Climate Change: Meeting the Challenge, Grade 9-12 - AgScape

Teacher’s Guide Grade 9-12

Climate Change: Meeting the Challenge, Grade 9-12

About This Lesson Plan

Curriculum connections updated in September 2019.

All Rights Reserved.

Teachers are granted permission to photocopy activities and information from this document for classroom use only. Reproduction, other than classroom use, in any format, requires written permission from AgScape®

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Original Development:

Written 2007 by Jane Witte, Education Consultant, AgScape Reviewed 2007 by Brian Watson, Education Consultant, AgScape Layout/Design by Lynn Chudleigh Updated 2009 by Brenda Stobo, Education Consultant, AgScape Edited 2009 by Jan Robertson, Marketing and Communications Manager, AgScape Edited 2009 by Adrienne Brown Translation 2009 by Charles Frappier and Associates Revised 2018 by Catherine Reining, OCT, AgScape Updated 2019 by Cassi Brunsveld, OCT, AgScape Contributors:

Cassi Brunsveld, Program Assistant, AgScape Mercedes Unwin, Program and Resource Manager, AgScape

http://www.agscape.ca/


Table of Contents

Activity One: Overview of Climate Change ................ 4

Activity Two: Climate Change and Our Health ........ 13

Activity Three: Climate Change and Water ............. 19

Activity Four: Climate Change and Agriculture ........ 26

Activity Five: Climate Change and Forests ............... 35

Activity Six: Climate Change and Natural Heritage .. 42

Activity Seven: Climate Change and the Future ...... 46

Citations ................................................................... 55

Additional Resources ............................................... 56


Grade 9-12 LESSON PLAN: Activity One – Overview of Climate Change

ABOUT THIS LESSON

This activity is designed to give students a basic understanding of climate change and its impact on Ontario. The web-based poster, “weathering the changes: climate change in Ontario” will be the starting point for a discussion on climate change. At the conclusion of the activity, students will have a mind map of issues for further exploration.

MATERIALS NEEDED

• Appendix 1A-The Declaration of the National Forum on Climate Change

• Appendix 1B-Climate Change in Ontario

• Web-based poster, “The Climate System – a Balancing Act, Future Climate and Where We Live”, located at https://geoinbcschools.files.wordpress.com/2015/06/weathering-the-changes-climate-change-

ontario.pdf)

CURRICULUM EXPECTATIONS

GEOGRAPHY

Geography of Canada, Grade 9, Academic (CGC1D) Issues in Canadian Geography: Liveable Communities By the end of Grade 9, students will:

E1.3 analyse the effects of individual lifestyle choices on energy consumption, and production, and assess the implications for sustainability in Canada;

E2.1 assess the impact of urban growth on natural systems (ex: impact of urban sprawl, vehicle use, and waste disposal on water and air quality). Explain how natural and human systems change over time and from place to place;

E2.2 analyse various economic, social, and political impacts of urban growth.

Geography of Canada, Grade 9, Applied (CGC1P) Issues in Canadian Geography: Managing Canada’s Resources and Industries By the end of Grade 9, students will:

C2.2 analyse from a geographic perspective, issues related to the development, extraction, and management of various natural resources found in Canada.

Regional Geography, Grade 11, University/College Preparation (CGD3M) Sustainability and Stewardship By the end of Grade 11, students will:

https://geoinbcschools.files.wordpress.com/2015/06/weathering-the-changes-climate-change-ontario.pdf



C3.1 analyse how development projects, particularly, where applicable, megaprojects, affect the sustainability of human and natural systems in the region.

Forces of Nature-Physical Processes and Disasters, Grade 11, University/College Preparation (CGF3M) The Physical Environment: Sustainability and Stewardship By the end of Grade 11, students will:

C1.3 identify and assess the effectiveness of various national and international strategies and initiatives for reducing the human impact on the natural environment;

C1.5 identify strategies and practices individuals can use to reduce their personal impact on the natural environment;

C2.2 explain how human activities that modify the natural environment may increase the possibility of a natural disaster or intensify its impacts.

Introduction to Spatial Technologies, Grade 11, University/College Preparation (CGT3O) Spatial Geography-Concepts and Processes/Using Spatial Technologies to Support Sustainability and Stewardship By the end of Grade 11, students will:

B2.1 identify and describe various types of data used to create images and construct maps with the aid of spatial technologies;

C2.1 analyse issues related to human use of the local environment, using a variety of spatial technologies.

