INTRODUCTION TO CLIMATE CHANGE

1
Time Targeted Curriculum
Expectations

1-2 periods -describe the characteristics (e.g. complex,

Interconnected, life supporting, driven by solar
Energy) of natural systems (e.g., climate, biomes,
the lithosphere, the hydrosphere);
-explain how human activities affect, or are affected
by, the environment
Background Information
In this first lesson of regional climate change, students will show what they know or think
they know about climate change. Students will read and discuss articles about climate
change, enabling them to build their current understanding of the issue. In doing so, they will
acquire understanding of key concepts and terms needed to better understand climate change
and its regional and global impacts.
Teaching/Learning Sequence
Minds On Pre-assessment Graffiti activity. Show what they know.
Provide groups with large sheet of paper and markers. Have group members think for one
minute about what they know about climate change. After thinking, students have one
minute to record what they know or think they know. Share. Post collection of knowledge
on the wall to be added to or revised as needed.
ACTION! Whole Class Group read and share
1. Working in groups of three or four students read one article on climate change (BLM
1.1,1.2,1.3,1.4). Tell groups to be prepared to explain what they have learned from the
reading. Allow students three minutes to record by drawing, labeling or writing what
they have learned in the article using the placemat (BLM 1.5). Next, students will do a
round table sharing their visual interpretation of what they have learned. Each member
has two minutes to share.
2. Following readings have students count off from 1-4 to form new groups. Newly formed
groups should have members who have read different articles. Do a round table, each
member has three minutes to share what they have learned.
3. Group share- Pick one student from each placemat section to share his or her visual
interpretation of the reading. Teacher circulates to assist and clarify misconceptions.
4. 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 gained
regarding climate change.

Consolidation and Connection Individual Activity

Provide copy of readings to students (BLM 1.1,1.2,1.3,1.4). Students use readings to
individually complete introduction to climate change questions (BLM 1.6). Assess students
understanding of Climate change, provide additional resources if further understandings are
needed.
Grade 9: Climate Change
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 BLM 1.1

What is climate change?

Climate change is a variation or change in the
climate (temperature, wind, precipitation
patterns) in a specific location, region, or of the
entire planet. This change in weather patterns
persists for a long period of time ranging from
decades to millions of years. Climate change
may be caused by a variety of factors including
natural processes; however, scientific
evidence shows that the current period of
climate change is caused by human activities.

Study the graph to the right. When on the

graph do you see a rapid increase in carbon
emissions and carbon concentrations? What
human activities were happening during this
time period? What happened to the average
global temperature during this same time This figure illustrates the interaction between human
period? generated carbon emissions, atmospheric carbon dioxide
content 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 heat
loss. Sunlight enters our atmosphere and a portion is absorbed by the earth’s surface. A
large amount of this sun’s energy is reflected back or bounces off the earth’s surface as
thermal infrared radiation and travels toward the atmosphere. At this point, greenhouse gases
(water vapour, carbon dioxide, methane and nitrous oxide) in the atmosphere trap the
thermal radiation and reflect it back toward the earth’s surface. These gases are acting as a
blanket to keep the earth warm. Under normal conditions, where the atmosphere contains
naturally occurring concentrations of greenhouse gases, this effect keeps the average global
temperature at 14°C instead of a very cold -19°C. We definitely need this blanket to keep us
warm. But unfortunately, humans are increasing the concentrations of these gases in the
atmosphere contributing to an increase in global temperatures. Humans are causing the
blanket to keep us too warm!

Grade 9: Climate Change

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 BLM 1.2

How do humans contribute to climate change?

Humans contribute to climate change by artificially increasing the levels of
greenhouse gas occurring in our atmosphere. Burning fossil fuels such as natural
gas, gasoline and coal release a large amount of carbon dioxide, methane, and
nitrous oxide into the atmosphere where it collects. This activity thickens the
insulating blanket around the earth and traps a higher percentage of the thermal
infrared radiation reflecting off the earth’s surface, increasing average global
temperatures.

Humans have released so much carbon into the atmosphere through the burning of
fossil fuels and deforestation that the atmosphere contains 32 percent more carbon
dioxide today than at the beginning of the 20th century!

Burning fossil fuels for transportation is the most common source of greenhouse
gas release by humans. Other forms of greenhouse gases including methane and
nitrous oxide which is often produced by humans through waste disposal and
industrial practices. The release of any of these gases is known as Greenhouse
Gas (GHG) emissions. Most activities that humans do at home, school and work
need power. That means each time you turn on a light, use an appliance or ride in a
car you are directly adding to the concentration of greenhouse gases in the
atmosphere. This is not very good news. The good news is that we can make
changes in our communities to reduce the amount of GHG released. What can you
do?

Study the graph. Think

about the human activities
that produce greenhouse
gases in each sector.
How can we reduce GHG
emissions in each sector?
What do you think this
graph will look like in 30
years?

