History & Geography · Grade 7 · Living in a Global Community · Term 4

Global Climate Change: Impacts

Analyze the global impacts of climate change, including rising sea levels, extreme weather, and resource scarcity.

• Ontario Curriculum Expectations
• ON: Physical Patterns in a Changing World - Grade 7
• ON: Natural Resources around the World: Use and Sustainability - Grade 7

About This Topic

The Inquiry Project: My Global Impact is the capstone of the Grade 7 Geography and History curriculum. It provides students with the opportunity to choose a global issue they are passionate about, such as climate change, the wealth gap, or human rights, and conduct a deep investigation into its root causes and consequences. The project moves beyond research to action, as students must propose a concrete local or personal step they can take to contribute to a solution.

This project encourages students to see themselves as ethical global citizens with the power to make a difference. It integrates the skills they have learned throughout the year, including data analysis, perspective-taking, and effective communication. This topic is best taught through a 'Genius Hour' approach or a 'Global Goals' fair where students present their findings and action plans to the school community.

Key Questions

1. Explain why climate change is a global problem requiring international cooperation.
2. Analyze how low-lying nations and northern communities are disproportionately affected by climate change.
3. Predict the long-term environmental and social consequences of unchecked climate change.

Learning Objectives

• Analyze data to identify trends in global average temperatures and sea levels over the past century.
• Explain how increased greenhouse gas emissions contribute to rising global temperatures and ocean expansion.
• Evaluate the disproportionate impacts of climate change on vulnerable populations, such as low-lying island nations and Arctic communities.
• Propose specific local actions that can mitigate the effects of extreme weather events or resource scarcity.

Before You Start

Weather vs. Climate

Why: Students need to distinguish between short-term weather patterns and long-term climate trends to understand the concept of climate change.

Causes of Pollution

Why: Understanding various forms of pollution, including air pollution from burning fossil fuels, provides a foundation for grasping the concept of greenhouse gas emissions.

Key Vocabulary

Greenhouse Gas Emissions	Gases, such as carbon dioxide and methane, released into the atmosphere primarily from human activities like burning fossil fuels. These gases trap heat, leading to global warming.
Sea Level Rise	The increase in the average height of the ocean's surface, caused by the thermal expansion of seawater as it warms and the melting of glaciers and ice sheets.
Extreme Weather Events	Weather phenomena that are at the extremes of the historical distribution, such as heat waves, droughts, floods, and intense storms. Climate change is increasing the frequency and intensity of these events.
Resource Scarcity	A situation where the demand for a natural resource, like freshwater or fertile land, exceeds its availability. Climate change can exacerbate scarcity by altering precipitation patterns and damaging ecosystems.

Watch Out for These Misconceptions

Common Misconception

I have to solve the whole problem for my project to be 'successful.'

What to Teach Instead

The goal is to understand the issue and take one meaningful step. A 'small wins' discussion can help students see that every large solution is made up of many small actions.

Common Misconception

Global issues are too big for a Grade 7 student to understand.

What to Teach Instead

Students can understand complex issues when they are broken down into manageable parts. Using a 'problem tree' activity (roots, trunk, branches) can help them map out even the biggest challenges.

Active Learning Ideas

Inquiry Circle: The Inquiry Pitch

Students present a 2-minute 'pitch' for their chosen global issue to a small group. Their peers provide feedback on the focus and feasibility of their research and action plan.

40 min·Small Groups

Gallery Walk: The Global Impact Fair

Students display their final projects (posters, digital presentations, or models) in a gallery walk. They must be prepared to answer questions about their issue and their proposed action.

60 min·Whole Class

Think-Pair-Share: From Local to Global

Students discuss how a small local action (like a school recycling program) can have a larger global impact. They share their thoughts on the most effective way to inspire others to take action.

25 min·Pairs

Real-World Connections

• Coastal communities in the Maldives are actively planning for relocation and building sea walls to combat rising sea levels, impacting infrastructure and displacement of residents.
• Farmers in the Canadian Prairies are adapting to more frequent droughts and unpredictable rainfall by investing in drought-resistant crops and advanced irrigation technologies, affecting food production and local economies.
• International climate summits, like those organized by the United Nations, bring together diplomats and scientists from countries worldwide to negotiate agreements on reducing emissions and supporting adaptation efforts.

Assessment Ideas

Quick Check

Provide students with a short news clip or infographic about a specific climate change impact (e.g., a flood in Bangladesh, a heatwave in Europe). Ask them to write down two sentences identifying the impact and one cause linked to global climate change.

Discussion Prompt

Pose the question: 'Why is it unfair that some communities are more affected by climate change than others?' Facilitate a class discussion, guiding students to consider factors like geographic location, economic resources, and historical contributions to emissions.

Exit Ticket

Ask students to write one sentence explaining why climate change requires international cooperation and one specific local action they could take to address it. Collect these to gauge understanding of global interconnectedness and personal agency.

Frequently Asked Questions

What is an 'inquiry-based' project?

An inquiry-based project is one where students start with a question they are curious about and then conduct their own research to find the answer. It focuses on developing skills like critical thinking, problem-solving, and independent learning.

How do I choose a global issue for my project?

Think about the topics we have covered this year that made you feel concerned or excited. You could also look at the UN Sustainable Development Goals for inspiration. Choose something that you want to learn more about and that you feel you can take action on.

What does a 'personal action' look like?

A personal action could be anything from changing your own habits (like using less plastic) to educating others (like making a video) to raising money or awareness for an NGO.

How can active learning help students with their inquiry project?

Active learning is the heart of the inquiry project. By choosing their own topic and designing their own action plan, students take ownership of their learning. The collaborative feedback and public presentation stages help them refine their ideas and see the real-world value of their work.