SCIENCE

Science, Grade 10, Academic (SNC2D) Earth and Space Science: Climate Change By the end of Grade 10, students will:

D1.1 analyse current and/or potential effects, both positive and negative, of climate change on human activity and natural system;

D2.1 use appropriate terminology related to climate change, including, but not limited to: albedo, anthropogenic, atmosphere, cycles, heat sinks, and hydrosphere;

D3.8 identify and describe indicators of global climate change.

Science, Grade 10, Applied (SNC2P) Earth and Space Science: Earth’s Dynamic Climate By the end of Grade 10, students will:

D1.1 analyse, on the basis of research, various ways in which living things and natural systems have been affected by climate change;

D2.1 use appropriate terminology related to Earth’s dynamic climate, including, but not limited to: anthropogenic, atmosphere, carbon footprint, carbon sink, climate, greenhouse gases, hydrosphere, and weather;

D3.7 identify indicators of global climate change.


Environmental Science, Grade 11, University/College Preparation (SVN3M) Scientific Solutions to Contemporary Environmental Challenges By the end of Grade 11, students will:

B1.1 analyse, on the basis of research, social and economic issues related to a particular environmental challenge, and efforts to address it;

B1.1 analyse ways in which societal needs or demands have influence scientific endeavours related to the environment;

B3.1 identify some major contemporary environmental challenges, and explain their causes;

B3.5 describe a variety of human activities that have led to environmental problems and/or contributed to their solution.

Environmental Science, Grade 11, Workplace Preparation (SVN3E) Human Impact on the Environment By the end of Grade 11, students will:

B1.1 propose possible solutions, on the basis of research, to a current practical environmental problem that is caused, directly or indirectly, by human activities;

B3.5 explain the effects of human activity on an aquatic or terrestrial ecosystem.

Earth and Space Science, Grade 12, University Preparation (SES4U) Recording Earth’s Geological History By the end of Grade 12, students will:

D1.1 analyse the relationship between climate and geology, and, using geological records, assess the impact of long-term climate change on life on Earth.

TECHNOLOGICAL EDUCATION

Green Industries, Grade 10, Open (THJ2O) Technology, the Environment and Society By the end of Grade 10, students will:

C1.1 identify ways in which green industry activities affect the environment.

Green Industries, Grade 11, University/College Preparation (THJ3M) Technology, the Environment and Society By the end of Grade 11, students will:

C1.1 demonstrates an understanding of ecological relationships and processes that can affect or be affected by green industry operations;

C1.2 analyse the effects of green industry activities on the environment in the past and in the present;

C1.4 analyse sustainable practices and guidelines that are currently applied within the green industries or may be applied in the future.

Green Industries, Grade 11, Workplace Preparation (THJ3E) Technology, the Environment and Society By the end of Grade 11, students will:


C1.1 describe the effects of green industry activities on the environment in the past and in the present;

C1.3 identify sustainable practices and guidelines that are currently applied within the green industries or may be applied in the future.


C1.1 evaluate green industry operations and processes in terms of their impacts on environmental sustainability;

C1.2 analyse ways of reducing negative or enhancing positive environmental consequences through the use of particular materials, products, processes, and disposal methods;

C1.3 describe methods used in the green industries to balance economic sustainability with environmental responsibilities.

TEACHING AND LEARNING STRATEGIES

1. Put the term “climate change” on the board. Have students brainstorm both the meaning and impact of climate change.

2. Discuss with students the difference between the terms “global warming” and “climate change”. 3. Create a word wall in the classroom to place terms/words from this unit for students to refer to

throughout the unit. 4. Have students read, “Excerpt from the Declaration of the National Forum,” (Appendix 1a). As they read,

students will look for terms to add to the word wall and make a list of concerns which they would like to study in this unit.

5. As a class, discuss the lists of concerns and make a class list to post for future reference. 6. Refer students to the sections on the web-based poster, “The Climate System – a Balancing Act, Future

Climate and Where We Live.” Students will complete the “Climate Change in Ontario” web (Appendix 1b), by filling the clouds with the information they have gained on climate change in Ontario.

ASSESSMENT AND EVALUATION

List of concerns will be checked for completion. Web activity, “Climate Change in Ontario,” will be checked for completion.

ENRICHMENT

As an alternative to teaching the entire unit on climate change, teachers can use the “jigsaw” cooperative group strategy to have students research and learn about climate change in Ontario. The class will be divided into group of 7, and each student will be assigned one of the extension activities listed at the end of each of activity. One member of the group will explore the basic information about climate change:

- define the meaning and impact of climate change; - define the difference between the terms “global warming” and “climate change”; - read “Excerpt from the Declaration of the National Forum” and create a list of concerns; and - create a mind map of the impact of climate change.

The member will provide a one-page summary note for the rest of the group, as well as a panel of a poster to illustrate the topic for the rest of the class.


