'How Will You Reboot the Future?’ aims to ignite young people’s sense of optimism, tap into their imagination and creativity, and inspire them with positive and personal ways of engaging in climate action.

health

Good health and well-being

Climate change

Climate action

Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

SCI.9-12.HS-ESS3-5

Understand global environmental issues such as climate change and the ways in which countries have cooperated to address them.

SOC.11.16.11.118

HE.K-3.22C.7

Discover possible causes of air pollution.

HE.2-4.22C.7

Describe the physical effects that air pollution can have on the body.

HE.3-5.22C.7

Recognize that air pollution affects the ozone layer.

HE.3-5.22C.10

PE.1-3.22C.7

PE.2-4.22C.7

PE.3-5.22C.7

PE.3-5.22C.10

unique among organisms, humans have the capability to impact other species on a global scale both directly (e.g. selective breeding, genetic engineering, foreign species introductions) and indirectly (e.g. habitat crowding, pollution, climate change).

SCI.9-12.SC-H-I-U-2

describe symptoms and treatments of: non-communicable diseases (asthma, heart disease, diabetes, skin cancer)

HE.4.1.F.PL-4-PW-S-DP1.b

demonstrate an understanding of diseases by: describing symptoms and treatments of non-communicable diseases (asthma, heart disease, diabetes, skin cancer)

HE.5.1.F.PL-5-PW-S-DP1.b

demonstrate an understanding of diseases by: describing symptoms, causes, patterns of transmission, prevention and treatments of non-communicable diseases (cancer, cardiovascular disease, diabetes, obesity, asthma, emphysema)

HE.6.1.F.PL-6-PW-S-DP1.b

demonstrate an understanding of diseases by: describing symptoms, causes, patterns of transmission, prevention and treatments of non- communicable diseases (cancer, cardiovascular disease, diabetes, obesity, asthma, emphysema)

HE.7.1.F.PL-7-PW-S-DP1.b

HE.8.1.F.PL-8-PW-S-DP1.b

HE.9-12.1.F.PL-H-PW-S-DP1.b

HE.4.PL-4-PW-S-DP1.b

HE.5.PL-5-PW-S-DP1.b

HE.6.PL-6-PW-S-DP1.b

HE.7.PL-7-PW-S-DP1.b

HE.8.PL-8-PW-S-DP1.b

HE.9-12.PL-H-PW-S-DP1.b

Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems.

SCI.HS-ESS3-5

Geographic issues today Water/air pollution

SOC.9-12.1.I.C.2

describing how environment (e.g., physical, cultural, etc.) or changes in that environment affects a civilization/country/nation (e.g., settlement, conflicts, transportation, climate change, commerce).

SOC.7-8.HP 5 (7-8)-2.c

analyze the impact of environmental factors such as air, water, or noise on the health of the community such as air pollution affecting asthma and drought conditions affecting water supplies;

HEAL.11-12.IF.8.B

describe strategies for protecting the environment and the relationship between the environment and individual health such as air pollution and ultra-violet rays; and

HE.2.5.B

HE.11-12.8.A

analyse various economic, social, and political impacts of urban growth (e.g., cost of expanding infrastructure and public services; health impacts, such as faster spread of disease in densely populated communities, increases in asthma attacks as a result of poor air quality, and stress related to crowding; traffic congestion and related economic costs; conflict over development priorities)

E2.2 Impacts of Urban Growth

use a variety of measurements (e.g., ecological footprint, carbon footprint, water footprint) to compare the impact on the natural environment of people in Canada and people in other countries

E1.1 Sustainable Communities

describe various measurements of human impact on the environment (e.g., water footprint, carbon footprint, ecological footprint), and assess their implications for the sustainable development of human societies in the future

E3.2 Ecological Footprints

demonstrate an understanding of the effects of individual actions that are grounded in environmental awareness (e.g., taking public transportation helps reduce air pollution, shopping at thrift stores helps reduce the depletion of resources used to create products, recycling lessens the amount of garbage going into landfill sites)

Grade 11 Social Awareness and Individual
Action B3.2

One. Lahari.

Cities

Sustainable cities and communities

Biodiversity

Life on land

Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

CCSS.Math.Content.6.NS.C.5

Evaluate the relationship between human societies and the environment; e.g. agricultural productivity, improved water transport (river locks), electric power; global warming, pollution, natural disasters, etc.

