate plan related to the oil and natural gas industry.”

http://www.cnrl.com/upload/media_element

/974/03/1122_oil-sands-leadership-on-

climate-change.pdf

NASAoffersanabundanceofinformation,videos,games,

andgraphicsrelatingtoclimatechangeeducation.http://climate.nasa.gov/

Explorestheconnectionbetweentheindustrialrevolution

andclimatechange.

http://www.ecology.com/2011/09/18/ecolog

ical-impact-industrial-revolution/

DIYStumpTableinstructions http://www.17apart.com/2012/10/how-to-

diy-stump-table.html

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~Promptcard:Pro-developmentrole~

Don’tletanyoneseeyoureadthis!

Inafewminutes,I’mgoingtomakethefollowingstatement:"ClimatechangeissucharisktoourplanetthatAlbertashouldimmediatelystopitsresourceextractionandleaveallremainingfossilfuelsintheground.”Thatisyourcue.

Iwantyoutopretendthatyoucompletelydisagreewithme!Interruptme,tellmeI’mstupid,tellmethat

fossilfuelsarecompletelyharmlessandthatscientistsdon’tagreethathumansarecausingclimatechange.

Becreativeandtrytogetthecrowdonyourside.Beconvincing!Behot-headed!BepreparedtogetANGRY!

Youmayfindyourselfcaughtinahotargumentwithanothergroupmemberwhotakestheoppositeview.

That’sOK-itspartofthegame!Don’tbeafraidtoattackthempersonallyaswellastheirideas.Don’tworry-

afterafewminutesofthis,I’llcutitoffandtellthestudentsthatwe“setitup”.Averyinterestingdiscussion

willfollow!

Beconvincing!!!And-thankyou!

~Promptcard:Pro-environmentrole~

Don’tletanyoneseeyoureadthis!

Inafewminutes,I’mgoingtomakethefollowingstatement:"ClimatechangeissucharisktoourplanetthatAlbertashouldimmediatelystopitsresourceextractionandleaveallremainingfossilfuelsintheground.”Thatisyourcue.

Iwantyoutopretendthatyoucompletelyagreewithme!Interruptme,tellmethatfossilfuelsaretheenemy

andthatanyonewhousesfossilfuelsmusthatenature,thattheonlysolutionistobecompletelycarbon

neutralandthatanyonewhousescarbonshouldbeputinjailandmadetopayforthedamagethey’vecaused

theEarth.Beconvincing!Behot-headed!BepreparedtogetANGRY!Youmayfindyourselfcaughtinahot

argumentwithanothergroupmemberwhotakestheoppositeview.That’sOK-itspartofthegame!Don’tbe

afraidtoattackthempersonallyaswellastheirideas.Afterafewminutesofthis,I’llcutitoffandtellthe

studentsthatwe“setitup”.Averyinterestingdiscussionwillfollow!

Beconvincing!!!And-thankyou!

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Give and Take Brief:Studentsexaminethedifferencesinhowmanynaturalresourcesvariouscountriesproduceoruse.

CurriculumConnectionsSocial10:Towhatextentshouldglobalizationcontributetosustainableprosperityforallpeople?;TowhatextentshouldI,asacitizen,respondtoglobalization?

Science10:EnergyflowinglobalsystemsCTS:EnvironmentalStewardship;PrimaryResources

Time:1.5hours

RequiredMaterials:Skittles

CountryCards(attached)

BackgroundTheecologicalfootprintconceptisusedtodescribehowmanynaturalresourcesare

requiredtosupportoneperson.Itconsidersmanyaspectsofaperson’slife,suchasthe

foodtheyeat,theenergytheyuse,andthematerialtheyconsumeanddisposeof.

TheGlobalFootprintNetworkhascompiledacomprehensivedatabaseoftheecological

footprintsandbiocapacitiesofmanydifferentcountries.Thisinformationcanbeusedto

informgovernmentpoliciesandindividualaction.

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Instructions

1. Givethestudentsanoverviewofwhatanecologicalfootprintis,andshowthemtheillustrationthatwe’veprovided.

Anecologicalfootprintistheamountofresourcesthatapersonconsumes.Itmeasureshowmuchcarbonapersonuses,aswellashowmuchlandisrequiredtosupportthatperson’slifestyle.PeopleindevelopedcountriessuchasCanadatypicallyhaveahigherfootprintthanpeopleinlessdevelopedcountries.ThismeansthatmorelandisrequiredtosupportpeopleinCanadathanmostotherpeopleintheworld.

2. CompleteoptionAorB,below,orboth!

OPTIONA:Individualfootprints

1. Havestudentsvisitwww.earthday.org/take-action/footprint-calculatortocalculatetheirecologicalfootprintwiththefreequiz.

i. Select“Calgary”onthemap.

ii. Select“kids’version.

iii. Completethequiz.

2. Explorethe‘takeaction’sectionofthewebsite.

3. CompleteOptionBbelow,orjumptothefinaldiscussionquestions.OPTIONB:Countryfootprints

1. Havethestudentsdrawa“CountryProfile”(below)fromahat.Askthestudentstolineupaccordingto:

• ThePerCapitaGDP

• ThePopulation

• TheTotalBiocapacity

• TheTotalEcologicalFootprint

• TheNumberofEarthsrequired

2. Handoutaskittleforeveryoneunitofbiocapacity,roundingtothenearestwhole.Tellthestudentsthatthisiswhatthey,asacountry,contributeinnaturalresources

(measuredinglobalhectaresperperson).ThestudentwiththeCanadacard,for

example,wouldreceive16skittles.

3. Next,tellthemthattheyowetheirtotalecologicalfootprinttoyou.Theymustrepaytheskittlesthattheyusepercapita.ThestudentwiththeCanadacard,forexample,

mustrepay8skittles.

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4. Ifthestudentsdon’thaveenoughskittlestorepaytheirfootprinttheymustbargainwithastudentwhohasexcess.

5. Discuss:

Didyouhaveenoughskittlestorepayyourfootprint?Whatdoesitmeanifacountryhasabiggerfootprintthanbiocapacity?Thismeansthatasacountrytheyconsumemorenaturalresourcesthanthey

produce.

IfeveryoneintheworldhadthesamefootprintassomeoneinIndia,howmanyEarth’swouldweneed?Wewouldneed0.7Earths.

Overall,ChinaproducesthemostCO2emissionsofanycountryintheworld.WhydotheyonlyrequiretwoEarths?EventhoughChinaproducesasignificantamountoftheworld’spollution,their

populationissohigh-andtheirindividualecologicalfootprintsolow–thattheir

footprintpercapitaisrelativelylow.

WhatwouldhappenifallcountrieshadthesamepercapitafootprintasCanada?Wewouldrequire4.7Earths!EventhoughCanadahasahighbiocapacity,wehavea

largerfootprintpercapitathanothers.

FinalDiscussionQuestions

Dothericherorpoorercountriestendtohavelargerfootprints?Peoplewithlessmoneytypicallyhavesmallerfootprintssincetheyusuallylivein

smallerhouses,consumefewerproducts,flyless,andtakepublictransitmore.

However,sometimespeoplewithhigherincomeshavetheabilitytoupgradetheir

appliancestomoreenergyefficientmodelsandconsideroptionssuchasowningan

electriccar.

Howcouldyoureduceyourecologicalfootprint?Therearemanywaysapersoncanreducehisorherfootprint.Smallchanges

include:

• Reducetheamountofplasticyouuseandproductsyoubuy.

• Becomefamiliarwithwhatcanberecycledinyourcommunityandmake

sureyourecycleasmuchasyoucan.Makerecyclingeasysoyoudon’tforget.

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• Eatlessmeat,especiallybeef.Themeatindustryisresponsibleforabout

20%oftheworld’sgreenhousegasemissions.Considerstartingmeatless

Mondays!

• Puta‘nojunkmail’signonyourmailbox.

• Walkorbiketoschool.

• Turnyourthermostatdownadegree(andwearthatnicesweateryour

parentsgaveyou!).

Largechangesinclude:

• Takefewerflights.

• Liveinasmallapartmentorwithmorepeople.

• Movesomewherewarmsothere’slessneedtoheatthehouse.

• Upgradeyourappliancestoonesthatuselessenergy.

• Becomevegetarianorvegan.

Isiteasierforarichorpoorpersontoreducetheirecologicalfootprint?Itislikelyeasierforarichpersontoreducetheirecologicalfootprint,although

drasticreductionswouldrequirelifestylechangesthatawealthypersonmightnot

choose-suchaslivinginasmallerhome.Wealthypeoplehavemoreoptionsto

reducetheirfootprints.

WhywouldaCanadianlikelyhavealargerecologicalfootprintthansomeonelivinginadevelopingcountry?Canadiansconsumemoreresourcesthanthoseindevelopingcountriesbecauseof

ourcoldclimates,andbecauseofthelifestylehere.Forexample,Canadianstypically

liveinlargehomesandeatmeat.

IsitfairthatapersoninCanadahassuchalargefootprint?Whyorwhynot?Mostpeoplewouldarguethatitisn’tfairthatCanadianshavesuchlargefootprints

because,simplyput,ifeveryonelivedasCanadiansdotheearthwouldveryquickly

runoutofresources.

Arethereaspectsofyourecologicalfootprintthatyoucannotdirectlyinfluence?Yes.Aperson’secologicalfootprintisimpactedbynotonlytheirindividuallifestyle

choicesbutalsobytheirageandthesocietalimpactsofthecommunitytheylivein.

Thingsliketheenergyrequiredtobuildroadsandprovidepublicservicesare

included.Supportfromthegovernment(likesupportingrenewableenergy,

increasingtheavailabilityofpublictransportation,etc.)canhelpCanadiansachieve

sustainablelifestyles.

Possibleextensions

• Asaclass,decideononeaspectofyourfootprintthatyouwillreduce.Itmightbe

somethingyoucanimpactasaclass,likecompostingpapertowelsfromtheschool

bathrooms,ensuringthatalllightsareoffwhenthenyouleavetheroom,or

22

somethingthatallstudentsparticipateinindependently,likemeatlessMondaysor

turningtheirthermostatsdownonedegreeathome.


Description LinkTheGlobalFootprintNetworkwebsite.Thisnon-profit

providesthequizrecommendedinthislessonplan.

