Climate Change: Grade 9 - Peel Region
Climate Change:Grade 9Planning to be part of myRegion!Planning Peel –A LessonPlans Series
TABLE OF CONTENTSWELCOME .1OBJECTIVES .1REGION OF PEEL .2Lesson 1: Introduction to Climate Change .3Lesson 2: Imacts,Mitigation and Adaptation . .10Lesson 3: Climate Change Survival Activity . .18Lesson 4: My Climate Change Awareness.22Lesson 5: Planning a Sustainable Region . .26GLOSSARY 40ii
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Welcome!Welcome to Planning to be part of my Region! A series of lesson plans aimed ateducating Grade 9 students about Climate Change in the Regionof Peel.The lesson plans focus on building an understanding of regional climate changeand how people can mitigate and adapt to these impacts. Students will be asked tomake decisions and voice their opinion about climate change. They will also beasked to share their thoughts on how to build a sustainable Region to combat climatechange.We hope that through teaching these lessons, students will become moreaware about the Region they live in and be empowered to make decisions that will impacttheir future.ObjectivesThe Region of Peel Integrated Planning Division has a variety of objectives in thedevelopment of these lesson plans:1.To build an awareness of Region of Peel’s planning research projects and initiativesthrough the development of educational resources and lesson plans for use byteachers and students.2.To link Regional Planning initiatives to Grade 9 Ontario curriculum expectations.3.To create hands-on, minds-on, integrated lesson plans to support student learning andunderstanding of climate change.1Grade 9: Climate Change
The Region of PeelThe following introduction provides backgroundinformation regarding the geographic Region of Peeland is intended to help you prepare for teaching ofthe lessons.Situated in the heart of southern Ontario's majorurban centres, the Region of Peel is the secondlargest municipality in Ontario, with a population ofover one million. The Regional municipality of Peelconsists of three municipalities – cities ofMississauga, Brampton, and town of Caledon.The Region of Peel has an urban and rural system. Brampton and Mississauga make up the urbansystem where the majority of growth has occurred in Peel. Currently, Mississauga comprises themajority of Peel’s population, but the significant growth in Brampton is expected to close the gap.Both Brampton and Mississauga have experienced rapid population growth and commercialdevelopment which has transformed what was primarily a rural area of natural landscapes, farms andvillages into a dynamic blend of urban, industrial and residential areas.Rapid growth in the Region will potentially contribute to the impact of climate change. An increase inpopulation means an increase in carbon emissions to the area. Increasingly, humans are releasingcarbon into the atmosphere through the burning of fossil fuels, the atmosphere now contains 32%more carbon dioxide than it did at the beginning of the 20th century. These actions result in an increaseof global temperatures.Climate change may result in an increase in the frequency and severity of extreme weather events inthe Region. It is difficult to determine to what extent these impacts may have, but it is known that theRegion of Peel will experience some shifts in climate. These impacts may result in decliningavailability of water supplies or damage to property due to severe storms. Given the unpredictablenature of these effects the Region of Peel is taking a proactive approach to reduce greenhouse gasemissions (GHG) now and adapt to these changes in hopes of reducing the impact of climate changein the future.Communities in the Region of Peel can play an important role in combating climate change throughthe reduction of carbon emissions also known as greenhouse gas (GHG). Taking steps to reducecarbon emissions and preparing to adapt to the impact of climate change will help communitiesimprove their resiliency to climate change.Providing knowledge about climate change is an important topic for study by youth. Youth arestakeholders of the Region, and therefore need to be engaged in meaningful dialogue that willcontribute to decision making pertaining to regional and global climate change. The way we plan andadapt to climate change will have a positive impact in ensuring the Region of Peel is a place whereour children can grow up feeling safe and healthy. We must recognize the capacity of students to beauthentic participants and stewards in planning for climate change.2Grade 9: Climate Change