All of the panels will be put together to form a display in either the classroom or a prominent place in the school. To ensure individual accountability, each member of the group will be evaluated on an individual basis using the rubric included in Activity 7.


APPENDIX 1A – THE DECLARATION OF THE NATIONAL FORUM ON CLIMATE CHANGE

THE DECLARATION

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CLIMATE CHANGE


Potential Impacts

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Taking Action


APPENDIX 1B – CLIMATE CHANGE IN ONTARIO

https://geoinbcschools.files.wordpress.com/2015/06/weathering-the-changes-climate-change-ontario.pdf)



Grade 9-12

LESSON PLAN: Activity Two – Climate Change and Our Health

ABOUT THIS LESSON

Extremes in temperature can cause discomfort to all Canadians. In this activity, students will consider the impact of extreme temperature on the general population. They will also consider the health risks of extreme temperature on vulnerable populations – the elderly, infants, and young children, as well as people with respiratory illnesses.

MATERIALS NEEDED

• Appendix 2-Extreme Temperatures and Our Health


ontario.pdf)


GEOGRAPHY








C3.1 analyse how development projects, particularly, where applicable, megaprojects, affect the sustainability of




human and natural systems in the region.








SCIENCE

















1. Complete a Think, Pair, Share exercise for each of the following questions: a. How do you and your family deal with extreme heat? b. How do you and your family deal with extreme cold? c. How do extreme heat and cold impact the elderly? d. How do extreme heat and cold impact infants and young children? e. How do extreme heat and cold impact people with respiratory illnesses?

2. Have a class discussion on the health impacts associated with extreme temperatures (refer to the web-based poster for further discussion).

3. Students will complete the worksheet, “Extreme Temperatures and Our Health” (Appendix 2). 4. New vocabulary related to climate change will be added to the word wall by the class.


The worksheet will be marked for accuracy and completion.

ENRICHMENT

As an alternative to teaching the entire the entire unit on climate change, teachers can use the “jigsaw” cooperative group strategy to have students research and learn about climate change in Ontario. The class will be divided into group of 7, and each student will be assigned one of the extension activities listed at the end of each of activity.

One member of the group will be assigned to study the impact of extreme temperature on the following groups:

- the elderly; - infants and children; and - people with respiratory illnesses.

The member will provide a one-page summary note for the rest of the group, as well as a panel of a poster to illustrate the topic for the rest of the class. All of the panels will be put together to form a display in either the classroom or a prominent place in the school.


To ensure individual accountability, each member of the group will be evaluated on an individual basis using the rubric included in Activity 7.


APPENDIX 2 – Extreme Temperatures and Our Health


Grade 9-12

LESSON PLAN: Activity Three – Climate Change and Water

ABOUT THIS LESSON

Climate change impacts our water in many ways. In this activity, students will consider the impact of climate change on precipitation, water levels, water temperatures and water usages.

MATERIALS NEEDED

• Appendix 3-Climate Change and Our Water (Part A & B)


ontario.pdf)


GEOGRAPHY



















SCIENCE




















Chemistry, Grade 12, College Preparation (SCH4C) Chemistry in the Environment By the end of Grade 12, students will:

F1.1 evaluate, on the basis of research, the effectiveness of government initiatives or regulations, and the actions of individuals, intended to improve air and water quality, and propose a personal action plan to support these efforts.

















1. In small groups, students will brainstorm all of the uses for water that they can think of in their everyday lives, in their school, in their community, and in the province of Ontario.

2. As a class, discuss the importance of these uses if our water supply was reduced by climate change.

3. Using the information from the web-based poster as a starting point, have students complete the activity, “Climate Change and Our Water” (Appendix 3). Note: this activity is best done in a place where students have access to a computer and the internet and/or the library and/or computer lab in order to complete further research.

4. New vocabulary related to climate change will be added to the word wall by the class.


Magazine article will be evaluated using the criterion referenced checklist provided.

ENRICHMENT


One member of the group will be assigned to study the impact of climate change on water in Ontario on the following topics:

- precipitation; - water levels; - water temperatures; and - water usage.


The member will provide a one-page summary note for the rest of the group, as well as a panel of a poster to illustrate the topic for the rest of the class. All of the panels will be put together to form a display in either the classroom or a prominent place in the school. To ensure individual accountability, each member of the group will be evaluated on an individual basis using the rubric included in Activity 7.


APPENDIX 3 – EXTREME TEMPERATURES AND OUR HEALTH

Precipitation

Lower Water Levels Higher Water Temperatures

Available Water


.