SOC.9.3.12.e

SOC.10.3.12.e

Math.Content.6.NS.C.5

Analyze the processes involved in naturally occurring short-term and long-term Earth events (e.g., floods, ice ages, temperature, sea-level fluctuations).

SCI.11-12.12.E.5

MA.6.CC.6.NS.5

Describe integers using familiar applications (e.g., a thermometer, above/below sea level).

MA.4-6.6A.5

Apply scientific inquiries or technological designs to analyze oceanographic research, describing current ocean research, projecting potential resources from mining the oceans, proposing ocean levels from varied data associated with global warming, or Quantifying Earth's water budget.

SCI.11-12.12E.3

predict the likelihood of survival for a variety of existing species based upon predicted changes in environmental conditions (e.g., global warming, continental drift) and propose methods to prevent the extinction of species with insufficient ability to adapt

SCI.9-12.SC-H-BC-S-5

investigate interactions among human activities and the physical environment in the modern world (1500 A.D. to present) and United States (Reconstruction to present): interpret and analyze possible global effects (e.g., global warming, destruction of the rainforest, acid rain) of human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods)

SOC.9-12.SS-H-G-S-4.b

evaluate consumer actions (e.g., reuse, reduce, recycle, choosing renewable energy sources, using biodegradable packaging materials, composting) and analyze how these actions impact the environment (e.g., conserving resources, reducing water, air, and land pollution, reducing solid waste, conserving energy, greenhouse effect, slowing global warming) by: describing the influence of environmental factors that positively and negatively affect health

WORK.9-11.VS-H-CD-S-6.a

evaluate consumer actions (e.g., reuse, reduce, recycle, choosing renewable energy sources, using biodegradable packaging materials, composting) and analyze how these actions impact the environment (e.g., conserving resources, reducing water, air, and land pollution, reducing solid waste, conserving energy, greenhouse effect, slowing global warming) by: researching local, state, national and international environmental issues that address consumption for conservation and waste management practices

WORK.9-11.VS-H-CD-S-6.b

I can write persuasive texts that challenge readers to see multiple perspectives of a complex issue, such as global warming.

FL.9-12.S.PW.1.c

Students will explain how human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods) may have possible global effects (e.g., global warming, destruction of the rainforest, acid rain) in the modern world (1500 A.D. to present) and United States (Reconstruction to present).

SOC.9-12.SS-HS-4.4.2

Since the Industrial Revolution, human activities have resulted in major pollution of air, water, and soil. Pollution has cumulative ecological effects such as acid rain, global warming, or ozone depletion. The survival of living things on our planet depends on the conservation and protection of Earth's resources.

SCI.5-8.4.L7.2d

debate the effect of human activities as they relate to quality of life on Earth systems (global warming, land use, preservation of natural resources, pollution)

SCI.9-12.E.6.6.1

NY.CCLS.Math.6.NS.5

Explain that Earth’s capacity to absorb and recycle materials naturally (e.g., smoke, smog, sewage) can change the environmental quality depending on the length of time involved (e.g. global warming).

SCI.7.1.C.2

Describe advances and issues in Earth and space science that have important long-lasting effects on science and society (e.g., geologic time scales, global warming, depletion of resources, exponential population growth).

SCI.10.1.F.7

Use appropriate data to analyze and predict upcoming trends in global weather patterns (e.g., el Niño and la Niña, melting glaciers and icecaps, changes in ocean surface temperatures).

SCI.11.1.B.5

Explain the effects of biomass and human activity on climate (e.g., climatic change, global warming).

SCI.11.1.C.9

Use historical examples to show how new ideas are limited by the context in which they are conceived; are often rejected by the social establishment; sometimes spring from unexpected findings; and usually grow slowly, through contributions from many different investigators (e.g., global warming, heliocentric theory, theory of continental drift).

SCI.11.1.D.15

Describe advances in earth and space science that have important long-lasting effects on science and society (e.g., global warming, heliocentric theory, plate tectonics theory).

SCI.11.1.D.16

Understand that positive and negative numbers are used together to describe quantities having opposite directions or values, e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

OH.Math.6.NS.5

While the ocean is included within the sedimentary topic, it can be incorporated into other topics. Features found in the ocean must include all types of environments (igneous, metamorphic or sedimentary). Using models (3-D or virtual) with real-time data to simulate waves, tides, currents, feature formation and changing sea levels to explore and investigate the ocean fully is recommended. Interpreting sections of the geologic record to determine sea level changes and depositional environments, including relative age is also recommended.