Theirwebsiteprovidesinformationabouthowthe

numbersaregeneratedaswellasthesciencebehind

thecalculator.IncludesafreeEcologicalFootprint

Quiz.

http://www.footprintnetwork.org/

Providesanswerstomanyquestionsassociatedwith

theecologicalfootprintcalculatorandgivesin-depth

informationregardinghowtheresultsarecalculated.

http://www.footprintnetwork.org/en/ind

ex.php/GFN/page/footprint_calculator_fre

quently_asked_questions/#gen6

Adocumentoutliningtheecologicalfootprintsin

Canadianmunicipalities.Italsoexaminesthe

strengthsandweaknessesoftheecologicalfootprint

analysisandhowmunicipalitiesandindividualscan

reducetheirfootprints.

https://www.fcm.ca/Documents/reports/

Ecological_Footprints_of_Canadian_Munici

palities_and_Regions_EN.pdf

Describes25waysapersoncanreducehisorher

carbonfootprint.

http://cotap.org/reduce-carbon-

footprint/

imagineCalgary’sdocumentthatdescribeshowmany

planetsitwouldtaketosupportlifeonearthif

everyoneconsumedasmanyresourcesasCalgarians

do.

http://www.footprintnetwork.org/images

/article_uploads/2014_Calgary_How%20

Many%20Planets%20Optimized.pdf

23

Brazil Canada(globalhectaresperperson) (globalhectaresperperson)

CroplandFootprint:

GrazingFootprint:

ForestProductFootprint:

CarbonFootprint:

FishFootprint:

Builtupland:

0.6

0.9

0.6

0.9

0.0

0.1

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

1.0

1.0

6.8

0.2

0.1

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

1.5

0.3

1.2

5.0

0.1

0.1

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

3.1

0.3

9.1

3.4

0.1

TotalEcologicalFootprint: 3.1 TotalBiocapacity: 9.1 TotalEcologicalFootprint: 8.2 TotalBiocapacity: 16.0

PercapitaGDP:$13,238 Population(millions):198.7 PercapitaGDP:$52,145 Population(millions):34.8

NumberofEarth’srequired:1.8 NumberofCountriesrequired:0.3 NumberofEarth’srequired:4.7 NumberofCountriesrequired:0.5

CzechRepublic Greece(globalhectaresperperson) (globalhectaresperperson)

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

0.6

0.2

0.7

3.4

0.0

0.1

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

0.9

0.1

1.3

0.0

0.1

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

1.1

0.4

0.2

2.6

0.1

0.1

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

1.0

0.1

0.2

0.2

0.1

TotalEcologicalFootprint:5.2 TotalBiocapacity: 2.5 TotalEcologicalFootprint: 4.4 TotalBiocapacity: 1.6



DominicanRepublic Luxembourg(globalhectaresperperson) (globalhectaresperperson)

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

0.4

0.1

0.1

0.9

0.0

0.1

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

0.2

0.1

0.2

0.0

0.1

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

1.1

0.8

1.0

12.7

0.1

0.1

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

0.6

0.1

0.9

0.0

0.1




24

NewZealand Sweden(globalhectaresperperson) (globalhectaresperperson)

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

0.6

0.2

1.1

2.8

0.7

0.1

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

0.5

2.7

6.0

0.9

0.1

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

1.5

0.3

1.3

3.9

0.1

0.2

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

1.3

0.2

6.7

2.2

0.2




UnitedStatesofAmerica SouthAfrica(globalhectaresperperson) (globalhectaresperperson)

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

1.1

0.3

0.7

5.9

0.1

0.1

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

1.5

0.3

1.6

0.3

0.1

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

0.4

0.1

0.3

2.3

0.1

0.0

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

0.4

0.6

0.0

0.2

0.0




UnitedKingdom Russia(globalhectaresperperson) (globalhectaresperperson)

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

0.8

0.3

0.5

3.1

0.1

0.2

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

0.6

0.1

0.1

0.3

0.2

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

0.8

0.2

0.7

3.9

0.2

0.0

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

0.9

0.3

4.4

1.2

0.0




25

Rwanda Mexico(globalhectaresperperson) (globalhectaresperperson)

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

0.4

0.1

0.3

0.1

0.0

0.1

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

0.4

0.1

0.0

0.0

0.1

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

0.6

0.2

0.3

1.7

0.1

0.1

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

0.4

0.2

0.5

0.1

0.1


PercapitaGDP:$628 Population(millions):11.5 PercapitaGDP:$10,124 Population(millions):120.9


Poland Honduras(globalhectaresperperson) (globalhectaresperperson)

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

0.8

0.0

0.8

2.6

0.1

0.1

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

1.1

0.1

0.8

0.1

0.1

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

0.3

0.3

0.5

0.6

0.0

0.1

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

0.3

0.3

0.9

0.2

0.1




Philippines France(globalhectaresperperson) (globalhectaresperperson)

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

0.4

0.0

0.1

0.3

0.2

0.1

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

1.1

0.1

0.8

0.1

0.1

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

1.2

0.3

0.5

2.7

0.2

0.2

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

1.7

0.2

1.0

0.1

0.2




26

China Australia(globalhectaresperperson) (globalhectaresperperson)

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

0.6

0.1

0.2

2.3

0.1

0.1

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

0.5

0.1

0.2

0.0

0.1

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

2.7

0.6

0.9

4.9

0.1

0.1

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

5.4

5.8

2.0

3.2

0.1




India Bolivia(globalhectaresperperson) (globalhectaresperperson)

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

0.3

0.0

0.1

0.6

0.0

0.1

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

0.4

0.0

0.0

0.0

0.1

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

0.4

1.7

0.2

0.7

0.0

0.1

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

0.6

2.2

13.9

0.1

0.1




Bahamas Singapore(globalhectaresperperson) (globalhectaresperperson)

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

1.0

1.1

0.2

4.5

0.1

0.0

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

0.1

0.0

1.2

8.3

0.0

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

0.7

0.2

0.9

5.9

0.2

0.0

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

0.0

0.0

0.0

0.0

0.0




27

Japan Iraq(globalhectaresperperson) (globalhectaresperperson)

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

0.5

0.1

0.3

3.7

0.3

0.1

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

0.2

0.0

0.4

0.1

0.1

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

0.4

0.0

0.0

1.4

0.0

0.0

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

0.2

0.0

0.1

0.0




Egypt Switzerland(globalhectaresperperson) (globalhectaresperperson)

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

0.7

0.1

0.2

1.0

0.0

0.2

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

0.4

0.0

0.0

0.0

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

0.8

0.2

0.4

4.3

0.1

0.1

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

0.3

0.1

0.7

0.0

0.1




Germany Nepal(globalhectaresperperson) (globalhectaresperperson)

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

1.1

0.1

0.5

3.3

0.1

0.2

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

1.2

0.1

0.7

0.1

0.2

CroplandFootprint:

GrazingFootprint:


CarbonFootprint:

FishFootprint:

Builtupland:

0.4

0.1

0.2

0.2

0.0

0.1

Cropland:

Grazingland:

ForestLand:

FishingGround:

Builtupland:

0.4

0.1

0.1

0.0

0.1


PercapitaGDP:$46,822 Population(millions):82.8 PercapitaGDP:$700 Population(millions):27.5


28

*The Social Side of Climate Change*

Brief:ThislessoninvolvesanoverviewofthesocialissueofclimatechangeandadebateontheEnergyEastpipeline.Studentsexaminetheissuethroughtheeyesofvarious

stakeholdersandbyexaminingtheenvironmental,social,andeconomicramificationsoftheproject.Thisactivitycanbeadaptedtofitothercurrenteventsaswell.

CurriculumConnectionsSocial10:Towhatextentshouldglobalizationshapeidentity?;Towhatextentdoesglobalizationcontributetosustainableprosperityforallpeople?

Social20:Towhatextentshouldnationalinterestbepursued?;TowhatextentshouldindividualsandgroupsinCanadaembraceanationalidentity?CTS:EnvironmentalStewardship;PrimaryResources

Time:1.5hours

RequiredMaterials:NoneBackgroundUnderstandingtheissueofclimatechangeismorecomplexthanunderstandingthesciencealone.Thereisalsothesocialissueofclimatechange,whichaddressesconcernssuchasthe

emotionalsideofclimatechangeandwhysomepeopledon’tbelieveinclimatechange,

despitethefactsandtheoverwhelmingscientificconsensus.

29

Thetopicofpipelinesisfrequentlypresentedasanenvironmentalversuseconomicissue.

Thislessonstartsstudentsthinkingalongdifferentlines:”Howcanwebalanceenvironmental,economic,andsocialconcernswhenconsideringissuessuchaspipelines.”

Theopportunityhereistohavestudentsmovefrom“eitheror”thinkingto“yes,and…”thinking.

Instructions

1. Invitesomelocalstakeholders,someparents,orotherteacherstoparticipateinthisactivityandactasajudgepanel.

2. HavestudentswatchthefollowingYouTubevideoaboutthesocialissueofclimatechange.Whypeopledon’tbelieveinclimatescience:

https://www.youtube.com/watch?v=y2euBvdP28c

3. Discusswiththeclass:Whymightsomeonenotbelieveinclimatechange?Therearemanyreasonsthatsomeonemightnotbelieveinclimatechange,orthat

humansarecausingclimatechange.Peoplemightnotunderstandthesciencebehindclimatechange,theymightnotunderstandhowtheyimpacttheclimate;or

climatechangemightnotfitwiththeirworldviews.

Thevastmajorityofscientists(97%)agreethatclimatechangeisasolvable

problem.Therearemanywaysstudentscanhelpmitigateclimatechange.AsDr.DavidOrrsays,“hopeisaverbwithitssleevesrolledup,”asDr.DavidOrrsays–so

giveyourstudentshope,byhelpingthemtakeaction.

Haveyoueverexperiencedsomeonesayingthatclimatechangeisn’treal,ornotcausedbyhumans?DonaldTrump’sstatementsaboutclimatechangebeingahoaxcreatedbythe

Chineseisprobablythemostclassicexampleofclimatechangedenial.More

recently,however,Trumphasstatedthatclimatechangeisreal.Manypeopleandorganizationsthatonemightexpecttobeclimatechangedeniershaveactually

publicallystatedthatclimatechangeisrealandthatpeoplearetheprimarycauseofclimatechange.

Isthereawaytoaddresstheproblemofclimatechangedenial?Educationplaysaroleinclimatechangeacceptance,butsincetheissueislargely

emotionalsometimesfactsaren’tenoughtoconvincepeople.Askthepersonwhattheydon’tbelieveaboutclimatechangeandprovidethemwithinformationthat

directlyaddressestheirconcerns.Makesureyouofferthemthehopefulmessage

thatthereissomethingtheyandwecandotoaddressclimatechange!

SpotlightonAlberta:Pipelines

30

4. Askstudents:“Howdopipelineslinktoclimatechange?”

Pipelinesprovidequickandcheaptransportationofoilfromoneplacetoanother.Aswithotherformsoftransportation,runningapipelineemitsgreenhousegases.TheconcernthatsomepeoplehaveisthatbecauseoftheEnergyEastpipeline,Albertawillproduceover600,000morebarrelsofoilperday.Thisadditionalproductionwouldgenerateanadditional30-32milliontonnesofcarbonemissionseachyear.

5. AskstudentsiftheyagreewithPremierRachelNotley’sstanceontheEnergyEastpipeline:“Wecan’tcontinuetosupportCanada’seconomy,unlessCanadasupportsus.Thatmeansonething:buildingamodernandcarefullyregulatedpipelinetotidewater.Icanpromiseyouthis:Iwon’tletup.Wemustgetto‘yes’ona

pipeline.”(April7,2016)

6. TellthestudentsthattheywillbeinvolvedinadebateabouttheproposedEnergy

Eastpipelineandthattheywillbepresentingtoapanelofcommunitymembers,

whowilldecidewhetherornotthepipelinewillgoahead.Youcanhavestudentsworkindependentlyorinpairs.Assignstudentsastakeholderfromthelistbelow,

oryoucancreateyourownstakeholders.Toenhancethislesson,inviterealstakeholdersinfromyourcommunitytoeitherparticipateinthedebate,actas

judges,orgivetheirperspectivesbeforethedebatebegins.

SuggestedstakeholdersNationalEnergyBoard PremierofAlberta

FirstNationsGroups PremierofSaskatchewan

TransCanadaRepresentative PremierofNewBrunswick

PipelineUnionWorker PremierofQuebec

Environmentalscientist PremierofNovaScotia

MayorofCalgary Oilfieldworker

LeaderoftheOfficialAlbertaOpposition MayorofMontreal

DavidSuzukiFoundation PrimeMinisterofCanada

CanadianAssociationofPetroleumProducers PresidentoftheUSA

PembinaInstitute EnvironmentalLawCentre

7. Havethestudentsresearchwhattheirstakeholders’viewsmightbeontheEnergyEastpipelineprojectbyexaminingthefollowingquestions:

i. Whodoesthisstakeholderrepresent?ii. Whatisthemostimportantconsiderationforthepeoplethisperson

represents?iii. Howmightthepipelinebenefitthepeoplethatthispersonrepresents?iv. WhatdoesthispersonultimatelywanttoseehappentotheEnergyEast

pipeline?v. Whatcouldhappenifthisstakeholderisnotlistenedto?vi. Howmightthisperson/group’spositionbenefitallCanadians?