Grade 9-12

LESSON PLAN: Activity Four – Climate Change and Agriculture

ABOUT THIS LESSON

Climate change could dramatically affect agriculture in Canada. Some effects, like longer growing seasons, may be positive, while others, such as major storms, could be detrimental. Members of the agricultural community are working to ensure they are sustainability and they reduce their ecological footprint. This activity will look at both the potential impact of climate change on agriculture and some of the strategies being used to ensure sustainability.

MATERIALS NEEDED

• Appendix 4A-Frequently Asked Questions About Climate Change and Agriculture

• Appendix 4B-Newspaper Feature Assignment-Good and Bad News About Climate Change and Agriculture


ontario.pdf)


GEOGRAPHY


E1.3 Analyse the effects of individual lifestyle choices on energy consumption, and production, and assess the implications for sustainability in Canada.

E2.1 Assess the impact of urban growth on natural systems (ex: impact of urban sprawl, vehicle use, and waste disposal on water and air quality). Explain how natural and human systems change over time and from place to place.

E2.2 Analyse various economic, social, and political impacts of urban growth.


C2.2 Analyse from a geographic perspective, issues related to the development, extraction, and management of various natural resources found in Canada.




Geography of Canada, Grade 11, University/College Preparation (CGF3M) Forces of Nature-Physical Processes and Disasters: The Physical Environment: Sustainability and Stewardship By the end of Grade 11, students will:

C1.3 Identify and assess the effectiveness of various national and international strategies and initiatives for reducing the human impact on the natural environment.

C1.5 Identify strategies and practices individuals can use to reduce their personal impact on the natural environment.

C2.2 Explain how human activities that modify the natural environment may increase the possibility of a natural disaster or intensify its impacts.

Geography of Canada, Grade 11, Open (CGT3O) Introduction to Spatial Technologies: Using Spatial Technologies to Support Sustainability and Stewardship By the end of Grade 11, students will:

C1. Creating and Supporting Sustainable Spaces: use a variety of spatial technologies to help them assess human activities and plan and promote the sustainable use of the natural environment, including natural resources, in their local community or area

C2. Use a variety of spatial technologies to analyse the impact of human activity on the environment in their local community or area and beyond, and identify possible solutions

SCIENCE

Science, Grade 9, Academic (SNC1D) Biology: Sustainable Ecosystems By the end of Grade 9, students will:

B1.1 assess, on the basis of research, the impact of a factor related to human activity that threatens the sustainability of a terrestrial or aquatic ecosystem;

B3.5 identify various factors related to human activity that have an impact on ecosystem.

Science, Grade 9, Applied (SNC1P) Biology: Sustainable Ecosystems and Human Activity By the end of Grade 9, students will:

B1. analyse, on the basis of research, how a human activity threatens the sustainability of a terrestrial or aquatic ecosystem;

B3. identify some factors related to human activity that have an impact on ecosystems.










Biology, Grade 11, College Preparation (SBI3C) Plants in the Natural Environment By the end of Grade 11, students will:

F1.2 assess the positive and negative impact of human activities on the natural balance of plants.

Biology, Grade 11, University Preparation (SBI3U) Diversity of Living Things By the end of Grade 11, students will:

B1.2 analyse some of the risk and benefits of human intervention to the biodiversity of aquatic or terrestrial ecosystems.






Environmental Science, Grade 11, University/College Preparation (SVN3M) Sustainable Agriculture and Forestry By the end of Grade 11, students will:

D1.1 evaluate, on the basis of research, a variety of agricultural and forestry practices with respect to their impact on the economy and environment;

D2.5 use a research process to investigate environmentally sustainable methods of managing healthy and productive agricultural zones and forests;

D3.1 explain the basic principals of various agricultural and forestry practices, and identify regulations and regulatory bodies associated with these practices;

D3.5 explain agricultural techniques and forestry practices that aim to maintain both biodiversity and long-term productivity.





Environmental Science, Grade 11, Workplace Preparation (SVN3E) Natural Resource Science and Management By the end of Grade 11, students will:

E1.1 assess the environmental impact of industrial practices related to the extracting or harvesting of natural resources, and describe ways in which that impact can be monitored and minimized.



Chemistry, Grade 12, University Preparation (SCH4U) Organic Chemistry By the end of Grade 12, students will:

B1.1 assess the impact on human health, society, and the environment of organic compounds used in everyday life.



















1. Read the web-based poster section entitled, “Our Farms.” On a piece of paper, make two columns titled, “Good News” and “Bad News.” Put points in each column based on what was learned from the web-based poster.

2. Read the handout, “Frequently Asked Questions about Climate Change and Agriculture,” (Appendix 4A). and add new information to the Good News/Bad News chart.