INTRODUCTION TO CLIMATE CHANGE1Targeted CurriculumExpectationsTime1-2 periods-describe the characteristics (e.g. complex,Interconnected, life supporting, driven by solarEnergy) of natural systems (e.g., climate, biomes,the lithosphere, the hydrosphere);-explain how human activities affect, or are affectedby, the environmentBackground InformationIn this first lesson of regional climate change, students will show what they know or thinkthey know about climate change. Students will read and discuss articles about climatechange, enabling them to build their current understanding of the issue. In doing so, they willacquire understanding of key concepts and terms needed to better understand climate changeand its regional and global impacts.Teaching/Learning SequenceMinds On Pre-assessment Graffiti activity. Show what they know.Provide groups with large sheet of paper and markers. Have group members think for oneminute about what they know about climate change. After thinking, students have oneminute to record what they know or think they know. Share. Post collection of knowledgeon the wall to be added to or revised as needed.ACTION! Whole Class1.2.3.4.Group read and shareWorking in groups of three or four students read one article on climate change (BLM1.1,1.2,1.3,1.4). Tell groups to be prepared to explain what they have learned from thereading. Allow students three minutes to record by drawing, labeling or writing whatthey have learned in the article using the placemat (BLM 1.5). Next, students will do around table sharing their visual interpretation of what they have learned. Each memberhas two minutes to share.Following readings have students count off from 1-4 to form new groups. Newly formedgroups should have members who have read different articles. Do a round table, eachmember has three minutes to share what they have learned.Group share- Pick one student from each placemat section to share his or her visualinterpretation of the reading. Teacher circulates to assist and clarify misconceptions.Cut placemats sections into four, grouping similar article information into a collage.Post on the placemat sections as a collective collection of ideas and knowledge gainedregarding climate change.Consolidation and Connection Individual ActivityProvide copy of readings to students (BLM 1.1,1.2,1.3,1.4). Students use readings toindividually complete introduction to climate change questions (BLM 1.6). Assess studentsunderstanding of Climate change, provide additional resources if further understandings areneeded.3Grade 9: Climate Change
BLM 1.1What is climate change?Climate change is a variation or change in theclimate (temperature, wind, precipitationpatterns) in a specific location, region, or of theentire planet. This change in weather patternspersists for a long period of time ranging fromdecades to millions of years. Climate changemay be caused by a variety of factors ce shows that the current period ofclimate change is caused by human activities.Study the graph to the right. When on thegraph do you see a rapid increase in carbonemissions and carbon concentrations? Whathuman activities were happening during thistime period? What happened to the averageglobal temperature during this same timeperiod?This figure illustrates the interaction between humangenerated carbon emissions, atmospheric carbon dioxidecontent and average global temperatures (ACIA, 2004).What is the greenhouse effect?The greenhouse effect refers to the role of our atmosphere in insulating the planet from heatloss. Sunlight enters our atmosphere and a portion is absorbed by the earth’s surface. Alarge amount of this sun’s energy is reflected back or bounces off the earth’s surface asthermal infrared radiation and travels toward the atmosphere. At this point, greenhouse gases(water vapour, carbon dioxide, methane and nitrous oxide) in the atmosphere trap thethermal radiation and reflect it back toward the earth’s surface. These gases are acting as ablanket to keep the earth warm. Under normal conditions, where the atmosphere containsnaturally occurring concentrations of greenhouse gases, this effect keeps the average globaltemperature at 14 C instead of a very cold -19 C. We definitely need this blanket to keep uswarm. But unfortunately, humans are increasing the concentrations of these gases in theatmosphere contributing to an increase in global temperatures. Humans are causing theblanket to keep us too warm!4Grade 9: Climate Change
