Climate Change & Economy

Grade

12 (Ontario Secondary School)

Duration

90 minutes

Class Size

10 students

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Curriculum Connections

Ontario Curriculum: Canadian and World Studies - Economics (CWE4U)

• Overall Expectations:

  • Analyse local and global economic issues, considering sustainability and ethical decision making.
  • Assess the impact of economic activities on the environment and society.

• Specific Expectations:

  • CWE4U – Unit 3 (Economic Challenges and Actions):
    • Assess the economic implications of environmental issues, including climate change.
    • Analyse the relationship between economic growth and environmental sustainability.
  • Social Studies – Understanding Canada’s Physical and Human Geography (for the climate science context):
    • Understand environmental challenges and human impact on natural resources.

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Learning Goals

By the end of this lesson, students will be able to:

• Define climate change in basic scientific terms.
• Explain how climate change relates to the economic concepts of scarcity and resource allocation.
• Discuss the tension between economic growth and environmental sustainability.
• Participate effectively in a think-pair-share activity debating the question: “Can economies grow forever?”

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“I Can…” Statements

• I can explain the basic science of climate change.
• I can describe how natural resources are scarce and impact economic decision making.
• I can discuss and evaluate the relationship between economic growth and the environment.
• I can express and listen to different opinions during a think-pair-share discussion.

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Success Criteria

• I clearly define climate change using scientific concepts.
• I identify examples of scarcity related to natural resources affected by climate change.
• I articulate arguments both supporting and challenging continued economic growth.
• I engage respectfully and thoughtfully in paired and whole class discussions.

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Materials Needed

• Whiteboard and markers
• Projector or Smartboard for visuals
• Handouts summarizing key climate change facts, scarcity, and economic growth concepts
• Think-Pair-Share worksheet for student notes
• Timer or stopwatch

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Lesson Outline

1. Introduction (10 minutes)

• Brief welcome and overview of lesson objectives. Project “I Can…” statements and success criteria.
• Quick “What do you know?” warm-up: ask students to share one word or phrase they associate with “climate change.” Record on board, highlighting scientific terms.

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2. Mini-Lecture: What is Climate Change? (15 minutes)

• Present a concise overview:

  • Definition: Long-term changes in temperature and weather patterns, primarily caused by human activities (e.g., greenhouse gas emissions).
  • Key scientific points: greenhouse gases, fossil fuels, carbon cycle, global warming evidence. Use visuals (diagrams of atmospheric layers, carbon cycle).
  • Connect to real impacts (melting ice caps, extreme weather).

• Emphasize this is foundational to understanding economic impacts later.

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3. Linking Climate Change to Scarcity & Resources (15 minutes)

• Define scarcity (the limited nature of resources relative to wants).
• Discuss natural resource scarcity aggravated by climate change (e.g., water supply issues, arable land loss).
• Interactive mini-activity: ask students to list resources affected by climate change and how scarcity might influence economic decisions. Document on whiteboard.

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4. Economic Growth vs Environment: Introduction (10 minutes)

• Present the economic concept of growth: increase in production/input/resources.
• Discuss environmental costs and limits to growth theory briefly. Introduce the idea that unlimited growth may conflict with environmental sustainability.
• Use a simple chart contrasting economic indicators vs environmental health indicators over time.

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5. Activity: Think-Pair-Share (30 minutes)

• Question: “Can economies grow forever?”
• Think (5 minutes): Students write down their initial thoughts, support with reasons/examples.
• Pair (10 minutes): In pairs, share ideas and challenge each other’s points. Support with facts from mini-lecture or personal knowledge.
• Share (15 minutes): Whole class discussion, teacher facilitates balanced dialogue, captures key points on board or projected slide. Highlight different perspectives: economic growth advocates, environmentalists, compromise solutions.

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6. Wrap-up and Reflection (10 minutes)

• Refocus on “I Can…” statements and ask students to self-assess their understanding; can be done orally or with a quick written exit slip:
  • “Write down one new thing you learned about the relationship between climate change and economics.”
  • “State one question you still wonder about.”
• Preview next lesson topic (economic tools to manage climate change).

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Differentiation Strategies

• For English Language Learners (ELLs):

  • Provide a glossary of relevant vocabulary beforehand with visuals.
  • Use sentence starters for discussion (e.g., “I think economic growth is… because…”).
  • Pair ELL students with supportive peers.

• For students with learning disabilities:

  • Provide printed notes/slides.
  • Allow extra time for written reflections.
  • Use graphic organizers during discussion to help organize thoughts.

• For diverse cultural backgrounds:

  • Encourage students to bring examples or perspectives from their home countries regarding climate and economic issues.

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Extension Activities

• Research Task: Students investigate a country or region balancing economic growth with climate policy (e.g., Costa Rica, Germany) and prepare a brief presentation for the class.
• Debate Club: Form small debate teams to argue for or against the feasibility of continuous economic growth in a finite planet.
• Creative Writing: Compose a letter to a government leader advocating for a balance between economic development and environmental protection using evidence from the lesson.

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Assessment Evidence

• Participation and quality of contributions during think-pair-share.
• Clarity and relevance in written ‘think’ reflections and exit slips.
• Ability to articulate “I Can…” statements during reflective discussion.

This lesson plan is designed to engage a small international class with discussion, scaffolding for diverse learners, and a contemporary, interdisciplinary approach that meets Ontario Curriculum standards.