3. Using the information that you have found, write a newspaper article on climate change and agriculture. See handout and rubric (Appendix 4B).



Newspaper articles will be evaluated using the rubric.

ENRICHMENT


One member of the group will be assigned to study the impact of climate change on agriculture as well as the efforts of the agricultural community to ensure the sustainability of agriculture and the environment. Consider the following:

• impact on growing season;


• impact on pest management;

• impact on crop damage due to severe weather;

• impact of less precipitation; and

• impact of warmer winters.

Students will Investigate the following practices and their potential to reduce the impact of climate change:

• no-till technology;

• integrated pest management (IPM);

• crop rotation;

• nutrient management;

• environmental farm plans;

• shelter belts; and

• agricultural research and knowledge sharing.

(Note: see the Canadian Federation of Agriculture, Ontario Federation of Agriculture, as well as Agriculture and Agri-Food Canada and Ontario Ministry of Agriculture, Food and Rural Affairs websites as starting points for your research)

The member will provide a one-page summary note for the rest of the group, as well as a panel of a poster to illustrate the topic for the rest of the class. All the panels will be put together to form a display in either the classroom or a prominent place in the school.



APPENDIX 4A – FREQUENTLY ASKED QUESTIONS ABOUT CLIMATE CHANGE AND AGRICULTURE


•

•

•

•

•

•

•

•

•

http://climatechangeconnection.org/solutions/agriculture-solutions/


APPENDIX 4B – NEWSPAPER FEATURE ASSIGNMENT-GOOD AND BAD NEWS ABOUT CLIMATE CHANGE AND AGRICULTURE

•

•

•


Grade 9-12

LESSON PLAN: Activity Five – Climate Change and Forests

ABOUT THIS LESSON

This activity will focus on climate change and its potential impacts on the forests of Ontario. Students will investigate the transitions that may be caused by climate change.

MATERIALS NEEDED

• Appendix 5


ontario.pdf)


GEOGRAPHY



















SCIENCE
















Biology, Grade 11, College Preparation (SBI3C) Plants in the Natural Environment By the end of Grade 11, students will:

F1.2 assess the positive and negative impact of human activities on the natural balance of plants.

Biology, Grade 11, University Preparation (SBI3U) Diversity of Living Things By the end of Grade 11, students will:

B1.2 analyse some of the risk and benefits of human intervention to the biodiversity of aquatic or terrestrial ecosystems.






Environmental Science, Grade 11, University/College Preparation (SVN3M) Sustainable Agriculture and Forestry By the end of Grade 11, students will:

D1.1 evaluate, on the basis of research, a variety of agricultural and forestry practices with respect to their impact on the economy and environment;

D2.5 use a research process to investigate environmentally sustainable methods of managing healthy and productive agricultural zones and forests;

D3.1 explain the basic principals of various agricultural and forestry practices, and identify regulations and regulatory bodies associated with these practices;

D3.5 explain agricultural techniques and forestry practices that aim to maintain both biodiversity and long-term productivity.





Environmental Science, Grade 11, Workplace Preparation (SVN3E) Natural Resource Science and Management By the end of Grade 11, students will:

E1.1 assess the environmental impact of industrial practices related to the extracting or harvesting of natural resources, and describe ways in which that impact can be monitored and minimized.



















1. In small groups, students will create an anticipation guide for the study of the impact of climate change on forests. Each group will create 5 questions they have about the potential impact.

2. Students will refer to the web-based poster to find the answers to their questions. Students will then search the Ministry of Natural Resources website to find out more about climate change and our forests - https://www.ontario.ca/page/forestry.

3. Students will complete the flow chart handout (Appendix 5), to show the potential impact of climate change on our forests.



Flow charts will be evaluated for accuracy and completion.

ENRICHMENT


One member of the group will be assigned to study the impact of climate change on forests, making specific reference to:

• impact on growing season;

• transitions from forest to grassland;

• transition in the type of tree grown;

• transition of forested areas further north;

• ways to manage change; and

• different pest threats to forests in a warmer climate.

Refer to both the web-based poster and the Ministry of Natural Resources website: https://www.ontario.ca/page/forestry.


https://www.ontario.ca/page/forestry

https://www.ontario.ca/page/forestry


All the panels will be put together to form a display in either the classroom or a prominent place in the school.



APPENDIX 4A – CHART: CLIMATE AND OUR FORESTS: TEMPERATURE INCREASES


Grade 9-12

LESSON PLAN: Activity Six – Climate Change and Natural Heritage

ABOUT THIS LESSON

Students will investigate how climate change can have a negative impact on our natural heritage in the province of Ontario.