31

8. HoldanofficialhearingonthedevelopmentoftheEnergyEastpipeline.

HearingProcess

OpeningstatementsEachstakeholderisgiventhreeminutestopresentopeningremarksoutliningtheir

perspectiveontheEnergyEastpipelineandwhetherornottheythinkitshouldbe

approved.

KeyQuestionsAskvariousstakeholdersquestionsrelatedtoeconomics,politics,socialconcerns,

andtheenvironment.Youcanadaptthesequestionstosuittheunitofstudythat

youarefocusingon.Limitresponsetimestooneminuteperstakeholder.Questionscanbedirectedatoneormorestakeholder.Iftheresponderdesires,heorshecan

askanotherstakeholderaquestionattheendoftheirresponse.

SuggestedQuestions:Whataretheeconomicbenefitsofthepipeline?Whatareyourenvironmentalconcernsaboutthepipeline?

Whatareyourconcernsaboutthepipelineinrelationtoclimatechange?

HowmightthepipelinebenefitFirstNationgroups?HowmightthepipelineharmFirstNationgroups?

Howmightpeoplealongthepipelineroutebenefit?Howmightpeoplealongthepipelineroutebeharmed?

Whowouldbenefitthemostfromthepipeline’sapproval?

Whomightbemostharmedbythepipeline’sapproval?Ifthepipelinewerenotapproved,howwouldtheenvironmentbeharmed?

Ifallenvironmentalconcernsaremet,shouldthepipelinebebuilt?

What’sthetippingpointwhentheremightbesomeenvironmentalcostsbutthepipelinemovesforwardbecauseoftheeconomicgain?

OpenDebateHowwillbuildingornotbuildingthepipelinebenefitCanadians?

FinalRemarksIftimeallows,offereachstakeholder30secondstooffertheirclosingremarkstorestatethestrongestpointsoftheircase.

JudgmentOfferafinaljudgmentonwhetherornottheEnergyEastpipelinewillbeapproved

basedonthequalityofarguments,orhaveyourguestjudgegivetheirremarks.

32

Possibleextensions

• Inadditiontothepanelpresentation,havethestudentsparticipateinadebate

aroundthepipeline.Encouragethemtochoosewhetherthey,astheirstakeholder,wantthepipelinetogoaheadornot.Holdadebatebetweenthetwodifferentsides.

• Followingthehearing,havethestudentscreateapersonalreflection(poem,collage,song,journalentry,etc.)ontheEnergyEastpipelineproject,consideringoneor

moreofthefollowingquestions:o Isthereaneasyanswertowhetherornotpipelinesshouldbebuilt?

o Isthereawayforenvironmental,social,andeconomicconcernstoallbe

met?o Ifnotpipelines,whatisthealternative?

o What’sthetippingpointbetweenenvironmentalcostsandeconomicgain?

FieldTrip!

• TakestudentstovisitsomeofthestakeholderstoheartheirviewsontheEnergy

Eastpipeline.Forexample,youcouldvisitCityHalloranenvironmentalnon-profit.


Description LinkTheEnergyEastpipelinewebsite. http://www.energyeastpipeline.com/

AnewsarticlebyCBCaboutthedifferentsidestothe

EnergyEastpipelinedebate.

http://www.cbc.ca/news/canada/energy-

east-pipeline-explained-1.3420595

NASAoffersanabundanceofinformation,videos,

games,andgraphicsrelatingtoclimatechange

education.

http://climate.nasa.gov/

Explorestheconnectionbetweentheindustrial

revolutionandclimatechange.

http://www.ecology.com/2011/09/18/ecolog

ical-impact-industrial-revolution/

PembinaInstitute’sreportontheEnergyEastpipeline. http://www.pembina.org/media-

release/2520TheClimateImplicationsoftheProposedEnergyEast

PipelinebythePembinaInstitute.http://www.pembina.org/pub/2519

Section 2: What’s the implication of climate change?

33

Woolly Thinking

Brief:Inthisactivitystudentscreateavisiblerepresentationoftheinterconnectednatureofsociety,whichhelpsthemvisualizethelinksbetweenthethreepillarsofsustainability

(environment,economyandsociety)–ANDhowclimatechangecanaffect,well,everything!

CurriculumConnectionsSocial10:Towhatextentdoesglobalizationcontributetosustainableprosperityforallpeople?;TowhatextentshouldI,asacitizen,respondtoglobalization?

Social20:Towhatextentshouldnationalinterestbepursued?;Towhatextentshouldinternationalismbepursued?Science10:Cyclingofmatterinlivingsystems;EnergyflowinglobalsystemsScience20:ThechangingearthBiology20:EnergyandmatterexchangeinthebiosphereCTS:EnvironmentalStewardship;PrimaryResources

Time:1hour

RequiredMaterials:9chairs;9signs(seeSigns,below);9ballsofdifferentcolouredwoolBackgroundThisactivitycreatesavisualrepresentationoftheinterconnectednatureofsociety.Ithelps

studentsthinkcriticallyaboutlinksbetweendifferenttopics:airpollution,waterpollution,

biologicaldiversity,climatechange,globaleconomy,armstrade,humanrights,tradeagreements,democracy.

34

Thethreepillarsofsustainability(environment,social,andeconomic)areusedtocriticallyexamineproblems.Unfortunately,thepillarsaresometimesconsideredinisolationoronly

twopillarswillbeconsideredinsteadofallthree,leadingtoweakratherthanholisticsolutions.

Instructions

1. PrintofftheSignspages(attached).Addanyadditionaltopicsthatyouhavestudieswithyourclass.

2. Arrangetheninechairsinalargecircle.Tapeonesigntoeachchairandplaceaballofwooloneachchair.Note:ifyouhavelotsofstudentsyoumightwanttodividethestudentsintotwogroupsandhavetwocirclesofchairs.

3. Dividethestudentsintoninegroupsandaskthemtochooseatopicthey'reinterestedinandstandbesidethatchair.Askthemtotietheballofwooltothearm

ofthechair.4. Askstudentstoexamineallsignsandtoconsiderthesignsthatsay‘biological

diversity’and‘climatechange.’Askthestudents:

Canyoudescribeawayinwhichbiologicaldiversitycanbeaffectedbyclimatechange?Arapidlychangingclimatemightmakeatleastsomeplantsandanimalsbecomeextinct.

5. Askthestudentsatthebiologicaldiversitychairiftheyagreewiththis.Iftheydo

carrytheballofwoolfromtheclimatechangechairtothebiologicaldiversitychair,

hookitaroundthebackofthechair,andcarryitbacktotheclimatechangechair.

6. Next,askstudents:Canyoudescribeawayinwhichclimatechangecanbeaffectedbybiologicaldiversity?Adiversecollectionofplantsaffectstherateofclimatechangebecausetheyalluse

carbondioxide,agreenhousegas.

7. Askthestudentsattheclimatechangechairiftheyagreewiththis.Thencarrythe

ballofwoolfromthebiologicaldiversitychairtotheclimatechangechairandback,asyoudidbefore.Thisdemonstratesthattherelationshipworksbothways.

8. Tellstudentsthat,inthisactivity,theirchallengeistoestablishaconnectionbetweentheirchair,ortopic,andallotherchairsintheroom.Todothisonestudentwillremainatthechair,whiletheothertwocarrytheballofwoolandbecomea

negotiatingteamwhovisitotherchairs,trytoagreeonarelationshipbetweentheir

topicandthe‘hosts’topic(remindstudentsthattheirrationaleforagreementwillbeexaminedbythegroup!).Onceagreementisreachedthewoolisloopedoverthat

35

chairandthencarriedbacktothe‘homechair’beforethetwosetouttoestablish

anotherconnectionwithanotherhostchair.9. Answeranyquestionsandlettheactivityproceed.Withintenorfifteenminutesall

chairsshouldbefullyconnectedtoallothers.Whilethisisgoingon,trouble-shootanyproblemsthatarise.Youmaywishtoassiststudentswithsomeoftheless

obviousconnections.

10. Oncetheactivityiscompleted,havestudentsstandbehindtheirchairs.Discusstherationalebehindafewoftheconnections.Askthestudentsthefollowingquestions:

Werethereanyinstanceswhereitwasdifficulttomakeaconnection?Whatmightapossibleconnectionbe?Usethegroup'sknowledgetobrainstormapossibleconnection.Ifnoonecanthinkofaconnection,acceptit,althoughitisarareoccurrence.

Howwouldyourtopicareabeaffectedbyadecreaseintheworld’sbiologicaldiversity?Biodiversitygivesusmedicines,helpsprovidesecosystemservicessuchasclean

waterandfreshair,letsusbreeddisease-resistantcrops,generateseconomicactivitythroughecotourism,promotestheevolutionaryprocess-andhasitsown

moreintangiblevalues,suchasgivingusnaturalbeauty,letalonetheintrinsicrightsofspeciestosimplyexist.

HowwouldyourtopicareabeaffectedbythefactthatDonaldTrumpisnowtheAmericanPresident?Effectsarecomplex–andchangesinUSpolicymightexpandbeyondUSboundaries!

HowwouldyourtopicareabeaffectedifrunawayclimatechangeweretotakeplaceonEarth?Havestudents‘follow’thischangeasitaffectsfirsttheclimatechangetopicarea-

andthemallotherareasoftheweb.Havestudentsstatetheiropinionastowhether

thechangeisagoodthingorabadthingfortheirtopicarea,forpeople,andfortheplanet.

Howwouldyourtopicareabeaffectedifhumanswerefinallyabletostabilizeclimatechange,sothattheplanetstopsheatingup?Repeatthecausalflowofthisscenario:havestudents‘follow’thischangeasitaffectsfirsttheclimatechangetopicarea-andthemallotherareasoftheweb.Have

studentsstatetheiropinionastowhetherthechangeisagoodthingorabadthingfortheirtopicarea,forpeople,andfortheplanet.

Areallofthecontentareasvaluedequallybyoursociety?Indeedtheyarenot-andthat,claimenvironmentalists,isthereasonforsomanyof

theEarth’senvironmentalproblems.Matterspertainingtotheeconomyarecommonlymorehighlyvalued,ingeneral,thanissuessuchasendangeredspeciesor

climatechange.

36

Possibleextensions

• Askeachstudenthowtheirtopiccanconsiderthethreepillarsofstability.Isthereonepillarthattheycareaboutmorethanothers?What'sapossibleproblemifthey

onlyfocusononepillar?


Description LinkThePachamanaAllianceexamineshowsocialjustice

andenvironmentaljusticeareconnected.

https://www.pachamama.org/blog/how-

social-justice-and-environmental-justice-

are-intrinsically-interconnected

OECDexaminesthethreepillarsofsustainability:

social,environmental,andeconomic.

https://www.oecd.org/insights/4177399

1.pdf

TheEuropeanEnvironmentAgencyconcludesthat

"environmentalchallengesarecomplexandcan'tbe

understoodinisolation."

http://www.eea.europa.eu/signals/signal

s-2011/articles/complex-challenges-in-

an-interconnected-world

Examiningthethreepillarsofsustainability. http://www.thwink.org/sustain/glossary

/ThreePillarsOfSustainability.htm

37

AIRPOLLUTION

WATER

POLLUTION

38

BIOLOGICALDIVERSITY

CLIMATECHANGE

39

GLOBALECONOMY

ARMSTRADE

40

HUMANRIGHTS

TRADE

AGREEMENTS

41

DEMOCRACY

42

Climate Refugees

Brief:Inthisactivity,studentsproduceatimelineexaminesthepossiblelinkbetweenSyrianrefugeesarrivinginCanadaandclimatechange.Theobjectiveistoshowstudents

howpressuresfromclimatechangecancontributetounstablecountries.

