Learning to Live Sustainably : Climate Change in Geography, Science and Civics Presented by:

1. Learning to Live Sustainably: Climate Change in Geography, Science and Civics Presented by: Arlene Higgins Wright, Lori Drawetz, Pam Lawson & Mike Clare

2. Agenda • Welcome & Workshop Goals • Connecting to Climate Change • Ontario EcoSchools (Program & Guides) • Climate Change Presentation Break • Curriculum Guides • Summary

3. Workshop Goals • Understand climate change and systems thinking • Become familiar with the format and content of the curriculum documents • Share information with other members of your department/school community • Active participation

4. Strategy Considerations 1. How does this activity reinforce or deepen your understanding? 2. How could you use this activity in your classroom?

5. “What’s up with the weather?”

6. Unpacking Our Thinking 1.Randomly identify all the parts of the world 2.Draw a circle around the natural parts and a square around the synthetic parts 3.Using lines and arrows, make connections between as many parts as possible 4.Write the reason for the connnection(s) on the line

7. A system is a collection of interrelated parts consisting of objects, materials, phenomena, processes, ideas, principles, rules, organizations or people that interact to form a distinguishable whole. It consists of parts that work together in ways that cannot be understood only by studying the parts alone. Systems are characterized by what arises from the interactions of the parts; and these interactions are often as much a part of the study as the parts themselves. American Association for the Advancement of Science

8. Essential Question In what ways are the relationships between human systems and natural systems changing over time?

9. Anticipation Guide 1.Read each statement and record your response. 2.Provide evidence to support your opinion. 3.Discuss each statement with a partner.

10. Chunk & Chew • This connects to… • I can use… • I would modify… • The strengths I see are… • I’m wondering about…

11. Ontario EcoSchools Goals 1.Align what is taught in classrooms and how schools operate (curriculum/facilities) 2.Save money and reduce our impact on the environment (e.g., conserve energy and minimize waste) 3.Emphasize teaching about climate change and taking action to reduce greenhouse gas emissions

12. Ecological Literacy • understanding the basic principles of organization of ecological communities and being able to embody them in the daily life of human communities. • (principles  networks, systems, cycles, flows, development and dynamic balance)

14. Resources Guides for Getting Started

15. Connecting to the Elementary Curriculum Resources • Energy Conservation By Grade (1-8) • Waste Minimization By Grade (1-8) • Systems Thinking (1-8)

16. Connecting to the Secondary Curriculum Resources Climate Change - Core • Climate Change in Grade 9 Geography • Climate Change in Grade 10 Science • Climate Change in Grade 10 Civics

17. Connecting to the Secondary Curriculum Resources Climate Change - Extensions • Climate Change in Grade 11 and 12 Geography • Climate Change in Grade 11 and 12 Science • Climate Change and Your Future - IDS Grade 12

18. Resources Guides to Enrich Your Program 20/20: The Way to Clean Air Designing for Shade and Energy Conservation

19. Resources Guides to Enrich Your Program Festival Ideas Certification Guide

20. Resources Multi-media Presentations • Changing Climate, Changing Attitudes (General) • The Impacts of Climate Change (Geography) • The Science of Climate Change (Science)

21. Support for school boards • Download free guides at www.yorku.ca/fes/envedu/ecoschools.asp • Order CD with all 16 guides and 3 multi-media presentations ($5.35 shipping and handling)

22. Climate Change Multimedia Presentation

23. Enjoy your 15 minute BREAK!

24. Curriculum Guides

25. Climate Change in Grade 10 Civics • Purpose of Document • Document overview • Textbook & Teacher Resource Binder Links

26. 4 Corners/Lettered Heads • Read through the task description and accompanying resources. • Consider a) the reason for doing the task, b) connections to the curriculum; c) opportunities for all learners to demonstrate their learning; d) how and what to assess. • 3. Share these ideas with the other groups.

27. “4 Corners” • A Case Study of the Environmental Impacts of • Transportation Choices (Academic) • 2. Urban Sprawl and the Environmental Impact • of Transportation Choices (Applied) • 3. Forestry Management and Climate Change • (Academic & Applied)

28. Culminating Tasks A What are the benefits of this task? What are the challenges? B What is the relationship between the task and the curriculum? C How can this task engage students and allow all learners to demonstrate their knowledge/skills? D How can this task be assessed? What supports are necessary to ensure students are successful?

29. Chunk & Chew • This connects to… • I can use… • I would modify… • The strengths I see are… • I’m wondering about…

30. Summary Feedback Next Steps

31. “The great challenge of our time is to build and nurture sustainable communities – communities that are designed in such a way that their ways of life, businesses, economies, physical structures, and technologies do not interfere with nature's inherent ability to sustain life.” -- Fritjof Capra (Centre for Ecoliteracy)