MATERIALS NEEDED

• N/A


GEOGRAPHY

















SCIENCE



























1. Divide class into groups to complete a graffiti exercise.

2. Provide each group with a different coloured marker.

3. Have prepared pieces of chart paper with the following topics listed:

• impact of climate change on wildlife that lives in meadow;

• impact of climate change on wildlife that lives in forested areas;

• impact of climate change on wildlife that lives in southern climates;

• impact of climate change on wildlife that lives in northern climates;

• impact of climate change on fish that live in cooler waters; and


• impact of climate change on migrating bird populations.

4. Each group will visit each sheet once. They will be given 2 - 4 minutes per sheet to respond to the topic. They will read over what has been written by previous group(s) and make additional responses with their coloured marker.

5. When the group returns to their first sheet, they will have time to read it over and be prepared to give a summary to the class.

6. The group will then proceed to the library or computer lab to find more information on the topic that they summarized. Each group will prepare a one-page summary for the class.



Flow charts will be evaluated for accuracy and completion.

ENRICHMENT

Invite a guest speaker from the Ministry of Natural Resources into the class to speak about how the ministry uses technology to track wildlife and fish and how they use this information to protect them.


One member of the group will be assigned to study the impact of climate change on our Natural Heritage. The member will consider the following:

• impact of climate change on wildlife that lives in meadow;

• impact of climate change on wildlife that lives in forested areas;

• impact of climate change on wildlife that lives in southern climates;

• impact of climate change on wildlife that lives in northern climates;

• impact of climate change on fish that live in cooler waters; and

• impact of climate change on migrating bird populations.





Grade 9-12

LESSON PLAN: Activity Seven – Climate Change: Looking to the Future

ABOUT THIS LESSON

This activity will focus on our greenhouse gas emissions and ways to reduce them.

MATERIALS NEEDED

• Appendix 7A-Sources of Greenhouse Gas Emissions

• Appendix 7B-Concept Map-Reducing Greenhouse Gases

• Appendix 7C-Greenhouse Gas Pledge


ontario.pdf)


GEOGRAPHY








C3.1 analyse how development projects, particularly, where applicable, megaprojects, affect the sustainability of




human and natural systems in the region.








SCIENCE
























Chemistry, Grade 11, University Preparation (SCH4U) Gases and Atmospheric Chemistry By the end of Grade 11, students will:

F1.1 analyse the effects on air quality of some technologies and human activities, including their own activities, and propose actions to reduce their personal carbon footprint.







1. Teacher will lead a brainstorming activity on greenhouse gas emissions, placing the term “greenhouse gases” in the centre of the board. Students will brainstorm ways in which we produce greenhouse gases.

2. Refer to the web-based poster and discuss:

• where Canada stands internationally on greenhouse gas emissions;

• sources of greenhouse gases in the home; and

• greenhouse gas emission overall in Canada.

3. Make copies of Appendix 7A, “Sources of Greenhouse Gas emissions,” and hand out to class. Have students write a 250-word summary of what they have learned about greenhouse gas emissions.

4. In small groups, students will complete the concept map, “Reducing Greenhouse Gases,” (Appendix 7B). Upon completion, groups will present their information to the class.

5. Individually, students will create an action plan to reduce personal greenhouse gas emissions, using the handout provided (Appendix 7C).



Students’ pledges will be marked for completion.

ENRICHMENT


One member of the group will be assigned to study how Canada is doing in terms of greenhouse gas emissions and how we can reduce our emissions. Consider the following:

• where we stand internationally;

• how we produce gases;

• small-scale and large-scale producers and how they can reduce their emissions; and

• how individuals can reduce their emissions.





APPENDIX 7A – SOURCES OF GREENHOUSE GAS EMISSIONS


APPENDIX 7B – CONCEPT MAP-REDUCING GREENHOUSE GASES


APPENDIX 7C – GREENHOUSE GAS PLEDGE


APPENDIX 7D – RUBRIC


CITATIONS

http://www.agr.gc.ca/eng/science-and-innovation/agricultural-practices/agroforestry/benefits-of-agroforestry/?id=1344633257343

http://www.agr.gc.ca/eng/science-and-innovation/agricultural-practices/agroforestry/benefits-of-agroforestry/?id=1344633257343

https://www.epa.gov/climate-indicators/climate-change-indicators-atmospheric-concentrations-greenhouse-gases

https://www.epa.gov/climate-indicators/climate-change-indicators-atmospheric-concentrations-greenhouse-gases

https://www.epa.gov/ghgemissions/global-greenhouse-gas-emissions-data

https://www.epa.gov/ghgemissions/global-greenhouse-gas-emissions-data

http://www.agr.gc.ca/eng/science-and-innovation/agricultural-practices/climate-change-and-agriculture/future-outlook/impact-of-climate-change-on-canadian-agriculture/?id=1329321987305