SCI.9-12.PG.IMS.CE.5

MA.6.NS.5

Understand that human and non-human changes can affect human activity. (Drought floods, global warming, volcanic eruption, drought, forest fires caused by lightning, recreation, urbanization, employment opportunities.)

SOC.8.3.16.5

Examine the characteristics of major global environmental changes (Examples: global warming or the decline of certain species of flora and fauna; and assess whether the changes are the result of human action, natural causes, or both).

SOC.9.3.11.2

use computer modeling/ simulations to predict the effects of an increase in greenhouse gases on earth systems (e.g. earth temperature, sea level, atmosphere composition).

SCI.9-11.ESS1 (Ext.)-3bb

researching and citing evidence of global warming to describe the potential impact on both the living and physical systems on Earth.

SCI.9-11.LS2 (Ext)-3bb

identifying problems, planning and implementing solutions, and evaluating the outcomes in the classroom, school, community, state, nation, or world (e.g., problem of global warming/solutions - recycling, energy conservation)

SOC.3-4.C&G 4 (3-4)-3.a

explaining how current events around the world affect our lives (e.g., trade, war, conflict-resolution, global warming)

SOC.3-4.C&G 5 (3-4)-1.a

Students participate in a civil society by identifying problems, planning and implementing solutions, and evaluating the outcomes in the classroom, school, community, state, nation, or world (e.g., problem of global warming/solutions - recycling, energy conservation)

SOC.3-4.C&G 4 (3-4) -3.a

Students demonstrate an understanding of the many ways Earth’s people are interconnected by explaining how current events around the world affect our lives (e.g., trade, war, conflict-resolution, global warming)

SOC.3-4.C&G 5 (3-4) -1.a

evaluate the role of plate tectonics with respect to long-term global changes in Earth's subsystems such as continental buildup, glaciation, sea level fluctuations, mass extinctions, and climate change.

SCI.11-12.ESS.10.F

analyze recent global ocean temperature data to predict the consequences of changing ocean temperature on evaporation, sea level, algal growth, coral bleaching, hurricane intensity, and biodiversity.

SCI.11-12.ESS.15.E

analyze the impact of temperature inversions on global warming, ice cap and glacial melting, and changes in ocean currents and surface temperatures.

SCI.11-12.E.8.E

describe the effect of pollution on global warming, glacial and ice cap melting, greenhouse effect, ozone layer, and aquatic viability;

SCI.11-12.E.9.D

analyze and evaluate different views on the existence of global warming;

SCI.11-12.E.9.H

 Two. Erin.

Sustainable consumption production

Responsible consumption and production

hunger

Zero hunger

Know that concentrations of nonbiodegradable pollutants (e.g., pesticides) increase as we go up in a particular food chain (i.e., that the further we go in the direction of consumers whose food is tainted with pesticide, the more concentrated the levels of the pesticide). Understand that this process is called biological magnification.

SCI.11.12.11.33

Analyze career and occupational decisions that are affected by a knowledge of science, associating scientific concepts considered in career-specific decisions (e.g., use of pesticides by farmers, choosing ink for printing), or explaining chemical/physical interactions in occupational settings (e.g., insect abatement programs, waste water treatment).

SCI.8-10.13B.2

Recognize the relationship between the environment, disease, and health (e.g., genetic altering of food supply, use of pesticides).

HE.8-12.22C.5

PE.8-10.22C.5

research and discuss environmental impacts of actions (human or non-human) which necessitate choosing between undesirable alternatives (e.g., losing crops to insects vs. applying toxic pesticides)

SCI.7.SC-7-I-S-4

Students will explore efforts to increase and intensify food production through industrial agriculture (e.g., Green Revolutions, use of fertilizers and pesticides, irrigation, and genetic modifications).

SOC.10.9c.2

Identify ways that people have affected the physical environment of Ohio including: Using fertilizers, herbicides and pesticides

SOC.4.3.C.9.d

Use target language sources to identify and discuss alternate points of view about topics studied in other disciplines (e.g., current events, colonization, use of pesticides).

FL.8.4.

Evaluate the effects of genetic engineering, fertilizers, herbicides, and pesticides on the environment and the production of food.