BLM 1.2How do humans contribute to climate change?Humans contribute to climate change by artificially increasing the levels ofgreenhouse gas occurring in our atmosphere. Burning fossil fuels such as naturalgas, gasoline and coal release a large amount of carbon dioxide, methane, andnitrous oxide into the atmosphere where it collects. This activity thickens theinsulating blanket around the earth and traps a higher percentage of the thermalinfrared radiation reflecting off the earth’s surface, increasing average globaltemperatures.Humans have released so much carbon into the atmosphere through the burning offossil fuels and deforestation that the atmosphere contains 32 percent more carbondioxide today than at the beginning of the 20th century!Burning fossil fuels for transportation is the most common source of greenhousegas release by humans. Other forms of greenhouse gases including methane andnitrous oxide which is often produced by humans through waste disposal andindustrial practices. The release of any of these gases is known as GreenhouseGas (GHG) emissions. Most activities that humans do at home, school and workneed power. That means each time you turn on a light, use an appliance or ride in acar you are directly adding to the concentration of greenhouse gases in theatmosphere. This is not very good news. The good news is that we can makechanges in our communities to reduce the amount of GHG released. What can youdo?Study the graph. Thinkabout the human activitiesthat produce greenhousegases in each sector.How can we reduce GHGemissions in each sector?What do you think thisgraph will look like in 30years?Source: Ontario Climate Change Action Plan Annual Report 2008-20095Grade 9: Climate Change
BLM 1.3Regional Impact of ClimateChangeIn the Region of Peel, climate change couldmean warmer winters, hotter summers andmore frequent extreme weather events.Scientists predict that there will be long-term,damaging impacts to our built, natural andhuman systems. Scientists also know thatthere will be times when we can find benefitsand local opportunities with a changingclimate. Some examples of both of thesenegative and positive impacts of climatechange are illustrated below.CLIMATECHANGEIMPACTSHuman Systems1. Increased risk to humanhealth (higher health carecosts: increased heat stroke,allergens, respiratorycomplications, and disease)2. Higher demand for publiccooling centres3. Potential for displaced peopleand injuries due to flooding4. Residents may be isolatedand without power due toextreme weather events (e.g.ice storm 1998)Climate Facts . In southern Ontario, the number ofdays exceeding 30 C will more thandouble by the 2050s Extreme daily precipitation events(such as thunderstorms) will becomemore frequent and severe UV levels will increaseBuilt System1. Increased temperaturescould lead to higherdemand for cooling units;increased utility bills andbrown/black-outs.2. Increased water usecould lead to increased costin water bills and increasedcost to deliver and repairwater systems3. Storm damage maycause building damage andincreased clean up costs4. Frequent weather eventsmay increase costs tomaintain buildings, roads,bridges and other publicstructures.Natural Systems1. Changes intemperature andprecipitation patterns maycause: loss and/or shift inplant and animal species2. Increase erosion,flooding3. Reduced lake levelsand river levels,4. Increased damage andmortality to trees5. Increased loss ofagriculturally productiveland leading to loss offood production6. Increased abundanceof invasive species andpest infestations.The debate is over about whether or not climate changeis real. Irrefutable evidence from around the world –including extreme weather events, record temperatures,retreating glaciers, and rising sea levels – all point to thefact climate change is happening now and at rates muchfaster than previously thought.-David Suzuki-6Grade 9: Climate Change
BLM 1.4A Global Problem that has ARegional SolutionClimate change is here and it is time to takeaction! We as citizens in the Region of Peelmust recognize that while it is up to eachcommunity, region, province and nation to dotheir part in dealing with the effects of climatechange. The impacts of climate will impact yourfuture, where you live, work, and play.We can respond to climate change by reducinggreenhouse gas (GHG) emissions. This act ofreducing greenhouse emission is calledmitigation. The federal government estimatesthat 80% of Canada’s greenhouse gasemissions are associated with the productionof or consumption of fossil fuels for energypurposes. We can mitigate by:1. Reducing energy use2. Switching to renewable sources of energy(solar, wind, thermal energy)3. Capturing landfill gases, and4. Increasing use of public transit.Mitigation reduces the build-up of greenhousegases in the atmosphere and slows climatechange over the long term.We can also take action to prepare for theimpacts of climate change. Adaptation areactions to reduce the negative impacts ofclimate change or take advantage ofpotential new opportunities. Adaptationactions include programs that reduce theimpacts of severe storms or weather eventsthat cause flooding, heat waves, icestorms, high winds, erosion, change in lakelevels and pest infestations. Adaptationactivities include:1. Upgrading storm sewer systems2. Developing emergency alert systems3. Providing “cooling centers”4. Using thermal energy to heat and