http://www.agr.gc.ca/eng/science-and-innovation/agricultural-practices/climate-change-and-agriculture/future-outlook/impact-of-climate-change-on-canadian-agriculture/?id=1329321987305

https://www.nasa.gov/audience/forstudents/k-4/stories/nasa-knows/what-is-climate-change-k4.html

https://www.nasa.gov/audience/forstudents/k-4/stories/nasa-knows/what-is-climate-change-k4.html

https://www.cbc.ca/news/canada/toronto/floods-toronto-climate-change-1.4777715

https://www.cbc.ca/news/canada/toronto/floods-toronto-climate-change-1.4777715

https://www.wwf.org.uk/effectsofclimatechange


ADDITIONAL RESOURCES: CLIMATE CHANGE WEBSITES

Government of Canada (Agriculture & Agri Food Canada) ..............................................www.agr.gc.ca/index_e.php

Biosphere ............................................................................ http://biosphere.ec.gc.ca/Home-WS3C2E8507-1_En.htm

Eco Action ............................................................................................................. www.ecoaction.gc.ca/index-eng.cfm

Environment Canada ................................................................................................................................ www.ec.gc.ca

Natural Resources Canada .......................................................................www.nrcan-rncan.gc.ca/com/index-eng.php

Climate Change Links within the Government of Canada Website Carbon Dioxide Capture and Storage ............................................... http://www.nrcan-rncan.gc.ca/com/resoress/publications/carbone/carbone-eng.php

Clean Air Online ........................................................... www.ec.gc.ca/cleanair-airpur/Home-WS8C3F7D55-1_En.htm

Climate Change and Environment Canada ........................................................... www.ec.gc.ca/climate/home-e.html

Climate Change and Transport Canada ..................................................... www.tc.gc.ca/programs/Environment/utsp/transportationandclimatechange.htm

Greenhouse Gas Emissions Inventory .............................................. http://www.ec.gc.ca/pdb/ghg/ghg_home_e.cfm

Greenhouse Gas Reporting ............................................... www.ghgreporting.gc.ca/ghg-ges/page2.aspx?lang+en-CA

Reducing Canada's Vulnerability to Climate Change

................................................................................................... http://ess.nrcan.gc.ca/2002_2006/rcvcc/index_e.php

Clean Water-Environment Canada ................................... http://www.ec.gc.ca/default.asp?lang=En&n=76D556B9-1

Climate Change and Health-Health Canada .................................. www.hc-sc.gc.ca/ewh-semt/climat/index-eng.php

Ecoplan Collaborative Conservation Planning ............................................... http://ecoplan.mcgill.ca/?=en/node/72

Government of Ontario-Ontario Ministry of Agriculture, Food and Rural Affairs

.............................................................................................................. www.omafra.gov.on.ca/english/environment/

Ontario Ministry of Energy ...................................................................... www.mei.gov.on.ca.wsd6.Korax.net/english

Ontario Ministry of the Environment ...................................................................... www.ene.gov.on.ca/en/index.php

Ontario Ministry of Health ....................................................................................................... www.health.gov.on.ca/

Ontario Ministry of Natural Resources ........................................................................................ www.mnr.gov.on.ca/

We Conserve ......................................................................................................... www.weconserve.ca/on/index.html

Canadian Federation of Agriculture ......................................................................... www.cfa-fca.ca/pages/home.php

Ontario Federation of Agriculture ......................................................................................................... www.ofa.on.ca

Ontario Soil and Crop Improvement Association ................................................................ www.ontariosoilcrop.org/

David Suzuki Foundation-Climate Change ....................................... www.davidsuzuki.org/Climate_Change/science/

The Weather Network-Health and Environment ........................... www.theweathernetwork.com/health/index.htm

Earth Canada .................................................................................................... http://pub.earthday.ca/pub/index.php