CurriculumConnectionsSocial10:Towhatextentshouldglobalizationcontributetosustainableprosperityforallpeople?;TowhatextentshouldI,asacitizen,respondtoglobalization?Social20:Towhatextentshouldnationalinterestbepursued?;TowhatextentshouldindividualsandgroupsinCanadaembraceanationalidentity?

Social30:Towhatextentshouldideologybethefoundationofidentity?;Towhatextentshouldmyactionsasacitizenbeshapedbyanideology?

Time:1hour

RequiredMaterials:“Event”cardsforstudents;PowerPointpresentationBackgroundWhileclimatechangewasn’tdirectlyresponsibleforkillinghundredsofthousandsof

Syrians,somepeopleclaimthatitcontributedtotensionsthatledtotheconflict.WidespreaddroughtstartedinSyriain2006resultinginalackoffoodinruralareas.

Millionsofpeoplelefttheirruralhomesandmovedtourbanareasby2011.Thisinfluxofpeopleincitiesaddedtothetensionsbetweenpeopleandthegovernment,whichmany

peoplesuggestbroughttensionstoatippingpoint.

43

Instructions

1. Tellthestudentsthatyou’llbegoingoversomethingthattheylikelyhaveheardof–theSyrianrefugeecrisis.Asktheclass:

HowdoestheSyrianrefugeecrisisrelatetoclimatechange?

11. Drawasimpletimelineoverview(below)ontheboard.

19702016

12. HandouttheEventcardstostudents.Youmaywantstudentstobeinpairs.

13. Asktheclasswhicheventtheythinkoccurredfirst.Startingwiththe1970Eventcard,havestudentsfillinthetimeline.Aseacheventoccurs,thestudentcanput

theircardonthetimelineontheboard.

14. Asyougothroughtheevents,showthePowerPointpresentationsothatstudents

canseethepicturesclearly.AccessthePowerPointat:

www.websitetobedecided.com

15. OncealltheEventcardshavebeenplacedonthetimeline,discussasaclass:

IsclimatechangetheonlyfactorintheSyrianrefugeecrisis?

Howdidclimatechangecontributetothecrisis?

Shouldwebepreparingtohostorhelpmoreclimaterefugees?WhatshouldCanada’srolebewhenitcomestoSyrianrefugees?AreIraqi(Syria’sneighbor)refugeesalsoconsideredclimaterefugees?

Possibleextension

• Invitealocalrefugeeoraidworkertoclasstodiscussthemigration.

44


Description LinkHowClimateisBehindtheSurgeofMigrantsto

Europe

http://time.com/4024210/climate-

change-migrants/

TheOminousStoryofSyria’sClimateRefugees https://www.scientificamerican.com/arti

cle/ominous-story-of-syria-climate-

refugees/

ResearchersLinkSyrianConflicttoaDroughtMade

WorsebyClimateChange

https://www.nytimes.com/2015/03/03/

science/earth/study-links-syria-conflict-

to-drought-caused-by-climate-

change.html?_r=1

Syriaprofile–Timeline http://www.bbc.com/news/world-

middle-east-14703995

WarinSyria:Timelineofkeyevents https://www.alaraby.co.uk/english/news

/2015/3/13/timeline-syria-4-years-of-

devastation

45

1970%Hafez%al,Assad%overthrows%

president%Nur%al,Din%al,Atasi.%

%Assad%is%said%to%have%brought%

stability%to%Syria,%but%through%repression.%

Biography.com/people/hafez2al2assad291909198

46

1980% Start%of%Iran.Iraq%war.%Syria%backs%Iran.%

h"ps://en.wikipedia.org/wiki/Iran%E2%80%93Iraq_War=

47

1991#

Syria#par*cipates#in#the#Middle#East#peace#conference.#

h"ps://history.state.gov/milestones/198971992/madrid7conference<

48

2000#

Hafez#al*Assad#dies#and#is#

succeeded#by#his#second#son,#Bashar#Assad.#

h"p://&me.com/3719129/assad4isis4asset/7

49

2008$ Drought$in$Syria$begins.$

h"ps://www.ny+mes.com/2015/03/03/science/earth/study;links;syria;conflict;to;drought;caused;by;climate;change.htmlA

50

2011$ Hundreds$of$protests$occur$across$Syria.$The$people$call$for$democra:c$reform.$

h"ps://www.alaraby.co.uk/english/news/2015/3/13/;meline=syria=4=years=of=devasta;onC

51

2011$ President$Assad’s$security$forces$use$tear$gas$and$some7mes$open$fire$on$protesters.$$

h"p://www.theatlan-c.com/photo/2012/01/deadly6unrest6in6syria/100220/;

52

2013% By%this%point,%there%is%mass%infrastructure%damage%across%Syria.%

h"p://sn4hr.org/blog/2012/07/03/june7death7toll7syria72012/=

53

2013:&March& Over&1&million&Syrian&refugees&have&already&&fled&to&neighboring&countries.&&&

h"p://www.ctvnews.ca/world/un4says43040004syrian4refugees4fleeing4into4iraq41.1417138A

54

2013:&Aug.&Assad’s&regime&allegedly&uses&chemical&

weapons,&killing&over&1,000&people&in&one&a>ack.&

h"p://www.bbc.com/news/world2middle2east223927399:

55

2015:&Dec.& Canada&accepts&its&first&plane&load&of&Syrian&refugees.&

h"p://www.bbc.com/news/world2us2canada235065008:

56

2016% Over%35,000%Syrian%refugees%have%come%to%Canada.%

h"p://www.huffingtonpost.ca/2016/02/14/syrian9refugees9canada_n_9231572.htmlD

57

*The Challenge of Managing the Commons*

Brief:Thisinteractiveactivityshowsstudentstheimpactthatindividualscanhaveoncommonresources,andwhyit’simportanttohavepoliciesthathelpdictateourbehavior-suchasglobalclimatetreaties.CurriculumConnectionsSocial10:Towhatextentshouldcontemporarysocietyrespondtothelegaciesofhistoricalglobalization?;Towhatextentdoesglobalizationcontributetosustainableprosperityforallpeople?;TowhatextentshouldI,asacitizen,respondtoglobalization?Social20:Towhatextentshouldnationalinterestbepursued?;Towhatextentshouldinternationalismbepursued?Science10:Cyclingofmatterinlivingsystems;EnergyflowinglobalsystemsScience20:ThechangingearthBiology20:EnergyandmatterexchangeinthebiosphereCTS:EnvironmentalStewardship;PrimaryResourcesTime:1hourRequiredMaterials:Largepackofgoldfishcrackers.You’llneed80-140individualgoldfishcrackers.BackgroundThisactivityhighlightsGarrettHardin’seconomictheoryofthe‘TragedyoftheCommons,’whichpredictsthatindividualswillexploitresourcesforpersonalgaininasystemwithsharedresources.Thetheorypredictsthatpeoplewillactoutofself-interestratherthanfocusonthecommon,whichwillresultwillbeoverpopulationandenvironmentaldestruction.

58

Althoughtheoriginaltheoryisstilldominantmoderneconomics,Hardinlateradapteditin1998tothe“TragedyoftheUnmanagedCommons”.Insteadofconstantlyoverexploitingresources,peoplebenefitiftheyimplementrulesandregulationssurroundingnaturalresources,whichwillhelpalleviateenvironmentaldestruction.Instructions

1. Dividestudentsintogroupsoffouroffive.Eachgroupwillsitsurroundingadesk.2. Place20fishoneachdesk.Askthestudentsnottotouchthegoldfishyet!3. Tellthestudentsthefollowing–thesearethegamerules.Youmaywishtodisplay

thisinyourclassroom:

GameRules

• Eachgroupofstudentsrepresentsasmallfishingvillage,andthestudentsarefisherswhoaresupportingtheirfamilies.Eachvillagesurroundsalakewithfishinitthatcanbeeatenorsold.

• Thisgamewillbeplayedinfiverounds;eachroundrepresentsayear.Atthestartofeachyearthestudentsgofishing.Eachstudentcancollect:§ Nofish:Youandyourfamilystarve,andyouareoutofthegame.§ Onefish:Yousurvivebutyourfamilystarves§ Twofish:Yourfamilysurvives.§ Morethantwofish:Youcansellthemforaprofit.

• Eachroundlastsabout30seconds–justenoughtimeforstudentstoremovetheirfishfromthelake.

• Attheendofeachyearthefishrepopulate.Thismeansthattheinstructordoublestheamountoffishremaininginthelake.

• Therewillbefiveyears(rounds)consistingof‘fishing’and‘repopulating’.• Ifanyonestarves(iedonotcollectatleastonefish)thentheyhavediedand

cannotfishthenextyear.• Thosestudentswhohavethemostfishattheendoftheactivitywillhavethe

mostprofitandtherefore‘win.’• Notalkingisallowedduringtheactivity.

4. Afteryouhaveplayedanentiregameoffiverounds,askstudentsthefollowing

questions.Didanyonesurvive?Whatwaseffective?Studentswillsurviveifeveryoneintheirgrouptakesnomorethantheirfairshare.Ifevenonegroupmembertakesmorethanthreefishitcanhavedetrimentalconsequencesfortheentiregroup.

59

Whatwaschallenging?Studentsoftengetcaughtupintakingmanyfishinordertohaveasmuchprofitaspossible.Thiscreatesachallengeforotherstudents,whocangetfrustratedastheytrytotakeasustainableamountoffishwhiletheirgroupmemberstakemore.Whatcouldbedonetomakesureeveryonesurvivedforthefullfiveyears?Rulescouldbeputinplace,suchasstudentsareonlyallowedtotaketwofisheachround.Askstudentsiftheywouldbewillingtoabidebysuchrules.Whatwouldittake?Ifstudentscanquicklyagreeonarulethatwouldbebindingonallofthem,writethatruledownontheboardandannouncedthatitisinplacefromnowon.

5. Repeattheactivitybeforediscussingtheremainingquestions.

Didmorepeoplesurvivethesecondgame?Whyorwhynot?Hopefullymorepeoplesurvived,butthesurvivalofthegroupcanhingeonasinglegroupmembertakesmorethanhisorherfairshare.

Didanyonetakemorethantwoorthreefisheachround?Whyorwhynot?Eventhoughstudentsknowhowtomakesureeveryonesurvivesforthefullfiveyears,oftenthedesiretomakethemostprofitistoostrongandtheytakemorefishthanissustainable.

Didanyonesacrificehisorherfishforthecommongood?Whyorwhynot?

Thosegroupswhohaveindividualssacrificingpersonalgainforthecommongoodaremorelikelytohaveallgroupmemberssurvivethefullfiveyears–althoughthesegroupmembersprobablymadelessoverallprofitthanothergroupmembers.Whodoessocietyrewardinthistypeofscenario:thepersonwhotakesthemostfishorthepersonwhoisawareofthecommongood?Societytendstorewardpeoplewhotakethemostfishandexploitthecommonresources.Thesearethepeoplewhomakethemostprofitbutwhoalsoenduphavingthemostenvironmentaldegradation.Arethereanylocalexampleswhereyou’veseenthisplayout?Whataresomelocalresourcesthatarecommonresources?Dotheyexperiencesimilarchallenges?Couldbeparks,forests,oildepositsetc.InAlbertawehavemanyenvironmentallaws,suchasthosethatlimithunterstothenumberoffdeertheycanshoot,orlimitactivitiesthatcantakeplacewithinprotectedareassuchasprovincialParks.Asaplayeritinthisgame,wouldyousupportnewenvironmentallawsorrulesthatapplytoeveryoneintheroom?Ifyes,whatwouldtheybe?

