Science · Grade 10

Active learning ideas

Mitigation Strategies for Climate Change

Active learning works for climate change mitigation because students need to grapple with complex trade-offs between technology, policy, and behavior. When they analyze real data or role-play decision-makers, they move from abstract concepts to concrete understanding of how strategies interact in practice.

• Ontario Curriculum Expectations
• HS-ESS3-4

• 40–60 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Jigsaw
• 50 min · Small Groups

Jigsaw: Renewable Energy Sources

Assign small groups one renewable type (solar, wind, hydro, geothermal). Each group researches emissions reductions, costs, and Ontario examples, then teaches the class via posters. Follow with a whole-class comparison chart. Conclude with student votes on best local fit.

Explain different strategies for reducing carbon emissions from energy production.

Facilitation Tip

During the Jigsaw activity, assign each group a renewable source and provide a dataset with daily output variations to highlight intermittency challenges.

What to look for

On an index card, have students write: 1. One specific strategy for reducing carbon emissions from energy production. 2. One advantage and one challenge of that strategy. 3. One question they still have about climate change mitigation.

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Activity 02

• Formal Debate
• 45 min · Pairs

Formal Debate: Renewables vs Carbon Capture

Pairs prepare arguments for or against prioritizing renewables over carbon capture, using provided data on effectiveness and challenges. Hold a whole-class debate with timed rebuttals. Groups reflect on strongest evidence in exit tickets.

Analyze the effectiveness of renewable energy sources in mitigating climate change.

Facilitation Tip

For the Debate, require students to present one technical limitation and one policy barrier for their assigned side, using the case study evidence.

What to look for

Present students with a short case study about a hypothetical town considering a new energy source. Ask them to identify the primary mitigation strategy being proposed, list two pros and two cons based on the case study, and suggest one additional mitigation strategy the town could consider.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Activity 03

• Decision Matrix
• 40 min · Small Groups

Carbon Footprint Strategy Design

Individuals calculate personal or class carbon footprints using online tools. In small groups, redesign lifestyles or school operations with mitigation strategies, ranking by feasibility and impact. Present top three to class.

Evaluate the feasibility and challenges of carbon capture technologies.

Facilitation Tip

In the Carbon Footprint Strategy Design, provide a template with sector-specific prompts so students focus on high-impact actions rather than generic suggestions.

What to look for

Pose the question: 'If you were advising the Canadian government, which two climate change mitigation strategies would you prioritize for investment and why?' Facilitate a class discussion where students justify their choices using evidence about effectiveness, cost, and feasibility.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 04

• Simulation Game
• 60 min · Small Groups

Policy Simulation Game

Divide class into stakeholder teams (government, industry, communities). Teams allocate a mock budget across mitigation strategies, negotiating trade-offs. Debrief with data on real-world outcomes in Canada.

Explain different strategies for reducing carbon emissions from energy production.

What to look for

On an index card, have students write: 1. One specific strategy for reducing carbon emissions from energy production. 2. One advantage and one challenge of that strategy. 3. One question they still have about climate change mitigation.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

A few notes on teaching this unit

Effective teachers approach this topic by grounding discussions in local contexts—using Canadian policies like the Pan-Canadian Framework as a lens. Avoid presenting mitigation strategies as binary choices; instead, frame them as interconnected solutions where no single approach meets all needs. Research shows students grasp climate science better when they connect it to measurable outcomes, so emphasize data literacy alongside policy analysis.

Students will demonstrate their ability to evaluate mitigation strategies by explaining trade-offs, justifying choices with evidence, and discussing feasibility. Success looks like students citing capacity factors, policy frameworks, or footprint data to support their reasoning in activities and debates.

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Watch Out for These Misconceptions

• During the Jigsaw: Renewable Energy Sources activity, watch for students assuming renewables can fully replace fossil fuels without accounting for storage or grid limitations.

  Use the provided capacity factor data to guide groups in calculating realistic output gaps, then have them propose battery storage or demand-response solutions to address intermittency.

• During the Debate: Renewables vs Carbon Capture activity, watch for students treating carbon capture as a standalone solution without considering energy penalties or storage needs.

  Require each side to calculate the energy cost of capture (e.g., 20-30% of plant output) and link it to renewable intermittency in their rebuttals.

• During the Carbon Footprint Strategy Design activity, watch for students dismissing individual actions as ineffective compared to policy changes.

  Have groups compare their personal transport emissions to provincial targets, then calculate how collective behavior shifts could bridge the gap before proposing policy solutions.

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Methods used in this brief

• Jigsaw
• Formal Debate
• Decision Matrix
• Simulation Game