http://www.agr.gc.ca/index_e.php

http://biosphere.ec.gc.ca/Home-WS3C2E8507-1_En.htm

http://www.ecoaction.gc.ca/index-eng.cfm

http://www.ec.gc.ca/

http://www.nrcan-rncan.gc.ca/com/index-eng.php

http://www.nrcan-rncan.gc.ca/com/resoress/publications/carbone/

http://www.ec.gc.ca/cleanair-airpur/Home-WS8C3F7D55-1_En.htm

http://www.ec.gc.ca/climate/home-e.html

http://www.tc.gc.ca/programs/Environment/utsp/transportationandclimate

http://www.ec.gc.ca/pdb/ghg/ghg_home_e.cfm

http://www.ghgreporting.gc.ca/ghg-ges/page2.aspx?lang%2Ben-CA

http://ess.nrcan.gc.ca/2002_2006/rcvcc/index_e.php

http://www.ec.gc.ca/default.asp?lang=En&amp%3Bn=76D556B9-1

http://www.hc-sc.gc.ca/ewh-semt/climat/index-eng.php

http://www.omafra.gov.on.ca/english/environment/

http://www.mei.gov.on.ca.wsd6.korax.net/english

http://www.ene.gov.on.ca/en/index.php

http://www.health.gov.on.ca/

http://www.mnr.gov.on.ca/

http://www.weconserve.ca/on/index.html

http://www.cfa-fca.ca/pages/home.php

http://www.ofa.on.ca/

http://www.ontariosoilcrop.org/

http://www.davidsuzuki.org/Climate_Change/science/

http://www.theweathernetwork.com/health/index.htm

http://pub.earthday.ca/pub/index.php


ADDITIONAL RESOURCES: WEBSITES FOR TEACHERS AND STUDENTS

Agriculture and Agri-Food Canada ......................................................................................................... www.agr.gc.ca

Canadian Agriculture at a Glance: Fork in the Road .................................................................. http://www.statcan.gc.ca/pub/96-325-x/2007000/article/10646-eng.htm

Canadian Food Inspection Agency ...............................................................................................www.inspection.gc.ca

Canadian Organic Growers ......................................................................................................................... www.cog.ca

Community Supported Agriculture: Ontario Directory .............................................................http://csafarms.ca/wp

Farm and Food Care .................................................................................................................. www.farmfoodcare.org

Farm Food 360 ............................................................................................................................. www.farmfood360.ca

Farmers’ Markets Ontario ....................................................................................... www.farmersmarketsontario.com

Foodland Ontario ........................................................................................ https://www.ontario.ca/foodland-ontario

Foodland Ontario: Availability Guide ........................................... http://www.ontario.ca/foodland/availability-guide

Foodlink ................................................................................................................................................ www.foodlink.ca

Fresh Vegetable Growers of Ontario ....................................................................... www.freshvegetablesontario.com

Greenbelt Fresh ......................................................................................................................... www.greenbeltfresh.ca

Harvest Ontario ...................................................................................................................... www.harvestontario.com

Health Canada ...................................................................................................................................... www.hc-sc.gc.ca

Homegrown Ontario .................................................... http://ontariomeatandpoultry.ca/homegrown-ontario/about

Leeds, Grenville and Lanark District Health Unit ...................................................... http://healthunit.org/for-professionals/health-care-dental/nutrition-child-health

Locavores........................................................................................................................................ www.locavores.com

Ontario Farm Fresh Marketing Association ...................................................................... www.ontariofarmfresh.com

Ontario Federation of Agriculture ......................................................................................................... www.ofa.on.ca

Ontario Independent Meat Processors .................................................................... http://ontariomeatandpoultry.ca

Ontario Ministry of Agriculture, Food and Rural Affairs ......................................................... www.omafra.gov.on.ca

Ontario Rural Routes .................................................................................................................. www.ruralroutes.com

Statistics Canada, 2016 Census of Agriculture ............................................... https://www.statcan.gc.ca/eng/ca2016

Superstore ....................................................................................................................................... www.superstore.ca

MyMarket: Local Farmers – Real Food ........................................................................................... www.my-market.ca

Zehrs ......................................................................................................................................................... www.zehrs.ca

http://www.agr.gc.ca/

http://www.statcan.gc.ca/pub/96-325-x/2007000/article/10646-eng.htm

http://www.inspection.gc.ca/

http://www.cog.ca/

http://csafarms.ca/wp/

http://www.farmfoodcare.org/

http://www.farmfood360.ca/

http://www.farmersmarketsontario.com/

https://www.ontario.ca/foodland-ontario

http://www.ontario.ca/foodland/availability-guide

http://www.foodlink.ca/

http://www.freshvegetablesontario.com/

http://www.greenbeltfresh.ca/

http://www.harvestontario.com/

http://www.hc-sc.gc.ca/

http://ontariomeatandpoultry.ca/homegrown-ontario/about/

http://www.locavores.com/

http://www.ontariofarmfresh.com/

http://www.ofa.on.ca/

http://ontariomeatandpoultry.ca/

http://www.omafra.gov.on.ca/

http://www.ruralroutes.com/

https://www.statcan.gc.ca/eng/ca2016

http://www.superstore.ca/

http://www.my-market.ca/

http://www.zehrs.ca/

Climate Change: Meeting the Challenge, Grade 9-12 - AgScape

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