Curriculum

Ministry Expectations (Ontario, Academic SNC2D); as a culminating activity, this lesson broadly addresses:
D1. Relating Science to Technology, Society and the Environment
D2. Developing Skills of Investigation and Communication

Teaching Process

1. In this culminating activity, students are challenged — tasked — to write and produce a video “rant” that highlights the causes, effects and solutions related to climate change. They could work in teams. See Instructions to Students. On the first day assign the rant, show an example, and brainstorm ideas. Give the students a day or two out of class to write the script; students bring it in for a second class for editing. Allow another day or two out of class for students to produce (film) their rant (and post in the class space — class account — in COOL 2.0). In the final class period, students show their rants.
2. In Lesson #3, students committed to take action to reduce their Greenhouse Gas Emissions — in their own daily lives, by promoting action to their peers and/or family, at school. Tabulate the actual actions taken by students in the GHG calculator, determine actual reductions in GHG emissions (by student, aggregated for the class) and compare actual to expected results
3. Post and discuss a series of reflective questions. These could be posted in the class space or class account in COOL 2.0 where discussion could be facilitated in the online environment. Some possible questions:
• What was the one most startling thing you learned about climate change?
• Why do you think it is important to learn about the science of climate change.
• Which of the actions to reduce your own GHG emissions that you took at the outset of this unit will you continue. What made it possible to do so.
• Did you try to influence your peers and/or your family to take action on climate change. What was that like and what did you learn about how best to engage others in action?
4. If you did the pre-test in Climate Change Science Unit – Lesson #1: Sila Alangotok, administer post-test (see attachments).

Teachers Notes

At the outset of the lesson, have the students watch and discuss a rant – what is it?, what makes it effective?, etc. Rick Mercer is a master ranter. His rant The Kids are Alright would serve as a good example of a rant and it is both appropriate and inspiring.
http://www.cbc.ca/player/Shows/Shows/The+Rick+Mercer+Report/Rick%27s+Rants/ID/2219305088/?sort=MostPopular

Students can post their “rant” on YouTube.

Instructions for Students

Climate change is probably the single most important issue in today’s world. We know it’s happening, but we choose to sit back and let it. The time to act is now. Yes, it might be inconvenient, but the truth is if we don't act, the effects of global warming to our climate, our societies, our economy, our environment and our lives will only get worse.

Fighting climate change will take knowledge, strength, perseverance, ownership, and
creative solutions.

Your task is to write and film a video “rant” that highlights causes, effects and solutions related to climate change. Be sure to film in a meaningful location, in order to enhance your message. You can also use persuasive techniques like humour, repetition, facts, statistics, personal stories and emotion to convince your audience of your message.