Sustainability Camp Curriculum

A CLIMATE OF CHANGE

Time:     3hrs (full block; Part 1 and Part 2 could be separated)
Place:    Tofino Botanical Gardens, outdoors or indoors

Overview

Climate change caused by emissions of greenhouse gases (GHGs) from human activities is one of the greatest threats to ecosystems in the 21st century. The potential implications of climate change are bigger, and potentially more catastrophic, than for any other environmental issue. Through erratic weather patterns, forest fires, and glacier melt, we are already experiencing some of the effects of climate change. Even worse, based on the levels of greenhouse gases we have already put in the atmosphere, the process of climate change is likely to increase the severity of ecological and human impacts. If we allow levels of greenhouse gases to continue to rise, the disasters of today will be dwarfed by future catastrophic events.

The scientific evidence that human-induced climate change is happening is unequivocal. There has been international political response beginning with the negotiation of the United Nations Framework Convention on Climate Change (UNFCCC) at the 1992 Earth Summit. The Kyoto Protocol was then established in 1997, which sets legally binding GHG emission targets for each of 38 industrialized countries, including Canada, for the period 2008-2012. Canada ratified the Kyoto Protocol in December 2002, thereby agreeing to be legally bound to meet a target of reducing its GHG emissions to 6% below the 1990 level during by 2012. We are not on a path to meet these targets, while we have all the technology and structures to do so. The issue is whether we, everyone, has the will to create change.  One of humanity’s principal challenges in this century will be to stop climate change, and make significant economic, political and social changes. We must drastically reduce our greenhouse gas emissions, and address our fossil fuel addiction.

In this block students will learn about climate change through an interactive workshop with guest presenters (Part 1) and will explore, through creative and theatrical expression, “ugly” and “beautiful” futures depending on how people choose to address climate change (Part 2).

Prescribed Learning Outcomes

• Grade 7 Science: Assess the requirements for sustaining healthy local ecosystems.
• Grade 6 and 7 Physical Education: Participate safely in activities in a natural or alternative setting; Identify and demonstrate positive behaviours that show respect for individuals’ potential, interests and cultural backgrounds.
• Grade 6 and 7 Social Studies: Identify and clarify a problem, issue or inquiry; Design, implement and assess detailed courses of action to address national problems or issues.
• Grade 7 Social Studies: Evaluate the impact of natural processes and human-induced changes in communities.
• Grade 6 Language Arts: Create real and invented narratives, descriptions and informal oral presentations; Demonstrate a willingness to assume a variety of roles in group interactions.
• Grade 7 Language Arts: Develop strategies for resolving conflict and solving problems.
• Grade 6 Personal Planning: Analyse factors that affect global health issues.
• Grade 6 Fine Arts: Express ideas and emotions using verbal and non-verbal communication; Demonstrate social and group skills in dramatic work; Demonstrate the ability to collaborate when combining ideas in dramatic work; Demonstrate respect for the work of self and others.
• Grade 7 Fine Arts: Demonstrate leadership and responsibility within a group.

Objectives

• Students will understand that climate change is real and happening, and that political, community, and personal action must be taken immediately.
•  Students will be able to express solutions to climate change within various sectors of society.
• Students will engage in a creative process to express what the future might be like depending on how humans choose to address the reality of climate change.

Materials

• Video – “Inconvenient Truth”, which the Tofino Botanical Foundation owns, if option 3 of Part 1 is selected.
• Students may need materials for their skits, such as props (Part 2).

PART 1 – Introducing climate change (1.5 - 2hrs)

Three options for introducing the issue of climate change, including the science behind global warming and greenhouse gases, and the political, economic, and social nature of the issue, are provided. As the main facilitator/educator you may also want to deliver this based on your own experience and knowledge with climate change. The options below are drawing from existing successful programs currently running on Vancouver Island and in BC.

OPTION 1: BC Sustainable Energy Association – Climate Change Game
The Climate Change Game is a free program delivered as an 80min workshop in classrooms. The workshop includes a board game, which encourages teamwork as students collaboratively move around the board, learning about positive and negative environmental consequences that result from individual and societal actions and behaviours. The workshop includes a Climate Change Show video, guided worksheets, student take-home brochures with tips to meet greenhouse gas emission reduction goals and a Superhero Showdown: a two-week contest for students.

Shirlene Cote of the BCSEA has been contacted regarding delivering a Climate Change Game workshop at sustainability camp. She thought it was unlikely that someone could deliver the workshop in Tofino, but it may be possible depending on timing. The game and video could be purchased ($70-100), and there is a potential that you could be trained to deliver the workshop. I have heard good things about the video and game and this is a promising, and probably the best option for introducing climate change.