60

Areoceansagoodexampleoftheglobalcommons?Aretheybeingusedwisely?Whyorwhynot?Theoceanisindeedagoodexampleofaglobalcommons.Manywouldarguethattheyarenotbeingmanagedwidelybecauseofoverfishing;however,thereisevidencethatglobalcommunitiesarestartingtoidentifywaystomanagethesecommons(seeOceanManagementresourcesbelow).Thinkingaboutclimatechange,shouldtheprincipleswe’veexploredinthisgameapplytohowhumansmanageouratmosphere?Whyorwhynot?Nationshavemostassuredlydecidedthatsomeoftheseprinciplesapply!Theairisanotherglobalcommonwhichisjustbeginningtoseeregulation.Manycountries(likeSweden,Denmark,Finland,Switzerland,andtheUnitedKingdom)havecarbontaxesthathelpregulatetheamountofpollutionthatenterstheair-andofcourseAlbertaandCanadahaverecentlyactedaswell.Thisisonesteptowardsmanagingthisglobalcommon.Herearesomekeyinternationalmilestones:1968-TheUNBiosphereConferenceisheld,whereglobalenvironmental

problems(includingairpollution)arediscussedbyexpertsfromaroundtheworldforthefirsttime.

1979-TheConventiononLong-RangeTransboundaryAirPollutionisadoptedtohelpregulateairpollution.

1987-24nationssigntheMontrealProtocol,anagreementtophaseoutCFCs1987-TheBrundtlandReport(OurCommonFuture)ispublished.1992-TheConventiononClimateChangesetgoalsforindustrialcountriesto

reducecarbondioxideemissions.1992-MostcountriesadoptAgenda21,ablueprintforsustainabledevelopment.1997-TheKyotoProtocolisestablished.2003-EuropegivescarbondioxideamarketvalueintheEU.2015-195countriessigntheParisAgreement,thefirstlegallybindingglobal

climatedeal.

6. Afteryou’vediscussedtheremainingquestions,tellstudentsthattheyaregoingtostartagainandaskstudentsifthey’dliketoproposeanyrules.Tryanotherfiveyearswiththenewrulesinplace.

7. Askstudentsifthenewrulesweresufficienttoensuresustainablefishingpracticesinallthevillagessurroundingeachlake.

8. Workwiththestudentstocomeupwithsomeguidelinesforfishingintheirvillages.Whatlawswouldtheyputinplace?Howcouldtheselawsbeenforced?Wouldsomepeopleendupwithlessprofitifthelawswereinplace?

61

Possibleextensions

• Starttheactivitywithonlytwopeopleineachvillage.Afteryearthreeaddintwo

morepeopletoshowapopulationincrease.Whatchanges?• Havethestudentsresearchtheeffortstoregulateairpollutionthatarepresentedin

thetimeline.Whatwaseffectiveineachincident?Whatweretheweaknesses?Howcouldtheybeimproved?

• HavethestudentswatchtheYouTubevideo:ElderintheMakingEpisode4–Apocalypse,aboutthecommonsofNorthAmerica.Examinetheissueofthebison.Currently,bisonarebeingreintroducedintoBanffNationalPark.Whathappenedtothebison?WhatweretheconsequencesofthebisonleavingBanff?Whatmighthappenwhenthey’rereintroduced?

FieldTrip!

• Takethestudentstoanearbylakeorotherbodyofwater.Completetheactivityandthendiscusshowthebodyofwaterisacommonandthechallengesthatgowithit.

• TakethestudentstoBanfftodiscusshowthebisononceroamed.Discusstheimpacttheyhadontheecosystemandhowthingshavechangedwiththemgone.


OceanManagement

Description LinkConservationInternationalisworkingwithgovernments,businesses,andcommunitiestocreatedefinedSeascapes,whicharelargeareasofoceansmanagedthroughagreeduponregulations.

http://www.conservation.org/How/Pages/Protecting-the-ocean.aspx

TheGlobalOceanForumworksinternationallytoachievethegoalsoriginallylaidoutduringthe1992EarthSummit.

https://globaloceanforumdotcom.files.wordpress.com/2013/03/icm.pdf

UNOceans&LawsoftheSeas.Establishedin1982,thisisthefirstUNframeworkforseause.

http://www.un.org/Depts/los/index.htm

UNAgreementfortheConservationandManagementofStraddlingandHighlyMigratoryFishStocks-rulesforfishingininternationalwaters.

http://www.fao.org/fishery/en

Timelinelinks

Description LinkUNBiosphereConference http://unesdoc.unesco.org/images/0014/001471/147152

eo.pdfConventiononLong-RangeTransboundaryAirPollution http://www.unece.org/env/lrtap/30anniversary.html

62

MontrealProtocolhttp://ozone.unep.org/en/treaties-and-decisions/montreal-protocol-substances-deplete-ozone-layer

BrundtlandReport http://www.un-documents.net/our-common-future.pdfConventiononClimateChange http://www.un-documents.net/our-common-future.pdf

Agenda21 https://sustainabledevelopment.un.org/outcomedocuments/agenda21

KyotoProtocol http://unfccc.int/kyoto_protocol/items/2830.php

ParisAgreement https://ec.europa.eu/clima/policies/international/negotiations/paris/index_en.htm

OtherElderintheMaking:Episode4.Apocalypse https://www.youtube.com/watch?v=pTTRGAbZSBwClimateChangeLegalRoadmap:CarbonPricingRecommendationsforAlberta.PutoutbytheEnvironmentalLawCentreinAlberta

http://elc.ab.ca/wp-content/uploads/2016/08/Carbon_Pricing_Paper_Final1.pdf

TheEnvironmentalLawCentre.Anorganizationthatfocusesoneducationandawarenesstopromoteabetterunderstandingofenvironmentalpublicpolicyandlawreform.

http://elc.ab.ca/

63

Experiencing Climate [In]Justice Brief:Thisactivityallowsstudentstopersonallyexperienceclimateinjusticeandtheconceptofcommunityresilienceastheybuildcitiesthatarestruckbyextremeweatherevents.Inthisactivity,doallstudentgroupsreceivethesametypeofbuildingmaterials?Well,thatwouldbefair…butislifefair?CurriculumConnectionsSocial10:Towhatextentshouldglobalizationshapeidentity?;Towhatextentdoesglobalizationcontributetosustainableprosperityforallpeople?;TowhatextentshouldI,asacitizen,respondtoglobalization?Social20:Towhatextentshouldnationalinterestbepursued?;Towhatextentshouldinternationalismbepursued?Science20:ThechangingearthCTS:EnvironmentalStewardship;PrimaryResourcesTime:1.5hoursRequiredMaterials:Startingmaterials:newspaper,constructionpaper;cardboard;glue;markers.Addinmaterials:pipecleaners,tape,staplers.BackgroundClimatejusticeisabranchofenvironmentaljusticethatexaminestheinterplayofsocialandeconomicfactorswhenitcomestoclimatechange.Itcouldbearguedthatindustrializedcountrieshavecontributedthemostgreenhousegasestotheatmosphere;thattheyhavemoreresourcesandaremoreresilientwhenitcomestodealingwiththe

64

effectsofclimatechange;andthatmostdevelopingcountrieswillbeimpactedmoreprofoundlybytheeffectofclimatechange,giventhattheirresourcesfewer.Giventhat,shouldindustrializedcountriestakethemostresponsibilityforalleviatingthedamagesofclimatechange?Instructions

1. Dividestudentsintogroupsoffiveorsix.2. Distributeresourcestothegroups.Itisessentialtothesuccessofthisactivitythat

groupsnotreceivethesameamountofresources.Donottellthemthis,butthisisanalogoustotheresourcesofDevelopednationsandDevelopingnations.

• Haveallgroupsspreadnewspaperacrosstheirentiredesksothatnoglueormarkerscontactthesurfacesofthedesk.

• Givemostgroupsconstructionpaper,cardboard,aswellastoglueandmarkers.

• Giveafewgroupsonlyconstructionpaper,andcardboard.Theydonothaveaccesstoglueorotherfasteners.

• Offersubstantialpraisetothedevelopednationgroupsandcriticismtothedevelopingnationgroup(s)duringtheactivity.

3. Letthestudentsknowthattheyliveinacityclosebytheocean.Theyhave30minutestobuildthebestcitypossiblewiththematerialsprovided.

4. Afterabout10minutesletthemknowthatahurricanehashittheircityandallbuildingsthatarenotsecuredtothetablehavebeencrushed.Crushallbuildingsthatarenotsecuredtothetables.

5. Atthispoint,thesomegroup(s)shouldstarttonoticesomediscrepanciesinthematerialtheywereprovidedcomparedtoothergroups.Reassuretheselessfortunategroupsthattheyshouldbeabletobuildagreatcitywiththematerialtheyweregiven.

6. Distributesomemorematerials.Givethedevelopingnationsomepipecleanersandperhaps30cmoftape.Givethedevelopednationsstaplersandfullrollsoftape.

7. After10moreminutes,letthestudentsknowthatthesealevelshaverisensoanybuildingshorterthanacertainheighthasbeenwipedaway.(You,thecraftyteacherwillhavesurveyedstudents’workandwillnametheminimumheightsothatmanyofthedevelopingnationsbuildingswillnotsurvivethisround).Crushallbuildingsthatarelessthantheminimumheight.

8. Offersomepraisetothedevelopednationgroups'cities.Continuetoreassurethedevelopingnationgroup(s)thattheyshouldbeabletocompletetheactivity,andoffersomegentlecriticismthattheyhaven'tbeenabletobuildasgreatacityastheothergroups.

9. After5minutes,tellstudentsthatnearbywildfireshavespreadintotheircity,therehasbeenafireandsomeoftheirbuildingmaterialsweredamaged.Takeawayseveralsheetsofpaperfromallgroups.

10. Giveafive-minutewarningandallowthegroupstofinishtheircities.11. Allowthestudentstolookateachothers'citiesbeforediscussingthefollowing

questions.

65

Whydidn'tcertaingroupsperformaswellasothers?Thegroupswithlessmaterialwerenotgiventhesameadvantagesastheothergroups.Theywerealsothemostimpactedbytheenvironmentaldisasters.Didyourgrouprepresentadevelopednation[onewithabundantresourcesandtechnologyatitsdisposal]oradevelopingnation[onewithfewerresourcesandlesstechnology)?Studentswithlessmaterialwerethedevelopingnationsbecausetheydidn'thaveasmanyresourcesastheothergroups.Groupmembersfromthedevelopingnations,howdidyoufeelthroughouttheactivity?Howdoesthisrelatetopeoplelivingindevelopingnations?It'slikelythatthestudentswhohadlesstoworkwithfeltfrustratedanddisheartened.It'snotunusualforstudentstogiveupandstoprebuildingpartwaythroughtheactivitybecausetheyfeeltheyhavebeentreatedunfairly.Didanyonefromthedevelopednationgroupsoffersuppliestothedevelopingnationsgroup(s)?Whyorwhynot?Manycitizensindevelopednationsfeelthattheyareentitledtotheirprivilegesandtheythereforearen'trequiredtosupportotherlessprivilegednations.Thisbringsethicsintothequestion.Ifthesewererealcities,whichoneswouldgeneratethemostgreenhousegasesduringconstruction,heating,andmaintenance?Thecitieswiththemostinfrastructure,builtbythedevelopednationsgroups,wouldproducethemostgreenhousegases.Inthisgamecitieswereimpactedbyhurricanes,sealevelflooding,andwildfires.Doesclimatesciencepredictthatthesenaturaldisasterswilloccurmorefrequentlyandwithgreaterseverity?Theanswerisyes.Whosuffersthemostfromtheconsequencesofclimatechange?Developingnationssufferthemostfromclimatechange.Theydon’thavetheresourcestoadequatelyprepareforenvironmentaldisastersandarethereforehitthehardest.Theysuffermore,economicallyandsocially,fromclimatechange.Whoshouldhavetopayforrebuildingdevelopingnationsafterenvironmentaldisasters?Thisquestioniswidelydebated.Aredevelopednationsunderanobligationtohelpdevelopingnations?Climatejusticesuggeststhatdevelopednationsshouldpayfinanciallyforthedamagescausedbyclimatechangebecausetheycontributethemostgreenhousegases.InAlberta,dowehaveamoralobligationtoreduceourfossilfuelemissions,orshouldwefocusoneconomicgains?Explain.