Source: Ontario Climate Change Action Plan Annual Report 2008-2009

Grade 9: Climate Change

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 BLM 1.3

Regional Impact of Climate

Change

In the Region of Peel, climate change could Climate Facts….

mean warmer winters, hotter summers and •In southern Ontario, the number of
more frequent extreme weather events. days exceeding 30°C will more than
Scientists predict that there will be long-term, double by the 2050s
damaging impacts to our built, natural and •Extreme daily precipitation events
human systems. Scientists also know that (such as thunderstorms) will become
more frequent and severe
there will be times when we can find benefits
•UV levels will increase
and local opportunities with a changing
climate. Some examples of both of these
negative and positive impacts of climate
change are illustrated below.

Natural Systems

CLIMATE
1. Changes in
Built System temperature and
1. Increased temperatures precipitation patterns may
CHANGE could lead to higher cause: loss and/or shift in
demand for cooling units; plant and animal species

IMPACTS increased utility bills and

brown/black-outs.
2. Increase erosion,
flooding
2. Increased water use 3. Reduced lake levels
could lead to increased cost and river levels,
in water bills and increased 4. Increased damage and
Human Systems cost to deliver and repair mortality to trees
1. Increased risk to human water systems 5. Increased loss of
health (higher health care 3. Storm damage may agriculturally productive
costs: increased heat stroke, cause building damage and land leading to loss of
allergens, respiratory increased clean up costs food production
complications, and disease) 4. Frequent weather events 6. Increased abundance
2. Higher demand for public may increase costs to of invasive species and
cooling centres maintain buildings, roads, pest infestations.
3. Potential for displaced people bridges and other public
and injuries due to flooding structures.
4. Residents may be isolated
and without power due to
extreme weather events (e.g.
ice storm 1998) The debate is over about whether or not climate change
is real. Irrefutable evidence from around the world –
including extreme weather events, record temperatures,
retreating glaciers, and rising sea levels – all point to the
fact climate change is happening now and at rates much
faster than previously thought.
-David Suzuki-

Grade 9: Climate Change

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 BLM 1.4

A Global Problem that has A We can also take action to prepare for the
impacts of climate change. Adaptation are
Regional Solution actions to reduce the negative impacts of
Climate change is here and it is time to take climate change or take advantage of
action! We as citizens in the Region of Peel potential new opportunities. Adaptation
must recognize that while it is up to each actions include programs that reduce the
community, region, province and nation to do impacts of severe storms or weather events
their part in dealing with the effects of climate that cause flooding, heat waves, ice
change. The impacts of climate will impact your storms, high winds, erosion, change in lake
future, where you live, work, and play. levels and pest infestations. Adaptation
We can respond to climate change by reducing activities include:
greenhouse gas (GHG) emissions. This act of 1. Upgrading storm sewer systems
reducing greenhouse emission is called 2. Developing emergency alert systems
mitigation. The federal government estimates 3. Providing “cooling centers”
that 80% of Canada’s greenhouse gas 4. Using thermal energy to heat and cool
emissions are associated with the production buildings, and
of or consumption of fossil fuels for energy 5. Building storm resistance structures.
purposes. We can mitigate by:
1. Reducing energy use There are also actions that will both reduce
2. Switching to renewable sources of energy greenhouse gas emissions and help
(solar, wind, thermal energy) prepare for climate change (mitigation and
3. Capturing landfill gases, and adaption). These actions include planting
4. Increasing use of public transit. trees, building green roofs, buying local
food, and reducing water use (saves
Mitigation reduces the build-up of greenhouse electricity to pump water and saves water
gases in the atmosphere and slows climate for use during dry spells). Can you explain
change over the long term. why these actions both mitigate and adapt
to climate?

What Can You Do to Combat Climate Change?

Visit [Link] to take a Carbon footprint test.
I can Mitigate by…
I can mitigate and adapt by…
1. Walking to school, friends, parks
1. Taking shorter showers (water conservation)
2. Taking public transit
2. Planting a tree
3. Turning off lights
3. Growing a garden
4. Turning down the heat by 1 or 2 degrees
4. Buying local food
in my house
5. Volunteering to restore plant and animal habitat
5. Using fans instead of air conditioning
6. Finding recreational activities that do not
involve using electricity

I can help Adapt to Climate Change by…

1. Not buying a house on the flood plain
2. Listening for heat alerts, flood and storm
warning and advisories
3. Drinking lots of water when out in the heat
4. Getting involved in committees dealing with
climate change issues.
5. Building awareness of my own carbon footprint
to make lifestyle changes

7 Grade 9: Climate Change

 Placemat BLM 1.5

Climate
Change
Article #___

8 Grade 9: Climate Change

 BLM 1.6

Climate Change
1. Define Climate Change
2. 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 take
action to reduce the impacts of climate change.

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