Geography · Grade 9 · Environmental Interaction and Sustainability · Term 3

Impacts of Climate Change

Exploring the diverse environmental, social, and economic impacts of climate change across the globe.

• Ontario Curriculum Expectations
• ON: Interactions in the Physical Environment - Grade 9

About This Topic

Sustainable Development Goals (SDGs) provides a framework for evaluating global progress toward a more equitable and sustainable future. Students explore the 17 UN goals, such as 'No Poverty,' 'Climate Action,' and 'Reduced Inequalities,' and how they are interconnected. In the Ontario curriculum, this topic is used to bridge local and global issues, asking students to assess how Canada is performing on these goals and what geographic factors (like climate or resource access) hinder progress in different regions of the world.

This topic is the 'capstone' of geographic study, requiring students to synthesize everything they have learned about physical and human systems. It is particularly effective when students can engage in 'SDG Action Projects' or gallery walks where they critique different countries' progress, using peer feedback to develop more effective and culturally sensitive solutions.

Key Questions

1. Explain why certain regions are more vulnerable to the effects of climate change.
2. Analyze the relationship between climate change and extreme weather events.
3. Predict the long-term consequences of sea-level rise on coastal communities.

Learning Objectives

• Analyze the differential vulnerability of various global regions to climate change impacts, citing specific geographic factors.
• Evaluate the causal relationship between climate change and the increased frequency and intensity of extreme weather events.
• Predict the long-term economic and social consequences of sea-level rise on specific coastal communities.
• Synthesize information from diverse sources to propose mitigation and adaptation strategies for climate change impacts in Canada.
• Critique the effectiveness of current global policies in addressing the diverse impacts of climate change.

Before You Start

Climate Change: Causes and Evidence

Why: Students need a foundational understanding of the greenhouse effect and the scientific evidence for human-caused climate change before analyzing its impacts.

Human-Environment Interactions

Why: This topic builds on students' understanding of how human activities affect the environment and how environmental changes, in turn, impact human societies.

Global Climate Patterns

Why: Knowledge of different climate zones and their characteristics is essential for understanding why certain regions are more vulnerable to changes.

Key Vocabulary

Climate Change Vulnerability	The susceptibility of a region or population to the negative impacts of climate change, often influenced by factors like geographic location, economic status, and adaptive capacity.
Extreme Weather Events	Weather phenomena that are at the extremes of the historical distribution, such as heat waves, heavy rainfall, droughts, and intense storms, which are becoming more frequent and severe due to climate change.
Sea-Level Rise	The increase in the average global sea level caused by the expansion of ocean water as it warms and the melting of glaciers and ice sheets.
Climate Adaptation	The process of adjusting to actual or expected climate and its effects, aiming to moderate harm or exploit beneficial opportunities.
Climate Mitigation	Efforts to reduce or prevent the emission of greenhouse gases, thereby slowing down the rate of climate change.

Watch Out for These Misconceptions

Common Misconception

The SDGs are only for 'poor' countries.

What to Teach Instead

The SDGs are universal goals for all countries. Even wealthy nations like Canada have significant work to do on goals like 'Reduced Inequalities' and 'Responsible Consumption.' Comparing domestic and international data helps students see this universality.

Common Misconception

You can solve one SDG without worrying about the others.

What to Teach Instead

The goals are 'indivisible' and interconnected. For example, you cannot achieve 'Good Health' (SDG 3) without 'Clean Water' (SDG 6). Using a 'connection web' activity helps students visualize these vital links.

Active Learning Ideas

Gallery Walk: The SDG Progress Report

Set up 17 stations, each representing an SDG. Students move in groups to identify one country that is succeeding and one that is struggling with that goal, noting the geographic reasons for the difference.

50 min·Small Groups

Simulation Game: The SDG Funding Committee

Groups are given a limited 'global budget' and must decide which three SDGs to prioritize for funding. They must present a geographic argument for why their chosen goals will have the biggest 'multiplier effect' on other goals.

60 min·Small Groups

Think-Pair-Share: Localizing the SDGs

Students choose one SDG and brainstorm with a partner three specific things their local community or school could do to help achieve that goal by 2030. They then share their 'Local Action Plan' with the class.

30 min·Pairs

Real-World Connections

• Coastal engineers in Vancouver, British Columbia, are developing strategies to protect low-lying areas from increased flooding and storm surges, incorporating projected sea-level rise into infrastructure designs.
• Agricultural scientists in Saskatchewan are researching drought-resistant crop varieties and water management techniques to help farmers adapt to changing precipitation patterns and more frequent dry spells.
• Emergency management agencies across Canada are updating disaster preparedness plans to account for the increased likelihood of extreme weather events like wildfires and severe winter storms, affecting communities from coast to coast.

Assessment Ideas

Discussion Prompt

Pose the following question to small groups: 'Choose one specific region of the world (e.g., the Arctic, a low-lying island nation, a major river delta). Discuss why this region is particularly vulnerable to climate change and identify two specific impacts it faces.' Have groups share their findings with the class.

Quick Check

Provide students with a short news article describing a recent extreme weather event. Ask them to write two sentences explaining how this event might be linked to broader climate change trends and one sentence describing a potential long-term consequence for the affected area.

Peer Assessment

Students create a brief infographic outlining one impact of climate change (e.g., sea-level rise, increased heat waves) and potential adaptation strategies. They then exchange infographics with a partner and use a checklist to assess: Is the impact clearly explained? Are at least two adaptation strategies listed? Is the information accurate?

Frequently Asked Questions

What are the UN Sustainable Development Goals?

The SDGs are a collection of 17 interlinked global goals designed to be a 'blueprint to achieve a better and more sustainable future for all.' They were set in 2015 by the United Nations General Assembly and are intended to be achieved by the year 2030.

How is Canada doing on the SDGs?

Canada performs well on goals like 'Quality Education' and 'Clean Water,' but faces significant challenges in 'Climate Action' and 'Reduced Inequalities,' particularly regarding the socio-economic gaps faced by Indigenous peoples.

What is the '2030 Agenda'?

The 2030 Agenda is the overall plan adopted by all UN Member States to provide a shared blueprint for peace and prosperity for people and the planet, now and into the future. The 17 SDGs are at its heart.

How can active learning help students understand the SDGs?

The SDGs can feel like a long, overwhelming list. Active learning, like the 'Funding Committee' simulation, forces students to look at the goals as a system. By debating priorities and identifying connections, students move from memorization to a strategic understanding of how global change actually happens.