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ThisquestionisattheheartofmuchdialogueanddebateinAlbertathesedays!SupportersofclimatejusticewouldsaythatwearemorallyobligatedtoreduceourfossilfuelemissionsbecausetheconsequencesoftheseemissionswillbefeltbynotjustresidentsofAlbertabutbypeopleallovertheworld-andthisactivitydemonstrateswellthatvulnerablepopulationssuchastheresidentsofdevelopingnationswilllikelysufferthemostfromAlberta’sfossilfuelemissions.However,thereisanopposingandyetlegitimatepointofviewthatholdsthatreductionofourfossilfuelextraction,Particularlyifpoorlyplanned,spellsdisasterforoureconomyandtheprosperityoffmanyorpossiblymostofAlbertahouseholds…Interestedteacherscanusethe‘TakeaStand”activitytoelaborateonthispointwiththeirstudents,andhavethemengagetheircriticalthinkingskillsinthisimportantissue.

Possibleextensions

• WatchtheYouTubelinkbelowwiththeFilipinoambassadorpleadingforclimate

changeactionandhelpafterTyphoonHaiyan.HavethestudentswritealetterfromaleaderofadevelopingnationtotheUNaskingforhelpfollowinganenvironmentaldisaster.


ClimateJustice

Description LinkIntroductiontoclimatejustice,createdbytheCanadianYouthClimateCoalition.

https://www.youtube.com/watch?v=5PQKYt6H4Fw

TheFilipinoambassadorpleadsforactiononclimatechangeinthewakeofTyphoonHaiyan,attheUnitedNations2013climatemeetinginWarsaw,Poland.

https://www.youtube.com/watch?v=7SSXLIZkM3E

TheGlobalJusticeEcologyProjectexaminespotentialsolutionstoclimatechangeinjustice. http://gjep.wpengine.com/climate-justice/

Wikipediaoffersanoverviewofclimatejustice. https://en.wikipedia.org/wiki/Climate_justice

Section 3: We know the problem. Now let’s help fix it.

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What drives you? Brief:Studentsparticipateinasimplifiedcost-benefitanalysisasaclass,andthenconsiderthecostsandbenefitsofvariousoptionsforbuyingtheirfirstcar.CurriculumConnectionsSocial10:Towhatextentshouldglobalizationcontributetosustainableprosperityforallpeople?:TowhatextentshouldI,asacitizen,respondtoglobalization?Science10:EnergyflowinglobalsystemsCTS:EnvironmentalStewardship;PrimaryResourcesTime:1.5hoursplusresearchRequiredMaterials:ComputersforthestudentstoconductresearchBackgroundCost-benefitanalyses(CBA)areusefulindeterminingwhatoptiontomoveforwardwithwhenthesolutionisn’tobvious.Often,governmentsgivevaluetothingslikeecosystemserviceswhilebusinessesdon’t.Thiscanchangetheoutcomeoftheanalysis.TraditionalCBAsconsideronlytheeconomiccostsandbenefits,butnewersystemsofeconomicsconsiderenvironmentalandsocialcostsandbenefitsaswell.

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InstructionsPart1:IntroductiontoCBA

1. Explaintostudentsthatonewaythatgovernmentsandorganizationsdecidewhatsolutiontheywanttotryforaproblemistoconductacost-benefitanalysis(CBA).Basically,allofthecostsareweightedagainstallofthebenefits.Theoptionwiththebestratioofcoststobenefitsischosen.MostofthetimeCBAsdealwithmoney,sincethat’showthefreemarketeconomyoperates.

2. Gothroughthefollowingexampleontheboardasaclass.

CostBenefitAnalysisexampleFirmperspective

Scenario:There’saforestnearthetownofBellmarshthathasmineraldepositsunderneathit.Youcanpurchasethelandfor$50,000andcleartheforestinyearonefor$50,000.Alaborcrewandequipmentcosts$25,000ayear,startinginyeartwo.Startinginyeartwoyoumake$40,000eachyearfromthemineraldeposits.Themineraldepositswilllastuntilyear10.Isitworthifforyoutominehere?Step1:Figureoutthecosts.Fillinthecharttofindoutthecostsovertenyears.Ifyouwereafirmtryingtomakethemostmoneypossible,youwouldlookattheinitialcostsandtheongoingcostsoftheproject.

Year

Costs 1 2 3 4 5 6 7 8 9 10Land $50 - - - - - - - - -Clearingtheforest $50 - - - - - - - - -Labor - $25 $25 $25 $25 $25 $25 $25 $25 $25 Totalfortheyear $100 $25 $25 $25 $25 $25 $25 $25 $25 $25Cumulativetotal $100 $125 $150 $175 $200 $225 $250 $275 $300 $325*Amountsareinthousandsofdollars.

Step2:Figureoutthebenefits.

Year

Benefits 1 2 3 4 5 6 7 8 9 10MineralDeposits - $40 $40 $40 $40 $40 $40 $40 $40 $40

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Totalfortheyear - $40 $40 $40 $40 $40 $40 $40 $40 $40Cumulativetotal - $40 $80 $120 $160 $200 $240 $280 $320 $360

Step3:Comparethecoststothebenefits.Inthisexample,thecostsaregreaterthanthebenefitsinyears1-7.Inyear8thebenefitsstarttooutweighthecosts.Thismeansthatsinceyourfirmplansonoperatingfor10years,itisbeneficialforyoutocompletethisproject.

Year 1 2 3 4 5 6 7 8 9 10

COSTS $100 $125 $150 $175 $200 $225 $250 $275 $300 $325BENEFITS - $40 $80 $120 $160 $200 $240 $280 $320 $360PROFIT -100 -85 -70 -55 -40 -25 -10 5 20 35Profit=Benefits–CostsGovernmentperspective

Scenario:There’saforestnearthetownofBellmarshthathasmineraldepositsunderneathit.Afirmwantstodevelopit.Iftheydevelopthearea,theywillpay$50,000topurchasethelandfromthetownandtaxesof$10,000ayearstartinginyearonefortenyears.Thismoneycangotowardsbuildingnewschoolsandrenovatingthehospital.Theywillalsocreatenewjobs,worth$20,000ayearstartinginyeartwo.Theforestcurrentlyhasasmallnetworkoftrailsinit.Birdwatchersandschoolgroupsusethesetrails.Thereisararespeciesofbirdlivingintheforestthatwilllikelygoextinctiftheareaisdeveloped.Theforestalsoprovidescleanair,cleanwater,carbonstorage,andsoilstability.TheforestalsohasspecialspiritualmeaningforalocalAboriginalgroup.Takingawaythesethingsarethecostsassociatedwiththeproject.Thesebenefitsarecalledecosystemservices.Theyarethevaluesthatpeoplegetfromnaturethataren’teasytoputadollarvalueon.Butlet’stryputsomedollarvalues.Birdwatching:$5,000/yearEducation:$10,000/yearWildlifehabitat:$15,000/yearCleanair:$2,000/yearCleanwater:$2,000/yearCarbonstorage:$2,000/yearSoilstability:$2,000/yearSpiritualmeaning:$10,000/yearStep1:Figureoutthecosts.Ineffect,thesearethe“costs”topeopleandsocietyshouldtheareabecomedeveloped.Fillinthecharttofindoutthecostsovertenyears.

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Year

Costs 1 2 3 4 5 6 7 8 9 10Birdwatching $5 $5 $5 $5 $5 $5 $5 $5 $5 $5Education $10 $10 $10 $10 $10 $10 $10 $10 $10 $10Wildlifehabitat $15 $15 $15 $15 $15 $15 $15 $15 $15 $15Cleanair $2 $2 $2 $2 $2 $2 $2 $2 $2 $2Cleanwater $2 $2 $2 $2 $2 $2 $2 $2 $2 $2Carbonstorage $2 $2 $2 $2 $2 $2 $2 $2 $2 $2Soilstability $2 $2 $2 $2 $2 $2 $2 $2 $2 $2Spiritualmeaning $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 Totalfortheyear $48 $48 $48 $48 $48 $48 $48 $48 $48 $48Cumulativetotal $48 $96 $144 $192 $240 $288 $336 $384 $432 $480*Amountsareinthousandsofdollars.Step2:Figureoutthebenefits.

YearBenefits 1 2 3 4 5 6 7 8 9 10Landprice $50 - - - - - - - - -Taxes $10 $10 $10 $10 $10 $10 $10 $10 $10 $10Jobs - $20 $20 $20 $20 $20 $20 $20 $20 $20 Totalfortheyear $60 $30 $30 $30 $30 $30 $30 $30 $30 $30Cumulativetotal $60 $90 $120 $150 $180 $210 $240 $270 $300 $330Step3:Comparethecoststothebenefits.Inthisexample,thebenefitsaregreaterthanthecostsinthefirstyear,butinyeartwothecostsstarttooutweighthebenefits.Thismeansthatifyoutaketheecosystemservicesintoaccount,itisnotbeneficialforthecommunityforthisprojecttogothrough.

Year 1 2 3 4 5 6 7 8 9 10

COSTS $48 $96 $144 $192 $240 $288 $336 $384 $432 $480BENEFITS $60 $90 $120 $150 $180 $210 $240 $270 $300 $330PROFIT 12 -6 -24 -42 -40 -78 -96 -114 -132 -150

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3. Askthestudents:Manygovernmentsdon’ttakeecosystemservicesintoaccount.IfthetownofBellmarshdidn’tconsiderecosystemservices,wouldtheyhavewantedtheminingprojecttohappen?Yes,iftheydidn’tconsiderecosystemservicestheywouldn’thaveseenanycostsassociatedwiththeproject.Thismeansthatthebenefitswouldhaveoutweighedthecostsandtheywouldhavewantedtheprojecttohappen.

Part2:Whatdrivesyou?

4. Explainthefollowingscenario:Youplantobuyyourfirstcarandareconsideringeitheraneworusedtraditionalvehicle,whichwouldrunongas,ahybrid,oranelectriccar.Weighoutthecostsandbenefitsofthevariousoptionsanddecidewhatcaryouwanttobuy.

5. Dividetheclassintogroupsandhavethemconductacostbenefitanalysisofthedifferentoptions.Theycanchooseanycartheywantfromeachcategorytoworkwith• Encouragethemtoputadollarvalueonthingslikeaesthetics.Howmuchis

lookingcoolworthtothem?• Remindthemtoalsoincludesomeoftheenvironmentaldimensionsofthecost

benefitanalysis:thisincludesestimatingtheamountourcarbonlevydollarstheywillpayoverthelifetimeofthevehicle,nottomentionthemoredifficulttocalculateimpactofairpollutiononhumanhealthandtheenvironment.

6. Haveeachgrouppresenttheirchoicetotheclass.Considerthefollowingquestions:

• Didallgroupsdecidetobuythesamecar?Whyorwhynot?• Whomightchooseeachoptionofvehicle?

