The social, environmental, and urban development issues covered in this unit, developed for CGC1D (Canadian Geography, Grade 9), allow students to gain an appreciation of how local and regional geographic issues can affect Canada’s natural and human systems. Students are also given the opportunity to demonstrate geographic inquiry results through interaction and debate. A combination of multimedia education, debate, and hands-on learning promotes understanding for students with diverse learning styles."
"This unit, developed for CGC1D (Geography-Grade 9 Academic), provides an in-depth, fictional environmental case study in which students play roles to represent different ‘stakeholders’ in order to solve an environmental problem. This environmental problem takes place in the fictional town of Crookstown where it is becoming apparent that something is wrong with the water supply. The town has a rural, agricultural area, a new subdivision being built, a chocolate factory, a golf course, sewage treatment plant and a garbage dump – all within town limits – as well as many other possible sources of water contamination.
Students must debate in the form of a town hall meeting about the source of the problems and possible solutions to the problem. The goal of this unit is to get students to work collaboratively when solving environmental problems and to understand the difficulties in coming to a resolution when everyone has a different ‘stake’ in the problem. In this unit there is no right or wrong way to answer the problem and no one person/organization is entirely to blame. The outcome of the town hall meeting will be class dependent.
Students are given a summary of the environmental situation, a map of the areas to set the context as well as an outline of the unique role that they will play (ex. farmer, factory worker). Students will prepare their role (1 day – outline, discussion and research), conduct research into water contamination problems in Canada on the internet (1 day) take part in a town hall meeting (1-2 days) and follow-up class discussion (0.5 - 1 day), and write a reflection paper on what they have learned (1 day). A debate and participation rubric are included with this unit."
"This unit, developed for CHV2O (Civics, Grade 10), allows students to explore their spending habits with the intention of tracking where their money goes and what industries and corporate practices – good and bad – their money is supporting. The unit begins with an overview of economically-linked global issues, including: fair trade, labour rights & standards, corporate environmental stewardship, sustainable agriculture and industry, animal rights and ethical marketing practices. Students are prompted to fill out a simple chart identifying their spending habits in the categories of: fast foods/snacks, beverages, clothing & jewelry, and toiletries. Having identified preferred products, the students then conduct internet research on the corporate track record of each producer/manufacturer or service provider. Critical research skills are employed as students learn to separate fact from fiction, truth from embellishment, reality from PR.
Students will walk away from this unit with inquiry and investigative skills that will allow them to judge whether their consumerism contributes to positive or negative economic practices in a global context. More often than not, students will learn how their daily spending habits betray their sense of fairness, justice and environmental sustainability. To that end, students will learn how with a little effort – and sometimes a little more money – they can become globally-conscientious consumers, and use their money as means of leveraging positive change in the world."
"In this unit, developed for CHV2O, Grade 10 Civics, students examine the concept of “global citizenship” as it relates to the environment. Students are expected to engage in some form of action project that demonstrates their understanding of their responsibilities as global citizens.
In this unit, students will complete a quiz that asks them questions that are relevant to their own lives and allows them to assess their impact on the planet’s biosphere. The quiz focuses on four aspects of the students’ lives: diet, home life/shelter, transportation, and lifestyle choices. After completing the quiz students participate in lessons involving a variety of group work and individual activities that address how each of these factors affects the environment and what they, as individuals, can do to reduce their impact. At the end of the unit, students will complete a final performance task that will allow them to demonstrate their understanding of how humans affect the environment and encourage others to lessen their impact."
"In this unit developed for SCH4C (Grade 12 Chemistry – College Preparation), students will reinforce their understanding of redox reactions as they design and conduct an experiment on the reactivities of different metals; they will be introduced to batteries in the form of galvanic cells; they will develop an understanding of how chemical reactions can be turned into usable electrical energy; and finally students will analyze the impact of our current digital age on the environment. Their culminating task will be to research and educate other students and community members on the dangers of old cell phones and establish a cell phone recycling program at the school.
The key knowledge addressed in the unit will be: activities of metals, electrochemistry of both galvanic and electrolytic cells, and the impact of electrochemistry on the environment. The skills learned include key science investigative skills: planning and carrying out an investigation; selecting, integrating and interpreting information; they will also select and use appropriate modes of representation to communicate scientific ideas, plans, and experimental results their findings."
"This unit, developed for SNC2D, Grade 10 Science-Academic, will have students investigate the link between humanity’s impact on the environment and economy. The unit will start with students analysing data showing an increase in global atmospheric carbon dioxide emissions and the corresponding increase in mean global temperature. To build on this concept students will then be presented with data showing trends in the number and severity of hurricanes. As students look at these concepts, they will investigate the possible link between human activities and the changes we are seeing in our environment. Finally, students will examine information outlining the economic and environmental cost to taxpayers and individuals resulting from global warming and the problems it causes."
"In this unit, developed for SNC3M (Grade 11 Science), students will study fossil fuel extraction, distillation, storage and combustion. These topics will include the environmental impacts of the petroleum industry. The laboratory activities will involve a safe procedure involving approved chemicals.
In this five day lesson plan there will be an opportunity to evaluate students in both a formative and summative manner. It will be up to the teacher to decide the frequency and length of these evaluations."
"Climate change is a gradual process. If you simply measure air temperature, atmospheric carbon dioxide or sea-ice thickness in any given year, you won’t be able to see the full picture of how the planet’s weather patterns are changing. That’s why graphs showing change over time can be such a powerful teaching resource to help students better understand climate trends."