See www.bcsea.org/activities/ccgame for more info, and contact:
Shirlene Cote
Project Leader, BCSEA Climate Change Game
778-785-3951, scote [at] bcsea.org

OPTION 2: Nanaimo Recycling Exchange, guest presenter
Contact has been made with Lindsey Bingley, Environmental Education Program Coordinator of the Nanaimo Recycling Exchange. She currently delivers workshops for elementary students and is in the process (Feb 2007) of developing a workshop for senior high students. She is interested in participating in the sustainability camp, and may be able to deliver a workshop to introduce the concept of climate change.

Contact Lindsey to arrange a workshop during the camp:
Lindsey Bingley
Environmental Education Program Coordinator
Nanaimo Recycling Exchange
250-758-7777, education [at] recycling.bc.ca

OPTION 3: Inconvenient Truth (video)
This recent and already renowned film outlines the issue of global warming, and exposes many of the myths and misconceptions that surround it. It is an eye-opening fill littered with scientific facts and compelling images. The film is more suited to an older audience, however there are many useful sections that could be shown to introduce the issue and severity of climate change. The film is centred on Al Gore’s efforts in what he calls our “planetary emergency”. The Ecolodge owns this video and it could be viewed on the large screen in the classroom. This would be a great option for students, especially if they are a relatively mature and keen bunch. It is 96min though, so might be best to use sections of it, rather than showing the entire film. The film, along with some of the basic activities from Global Warming 101 might make a great combination for this section. See Global Warming Lesson Plans in pdf, or go to www.globalwarming101.com .

Take a break! (~15min)

PART 2 – Creative Expression of Climate Change Solutions (1-1.5hrs)

Procedure

1. Explain to students that you would now like them to envision the future. They are going to work in groups to create and present a skit (~5min skit) about what the future could look like. Half the groups will present the “ugly” future of climate change, and half the groups will present the “beautiful” future of climate change. The ugly future will represent people not taking action to address climate change, and the beautiful future will represent people taking immediate action to combat climate change.

For example:

Ugly future might be something like everyone lives in glass, climate-controlled domes—same temperature, moisture, etc. all the time. Quite boring. No one can go outside without being dressed in special outfits to combat the heat and reflect the sun’s rays. Outside, the ground is dry and cracked, like in a desert, or Tofino is under 3 ft of water (ie. Tofino residents have had to relocate). There is very little growing, no trees, therefore very few birds, squirrels, bugs, etc. Fewer trees so now it’s harder to breathe. Streams and rivers might be dried up, or flooding – salmon, frogs, fish affected… Food is scarce – we might be eating just pills… let the students create their own imaginations based on the knowledge they gained in Part 1.
Beautiful future might be people living in eco-villages, where kids play outside. There are birds and animals galore. Solar panels on the roofs of houses, wind turbines out back… Lots of gardens and food to eat. Rather than a lot of cars on the road, people would be biking or walking. Buses might be running, and all that came out of them was water-vapour instead of exhaust. New games have been invented like wind-powered full-body kites that allow you to fly... let the students create their own imaginations based on the knowledge they gained in Part 1.

2. Students will have 45 minutes to prepare their skit, so it should be well thought through, and prepared. They can use props, and they can draw on literature in the library, internet, teachers, parents, or other resources.
3. Emphasize that students should include not only the future for humans, but the other species we share the earth with (for example, polar bears, birds, insects…) How are other species affected? Include them in your skit.
4. Circulate amongst the groups to help. Student may wish to use the break out rooms, library, or go outside to think through their ideas and prepare their skits. Ask questions like, what are some of the major impacts of climate change? How will our future look if those happen? (ie. Tofino will probably be displaced with sea level rise). And… If we are going to deal with climate change, what does community transportation look like? How would you design schools and homes? How would our agricultural system change?
5. This may be a challenging activity for students, but that is part of the point – dealing with climate change is a huge challenge. We are potentially staring at an ecological crisis, or we are on the verge of people leading our society into sustainability. Give students a lot of support through this activity. Encourage them to go deep in their thinking, especially those who are creating the “beautiful” future.
6. Present skits (about 5min each). Have the groups who are representing the “ugly” future go first and finish with the “beautiful” future scenarios.
7. Discuss and debrief all of the skits thoroughly at the end. Which future do we want? How can we get there? Remind students that, while climate change presents a very gloomy “ugly” future, we are very capable of addressing climate change. Human history indicates that we have surmounted significant challenges in the past (nuclear war, apartheid, ozone layer). We currently have all the technologies and structures we need to immediately, drastically reduce our greenhouse gas emissions. What we seem to be lacking is the will. Many argue that climate change is a moral issue. Discuss this with the class. Do you think this is a moral issue? Why or why not?
8. Close by summarizing the learnings from this entire block and reiterating that while climate change is a daunting challenge, it can be seen as an opportunity to demonstrate just what a caring, thoughtful, capable creature we are on Earth.