Possibleextensions

• Alternatescenario:Albertaisconsideringaddingsomenewrenewableenergyinfrastructure.Ateamofexpertshasbeenassembledtodecidewhatthebestoptionis.Theexpertshavenarroweditdowntotwopossiblerenewableoptions:windenergy,orsolarenergy,orthreemoreconventionaloptions:gascombinedcycle,coal,ornuclearenergy.Dividetheclassintofivegroups,eachrepresentingacompanythatdealswithoneofthepossibleoptions.Haveeachgrouppresenttotheclass.Asaclass,decidewhatoptionhasthemostbenefits.

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Description LinkACBAofElectricandHybridElectricVehicles http://franke.uchicago.edu/bigproblems/

BPRO29000-2014/Team13-Final.pdfVarioustypesofvehicleoptions http://www.caranddriver.com/features/

whats-the-right-new-vehicle-for-meTeslawebsite https://www.tesla.com/en_CA/Informationonhybridcars http://www.hybridcars.com/

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What are others doing to address climate change?

Brief:Studentsdiscusswhatindividuals,organizations,andcountriesaredoingtoaddressclimatechange.Theythencompleteavisualresearchproject,whichtheypresentanddisplayintheclassafterwards.CurriculumConnectionsSocial10:Towhatextentshouldglobalizationcontributetosustainableprosperityforallpeople?;TowhatextentshouldI,asacitizen,respondtoglobalization?Science10:EnergyflowinglobalsystemsSocial30:Towhatextentshouldideologybethefoundationofidentity?:Towhatextentshouldmyactionsasacitizenbeshapedbyanideology?CTS:EnvironmentalStewardshipTime:15minintroduction;researchtime;1hourpresentationsRequiredMaterials:“Theydidwhat??”handoutsforstudentsBackgroundTherearecountlessexamplesofcountries,communities,organizations,andindividualswhoareworkingtocombatclimatechange.Itisextremelyvaluableforstudentstoexploresuccessstoriesofclimatechangemitigationoradaptationinordertoprovidethemwithamessageofhope.Thisgivesthemtheknowledgethatalthoughclimatechangeisabigandsometimesscaryproblem,therearethingsthatothersaredoingtoaddresstheissue.Thislessonpairsnicelywiththefollowinglesson,“Whatcanyoudoaboutclimatechange,”whichexploreswhatthestudentscandoasindividualsorasaclasstohelpmitigateoradapttoclimatechange.

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Instructions

Inthissection,you’llhelpstudentsunderstandwhatclimatemitigationandadaptationare.Askthestudents:

Doyouthinktherearethingswecandotopreventclimatechange,oratleastslowitdown?Absolutely!Therearemanyactionswecantakeasindividualstohelppreventorslowdownclimatechange.Whenwetaketheseactionsitiscalled“climatechangemitigation”becausewearetryingtostopclimatechangefromhappening.Theaffectsofclimatechangearealreadybeingfeltaroundtheworld,witheffectsuchasrisingsealevelandmoredestructivestorms.Doyouthinkpeoplearejuststandingidlybyasthedamagesarecaused?Noway!Peoplearereactingtoclimatechangedamagesortryingtopreventthedamages.Sometimespeopleareprotectingthemselvesortheirbusinessesandsometimesthey’reprotectingtheenvironment,likeacertainspecies.Whenpeoplearereactingtotheconsequencesofclimatechangeitiscalled“climatechangeadaptation.”

1. Sharewiththestudentsthattheyaregoingtobeexploringsuccessstoriesaroundclimatechangemitigationandadaptation.

2. Handoutthe“Instructions”anddiscusstheprojectasaclass.Remembertore-iteratetothestudentsthatalthoughclimatechangeisabigissue,

therearethingsthatcanandarebeingdone.

3. Letthestudentschooseacountry,community,organization,orindividualto

researchfromthelistbelow,oraddyourown.Theseexamplesaredesignedtoserveasastartingpointfortheirresearch.Itcanbeusefulforstudentstoknowthatthereissignificantactionhappeningintheirownbackyard.Forthisreason,wehaveincluded(below)informationonclimateactionprogramsbeingledbyCalgary,Edmonton,theprovinceofAlberta(https://www.alberta.ca/climate-leadership-plan.aspx),andthegovernmentofCanada.

CountriesSweden https://sweden.se/nature/sweden-tackles-climate-change/Denmark http://denmark.dk/en/green-living/strategies-and-policies/CostaRica http://thecostaricanews.com/costa-rica-used-100-renewable-

energy-299-daysScotland http://www.bbc.com/news/uk-scotland-37340555China http://www.worldwatch.org/node/6255Germany http://ngm.nationalgeographic.com/2015/11/climate-

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change/germany-renewable-energy-revolution-textCanada http://www.climatechange.gc.ca/default.asp?lang=En&n=E18

C8F2D-1CommunitiesCopenhagen https://designtoimprovelife.dk/danish-capital-adapts-

succesfully-to-changing-climate/NewYork http://www.dec.ny.gov/energy/100236.htmlTorontoandarea http://trca.on.ca/dotAsset/81363.pdfBergas https://passivehouse-

international.org/passreg/index.php?page_id=364SanFransisco http://sfenvironment.org/Calgary http://www.calgary.ca/UEP/ESM/Pages/Energy-

Savings/Climate-Change.aspxEdmonton https://www.edmonton.ca/city_government/documents/PDF

/TheWayWeGreen-approved.pdfOrganizationsACEE http://www.abcee.org/schools-climate-leadershipEnvironmentalLawCentre

www.elc.ab.ca

AllianceforClimateEducation

https://acespace.org/

ClandonaldSchool http://www.vermilionstandard.com/2016/06/22/clandonald-school-wins-environmental-award

Interface http://www.interface.com/CA/en-CA/homepageBullfrogPower https://www.bullfrogpower.com/EcoHaven http://www.echohaven.ca/IndividualsRobertRedford http://www.redfordcenter.org/films/robert-

redford%E2%80%99s-environmental-legacyJaneGoodall http://www.janegoodall.org/DavidAttenborough http://www.cnn.com/2015/11/30/world/amanpour-david-

attenborough/HayleyTodesco https://emeraldfoundation.ca/aef_awards/hayley-todesco/KelseyArmstrong https://emeraldfoundation.ca/aef_awards/storm-drain-

survival-kits/

ManymoresuccessstoriescanbefoundontheUNClimateChangewebsite:http://www.un.org/climatechange/success-stories-2/andattheGlobal500EnvironmentalForumwebsite:http://www.global500.org/.

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4. Dependingontheavailableclasstimeandresources,youcanhavestudentscreateaposter,PowerPoint,video,oranyothersortofpresentation.Studentscancompletetheirresearcheitherinclassorindependently.

Alternativeapproach

• Ifyoudon’thavetheclasstimetohaveeveryonepresent,putthestudentsingroupsofthreeandhavethempresenttooneanother.Askeachstudenttoanswerthefollowingquestionsabouteachofthetwopresentationstheysee:

i. Wasthisanexampleofclimatechangeadaptationormitigation?ii. Whatdidthiscountry/community/organization/individualdotoaddress

climatechange?iii. Whatwasyourfavoriteaspectofwhattheydidtoaddressclimate

change?iv. Howcouldyoutakeallorapartofthisideaanduseitinyourownlife?


Description LinkReasoningbehindwhyit’simportanttoteachsuccessstorieswhendealingwithclimatechangeintheclassroom.

http://nstacommunities.org/blog/2015/10/07/teaching-climate-change-with-stories-of-success/

ClimateSolutions:Practicalsolutionstoglobalwarming https://www.climatesolutions.org/stories

SuccessstoriesoutofBC http://www.toolkit.bc.ca/success-stories

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Theydidwhat??Peoplehaverealizedthatclimatechangeisabigproblemwithdrasticconsequences,sotheyhavestartedtakingaction.Therearemanyexamplesofpeoplewhohavemadegreatchangestomitigateclimatechangeortoadapttothechangesthatclimatechangehascaused.Yourjobistoresearchanindividual,community,organization,orcountrythathastakenstepstoeitheradapttoormitigateclimatechange.Choosesomethingthatyoufindinterestingandthatinspiresyou!Createapresentationthatanswersthefollowingquestions.1. Whodidyouchoose?Aretheyanindividual,community,organization,orcountry?

2. Aretheymitigatingoradaptingtoclimatechange?

3. Whataretheydoing?

4. Howhavetheiractionshadapositiveimpact?

5. Whatinspiredthemtocombatclimatechange?

6. Istheremorethattheycouldbedoing?What?

7. Whatinspiresyouaboutthem?

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*Taking Action: Enhancing Student Voice*

Brief:Studentsleadanactionprojectonanenvironmentalorsocialissuethatthey’repassionateabout.Theyengagewiththeirlocalcommunityandcompletetheprojectoverthecourseofthesemestereitherindependentlyoringroups.CurriculumConnectionsApplicabletoallcurriculumobjectivesdependingontheproject.Time:2-3monthsRequiredMaterials:VariesBackgroundandTeacherInformationThisisourfavoritelessoninthisresourcebecauseithastremendouspowertoengagestudentswiththeircommunitiesandtohaveavoiceonanimportanttopic.Eveniftheactionprojectsaren’tperfect,that’sok!Theywillstillhaveagreatimpactonthestudentsbecauseit’sthestudentsrunningtheshow.Thereisnobetterwaytoengagestudentswithavarietyoflearningstyleswiththeireducationthanbygivingthemavoiceandtheopportunitytohavearealimpactinsomethingthattheycaredeeplyabout.Getafeelforthepotentialofactionprojectsbywatchingthesetwovideos:

• http://www.greenenergyfutures.ca/episode/cochrane-sustainable-developmentStudentsintheSustainableDevelopmentCommitteeraised$150,000forrenewableenergyprojectsandinspiredthetownofCochranetodeveloparenewableenergyframework.

• http://www.greenenergyfutures.ca/episode/77-classroom-energy-challengeGrade5studentsinChestermereresearchtypesofgreenenergyandthenteachothersaboutthealternativeenergysources.

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Researchshowsthatstudentswhoperformactionprojectsaremuchmorelikelytocontinuetobeinvolvedwiththeircommunitiesaftertheclassisfinishedthanthosewhodonot.Actionprojectsprovetostudentsthatitispossibletohaveapositiveimpactontheircommunitiesandontheenvironment.Theycanmakeadifference.Actionprojectsareextremelyengagingforstudentsandproducelong-term,real-worldresults.ActionprojectsalsodovetailswellwithrecenttrendsineducationinAlberta:project-basedlearningandinquirylearningarerapidlyrisingtoprominenceaskeyeducationalmethodologiesthatproduceresultsanddeeplyengagestudentsintheirlearning.Plus,thisexperiencecouldleadintojobandlifeskillsthatwillgivestudentsalegupintherestofhighschoolandwhenthey’reapplyingforworkorpost-secondary.ACEEstronglybelievesinthepowerofstudentaction.Wehavetwokeyresourcestoguideteachersinthiswork,availableathttp://www.abcee.org/actioneducation:

• LeapIntoAction!wascreatedforteachersandisfulloflessonplanstohelpprepare,inspireandsupportstudentsinconductingage-appropriateenvironmentalactionprojects,includingskill-buildingactivitiesandtools.

• ATeacher'sGuidetoCommunityEnvironmentalActionwasdevelopedbyCPAWSCalgary/Banffchapter.Itprovidesactiontoolsandsuggestionstoteachersandstudents.