coolbuildings, and5. Building storm resistance structures.There are also actions that will both reducegreenhouse gas emissions and helpprepare for climate change (mitigation andadaption). These actions include plantingtrees, building green roofs, buying localfood, and reducing water use (saveselectricity to pump water and saves waterfor use during dry spells). Can you explainwhy these actions both mitigate and adaptto climate?What Can You Do to Combat Climate Change?Visit http://www.peelregion.ca/planning/ecofootprint/ to take a Carbon footprint test.I can Mitigate by 1.Walking to school, friends, parks2.Taking public transit3.Turning off lights4.Turning down the heat by 1 or 2 degreesin my house5.Using fans instead of air conditioning6.Finding recreational activities that do notinvolve using electricityI can mitigate and adapt by 1.Taking shorter showers (water conservation)2.Planting a tree3.Growing a garden4.Buying local food5.Volunteering to restore plant and animal habitatI can help Adapt to Climate Change by 1.Not buying a house on the flood plain2.Listening for heat alerts, flood and stormwarning and advisories3.Drinking lots of water when out in the heat4.Getting involved in committees dealing withclimate change issues.5.Building awareness of my own carbon footprintto make lifestyle changes7Grade 9: Climate Change
PlacematBLM 1.5ClimateChangeArticle #8Grade 9: Climate Change
BLM 1.6Climate Change1.Define Climate Change2.How do humans contribute to climate change?3.How do you contribute to climate change?4.Draw a diagram illustrating the greenhouse effect.5.What does GHG stand for? How do humans produce GHGs?6.Why is it important to take actions against climate change?7.What could you do to combat climate change?8.List the impacts of climate change in a chart form.9.What is mitigation? How can we mitigate climate change?10. List 3 things you can do to mitigate climate change.11. How are we adapting to the impacts of climate change?12. List 3 things you can do to adapt to climate change.Extension: Design a poster illustrating how high school students can takeaction to reduce the impacts of climate change.9Grade 9: Climate Change
IMPACT,MITIGATION ANDADAPTATION2Targeted CurriculumExpectationsTime1-2 periods- explain how human activities affect, or are affected by,the environment-describe how natural systems influence cultural and economicactivities-explain how selected factors cause change in human andnatural systems-predict the consequences of human activities on natural systemsBackground InformationThis lesson will help bring meaning to the concepts of climate change impacts,mitigation, and adaptation. It is anticipated that even small shifts in normal climateconditions will have potentially large impact in the Region of Peel including increasedamount of extreme weather events. Floods, wind storms, ice storms will have negativeeffects on the built, natural and human systems in our communities. Addressing theimpact of climate change requires two complementary actions: reducing greenhouse gasemissions (mitigation) and reducing harm to living things and their environment(adaptation) .Teaching/Learning SequenceWhole Class1.Place the words “Impacts of Climate Change” and “Actions to Combat ClimateChange” on the walls on either side of the classroom.2.Hand out the series of Climate change prompts to pairs of students (TR 2.1).After reading and thinking about the prompt, ask students to justify theirreasoning by moving closer to the wall that best fits their prompt.3.Place a VENN diagram on the board (TR 2.2). Have students with the Actionsto combat climate change come up and place it in the VENN either inMitigation, Adaptation or both. Have students with impact statements decide ifthese actions would combat their impact statement. Ask student to be preparedto justify why.Mitigation Actions to reduce GHG emissionsAdaptation Actions that reduce harm to living thingsand their environment.Middle of VENN Actions that both mitigate and adapt(mostly actions that involve greening the environment)i.e. Planting trees both reduces GHG emissions and is anaction to adapt to the impact10Grade 9: Climate Change
Groups of Four – Concept Attainment ChartStudents:1.Students form groups of four.2.Follow the instructions on the Concept Attainment Chart (BLM 2.3) BLM 2.4 canbe used for students who prefer visual learning styles. Students need to determinethe differences
adapt to climate change will have a positive impact in ensuring the Region of Peel is a place where our children can grow up feeling safe and healthy. We must recognize the capacity of students to be authentic participants and stewards in planning for climate change. Grade 9: Climate Change 2
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
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