Instructions

1. WatchafewYouTubevideosofrealactionprojectscompletedbyAlbertanyouthtogetanideaaboutthepowerofactionprojects.

• LivingFuture(fromJasper):https://www.youtube.com/watch?v=bzf-uvRj8jM

• EnergyandEnvironmentalInnovation(fromCalgary):https://www.youtube.com/watch?v=EIwqx_KeYzI

• CircuitMeteronCTVNews(fromEdmonton):https://www.youtube.com/watch?v=XiXoQUD9xJs

• Students'recommendationstotwoMinistersre:‘HowAlbertaSchoolscanshowClimateLeadership’:http://www.greenenergyfutures.ca/episode/150-students-meet-ministers

• 2. Havestudentsgatherawarenessofrealissues.Thesecanbelocal,provincial,

national,orinternational.Thisstepcanbeconductedthroughlessonplanssuchas“Whatareothersdoingtoaddressclimatechange”and“Builditup”.

3. Showstudentsthegraphicbelow:150waysAlbertaSchoolsshowClimateLeadership.ThisgraphicwasusedbytheAlbertaCouncilforEnvironmentalEducationtocelebrateEarthDayinEdmontonin2017,invitingstudentsfromacrossAlbertatoadd150separateleavestothistreethatdescribedaspecificactionprojectthatbelongonthatbranch.

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Askstudents:

• Canyousuggestsomeactionprojectsthatwouldbelongonvarious

branchesandlimbsofthetree?• Theartistseemstofeelthatthereisalargefamilyofdifferentkindsof

actionsthatconstituteclimateleadership.Doyouagree?• Onespecificbranchofthetreedealswithenergydeficiency,energy

conservation,andenergyrenewables.Someclaimthatthisbranchofthetreeisinsomewaysthe‘best’branch,sincethereisaveryclearlineofsightbetweenstudentprojectsthatreduceenergyuse,andclimateleadership.Doyouagree?

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4. Encouragethestudentstofindanapproachtoclimatechangeactionthattheyfindinspiring.Someexamplesare:

• Greenenergy• Environmentallaw• Greenbuilding• Climatechangepolicy• Localfoodproduction• Transitandtransportation• Oilsandsinnovation• Educationprograms• Urbanplanning

5. Oncestudentshavedecidedonanissueandanapproachtheyarepassionateabout,

helpthemtoarticulatetheiractionproject.Yourroleastheteacheristo:• Helpthestudentsarticulatetheirideasanddecideonaprojectthatcanbe

completedinthegiventimeframe.

PartsoftheactionprojectTheProblemDefinetheproblemandthestepsyouwilltaketohelpsolveit.Includethestepsasatimeline.TheVisionCreateavisionforthefinalproject.Articulateavisionstatement:Whatdoyouwanttoachievebywhen?Setafirmenddate.Thevisionstatementmustbespecific.ThePlanMakeaplan,brokendownintostepswithspecificmilestones.Whatdoyouneedtodotosolvetheproblem?Howwillyouachieveyourvision?Bespecific!CollaborationYoudon’tneedtostartfromscratchwithyouridea–theremightbeorganizationsinyourcommunitythatyoucancollaboratewith!Althoughcollaborationdoesn’tmakeorbreakasuccessfulactionproject,somestudentfinditmeaningfultoconnectwithexpertsintheirtopicarea.Whatexpert(s)wouldyouliketocollaboratewith?Howwillthiscollaborationhappen?Throughouttheproject,reflectontheeffectivenessofcollaborationincreatingchange.Wasthisthebestwaytoleveragetheexpert?Howeffectivewasthecollaboration?Someideasofwhotoreachouttoasexpertsare:

• Localgreenhouses• LocalCollegeorUniversity• Yourmunicipaloffice• OrganizationssuchasGreenCalgaryorBullfrogPower• AlbertaCouncilforEnvironmentalEducation

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CommunicationHowwillyoushowyouridea?Howwillotherslearnwhatyou’reworkingon?Someideasare:

• Speeches• Socialmediapages• Presentationstocollaborators• Buildingmodelsorblueprints• Infographics• Letterstotheeditorortolocalpoliticians• Music• Spokenword• Blogs• Photoessays• Interviews

Makeithappen!Workthroughthespecificstepsthatyou’velaidout.Ifthingschangeslightlyasyougo,that’sokay,youcanadapt.Recordyourexperiencesasyougo.Whatworks?Whatischallenging?ReflectDidyouachieveyourvision?Whyorwhynot?Whatwouldyoudodifferentlynexttime?Shareyourexperiencethroughthecommunicationmethodyouselected.Possibleextensions

• CreateaYouTubevideothatcanbeusedtoinspireotherstudentstotakeaction!


Description LinkWWF’swebsiteincludesalistofactionprojectideas. http://wwf.panda.org/about_our_earth/te

acher_resources/project_ideas/Actionprojectideasforathome,inthecommunityandatschool.

https://fairchildchallengeatphipps.wordpress.com/about/challenge-7-ideas/

TakeActionManitoba’slistofpossibleactionprojects.CanbeadaptedtoAlberta.

https://takeactionmanitoba.org/category/action-project-ideas/

ASocialActionProjecthandbookproducedbytheCanadianTeachers’FederationandTheCriticalThinkingConsortium.

https://tc2.ca/uploads/PDFs/Social%20Action%20Projects/IA_Handbook_9-12_EN_FINAL.pdf

ClimateChange:YouthGuidetoAction.Acomprehensiveguidetoconductingyouth-drivenactionprojectsbyTakingItGlobalinOntario.

www.climate.takingitglobal.org

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Dealing with Climate Skeptics Brief:Studentsaretoldcommonstatementsthatcomefromclimatechangeskepticsandgivetheirbestargumentstothestatements.Thisactivityhelpsstudentsprepareforargumentsthattheymighthearoutsidetheclassroom.CurriculumConnectionsSocial10:TowhatextentshouldI,asacitizen,respondtoglobalization?Science10:EnergyflowinglobalsystemsSocial30:Towhatextentshouldideologybethefoundationofidentity?;Towhatextentshouldmyactionsasacitizenbeshapedbyanideology?CTS:EnvironmentalStewardshipTime:30minutesRequiredMaterials:NoneBackgroundThevastmajorityofscientistsandmajorcorporationsagreethatclimatechangeishappening,thathumanscontributetoit,andthatit’saproblem.Despiteoverwhelmingscientificevidenceandstatementsfromenergycompaniesthathumansarecausingclimatechange,manypeopleareskeptical.Oftenthesepeopleexperienceanemotionalresponsetoclimatechangestatements,whichcanmakeconvincingthemreallydifficult.Practicingargumentscanhelppreparestudentsfordiscussionstheywilllikelyhaveoutsideoftheclassroom.

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Instructions

1. ShowtheclassVeritasium’sYouTubevideo“13MisconceptionsAboutGlobalWarming”athttps://www.youtube.com/watch?v=OWXoRSIxyIU.

2. Sharewiththestudentssomestatementsfrommajorenergycompaniesaboutclimatechange:

• Suncor:“Suncoracceptsthescientificconsensus,andwehavepubliclystatedpublicallystatingthat"climatechangeishappeningandweneedtotakeaction."Energydevelopmenthasanimpactontheenvironmentandwemustdoourparttomanageandminimizeourcarbonfootprint.AsCanada’slargestenergycompany,Suncorhasasignificantroletoplay,bothwithinitsplantgatesandasapartnerinbroaderenergydiscussionsandstrategies.”http://www.suncor.com/en-CA/sustainability/environment/climate-change

• Shell:“Werecognisethesignificanceofclimatechange,alongwiththeroleenergyplaysinhelpingpeopleachieveandmaintainagoodqualityoflife.Akeyroleforsociety–andforShell–istofindwaystoprovidemuchmoreenergywithlesscarbondioxide.”http://www.shell.com/sustainability/environment/climate-change.html

• Enbridge:“Asanenergycompany,Enbridgerecognizesthatwehavea

responsibilitytoaddressclimatechange.WealsorecognizethatthisresponsibilityextendsbeyondcompliancewithregulatoryrequirementstoincludeaproactiveapproachtoreducingourowncarbonfootprintaswellasworkingmorebroadlywithotherstoreduceGHGemissionsacrossproduction,transportationandenduseintheenergyvaluechainasawhole.”http://www.enbridge.com/~/media/Enb/Documents/CSR/Policies/climate_change_policy.pdf

3. Explain:

Sometimes,whenpeoplearesetintheirbeliefs,factsdon’thelpmuchinconvincing

themotherwise.Sometimes,peopledon’tknowwhattobelieve.Sometimesthey’ve

decidedwhattobelieveandcan’treallybeconvincedotherwise.Today,we’llbe

practicingdealingwithclimatechangedeniers.

4. Writethefollowingsetofguidelinesontheboard.

Guidelinesfordebunkingclimatechangemyths:

i. Startbystatingthetruth,notthemyth.ii. Giveevidenceforthetruth.Themorevisual,thebetter.iii. Identifythemyth.iv. Describewhythemythisincorrect.

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5. Dividethestudentsintotwoorthreegroups.Ifyou’dlike,youcanhaveapanelofstudentsactasjudges.

6. Tellthestudentsoneofthe“Denied!”statementsatatime.Youcanuseallofthese

statementsormakeyourown.Youcanalsosharethepoliticalcartoonsincludedbelow.

Denied!

i. Thiswinterwaswaycolderthanlastwinter.Climatechangecan’tbehappening.

ii. Thejuryisstilloutaboutclimatechange.iii. Sure,theEarthmightbewarmingbutthat’snormal.iv. Evenifclimatechangeishappening,it’snotabigdeal.v. Climatechangehasbeenformulatedbypeoplewhoprofitoffof‘green

energy’.vi. It’sthesun’sfaultthattheclimateischanging,notours.vii. Thetemperaturerecordisunreliable.viii. Plantsandanimalscanadapttothechangingtemperatures.ix. Antarcticaisactuallygainingice,notlosingit.x. ItwouldcosttoomuchmoneytoreduceCO2emissions.xi. WewouldlosetoomanyjobsfromtheenergyindustryifwereducedCO2

emissionsinAlberta.

7. Givethegroups2-3minutestoformulatetheirbestresponsetothestatement.

8. Haveeachgroupchooseonerepresentativetosharetheirbestresponsetothestatement.

9. Afterallgroupshavesharedtheirresponses,eitheryouorthejudges’award1-3

pointstoeachteamdependingonhowconvincingtheirresponsesare.

10. Attheendoftheactivity,thegroupwiththemostpointswins.Possibleextensions

• Createapoliticalcartoon,orinfographicsimilartotheoneshownunder“Additional

Information”thataddressestheoneoftheclimatechangemythsthatyou’veheard.

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PoliticalCartoons

https://claytoonz.com/tag/global-warming/

http://www.windturbinesyndrome.com/2011/06/

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http://www.carbonbelch.com/?SERVICE=TAG&TG_KE_TAG_BLOG_ENTRY=global%20warming%20scam

http://misscharanduk.weebly.com/ch-9-politicaleconomic-issues.html

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Description LinkAhandbookfordebunkingmyths.Addressesclimatechangedenial.Thegraphicbelowisfromthisguide.

https://skepticalscience.com/docs/Debunking_Handbook.pdf

Journalarticleabouthowtoeffectivelybringclimatechangeintotheclassroom.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4909351/#__sec4title

Thethreepillarsofclimatechangedenial.Thisresourceisbuiltforhighschoolteachers.

https://ncse.com/library-resource/pillars-climate-change-denial

Agreatwebsitethataddressesmanyclimatechangedenierarguments. https://skepticalscience.com

ThisinfographicisprovidedbySkepticalScienceintheirDebunkingHandbook.Ithighlightshowtoeffectivelyaddressamythbystatingthecorefact,reinforcingthecorefact,warningthereaderaboutthemyth,statingthemyth,andfinallydebunkingthemyth.