TEC.12.7.G.2

evaluate the effectiveness of selected strategies that have been used to reduce pollution from human activities (e.g., bans on the use of polluting chemicals, such as DDT or CFCs; reformulation of products to eliminate harmful ingredients, such as phosphates in detergents; use of filtration devices, such as stack scrubbers or catalytic converters, to reduce pollutants in emissions; use of non-chemical alternatives to aerosol sprays, pesticides, and other products containing harmful chemicals)

D1.1 Reducing Pollution

describe strategies that have been used to reduce pollution from human activities (e.g., banning the use of polluting chemicals; reformulating products to eliminate harmful ingredients, such as phosphates in detergents; installing filtration devices, such as stack scrubbers or catalytic converters, to remove pollutants from emissions; using nonchemical alternatives to aerosol sprays, pesticides, and other products containing harmful chemicals)

D1.1 Protecting the Natural Environment

analyse the role of law in protecting the natural environment (e.g., in creating and enforcing legislation related to: the use of natural resources by corporations, air and water quality, recycling, the banning of harmful substances such as bisphenol A [BPA] or pesticides)

D1.2 Law and Society

evaluate new and emerging food- and nutrition-related products and services in terms of their real or perceived benefits to Canadian consumers (e.g., additives, functional foods, whole-wheat pasta, soy products, energy drinks, vitamin-enhanced drinks, local food initiatives, agri-tourism, molecular gastronomy, the slow food movement)

Trends and Patterns in Food
and Nutrition  C3.1

analyse new and emerging food- and nutrition-related products and services (e.g., additives, functional foods, whole-wheat pasta, soy products, energy drinks, vitamin-enhanced drinks, local food initiatives, agri-tourism, molecular gastronomy, the slow food movement) in terms of their real or perceived benefits to Canadian consumers (e.g., health benefits, time savings, environmental benefits)

Grade 12 Trends and Patterns in Food
and Nutrition C3.1

identify and describe the societal advantages and disadvantages of having ready access to foods imported from around the world (e.g., advantage: fruits and vegetables available during the winter provide health benefits; disadvantage: availability of low-priced imported food hurts local food producers).

Grade 10 Industry Practices and Society C2.12

 Three. Jamal.

Global Partnerships

Partnerships for the goals

identify the types of mass media such as television, radio, Internet, podcast, YouTube, newspaper, periodicals, blogs, social networking, emailing, texting, search engines, and music; and

LA.9-12.CM.2.A

use an appropriate format (e.g., oral presentation, podcast, brochure, poster, report, multimedia presentation, web page) to communicate the results of their research and inquiry effectively for a specific purpose and audience

Grade 9 & 10 Communicating and Reflecting A4.1

 Four. Jay.

I can give advice on how to deal with a problem.

FL.9-12.IH.PW.2.b

Persuade, negotiate or offer advice concerning a personal or widely held viewpoint (e.g., environment, human rights, school issues).

FL.11.1.1.B.2

Use appropriate language and gestures in a wide range of culturally authentic social contexts (e.g., giving driving directions, expressing apologies, offering advice).

FL.11.1.1.E.6

SCI.9-12.B.DI.3.a

SCI.9-12.ENV.GP.3

This topic is a culminating section that incorporates the previous topics and applies them to a global or international scale. Case studies, developing and using models, collecting and analyzing water and/or air quality data, conducting or researching population studies and methods of connecting to the real world must be emphasized for this topic. Technology can be used for comparative studies to share local data internationally so that specific, quantifiable data can be compared and used in understanding the impact of some of the environmental problems that exist on a global scale. Researching and investigating environmental factors on a global level contributes to the depth of understanding by applying the environmental science concepts to problem solving and design. Examples of global topics that can be explored include building water or air filtration models, investigating climate change data, monitoring endangered or invasive species, and studying the environmental effects of increasing human population. Researching contemporary discoveries, new technology and new discoveries can lead to improvement in environmental management.

SCI.9-12.ENV.GP.CE.1

Financial experts provide guidance and advice on a wide variety of financial issues.

FIN.7-8.2.8

Give simple advice to a peer or family member and consider how to adjust advice, if necessary, based on his/her emotional response or counterargument.

FL.K-5.CM.B.3.d

Understand how climatic events or climate change affect human activity.

SOC.6.3.E15

SOC.7.3.E15

SOC.8.3.E15

Describe how technological developments, societal decisions, and personal practices affect Oregon’s sustainability (dams, wind turbines, climate change and variability, transportation systems, etc.).

SOC.5.4.10

Determine the influence of long-term climate change and variability on human migration, settlement patterns, resource use, and land uses at local-to-global scales.

SOC.5.HS.50

applying additional scientific data to develop logical arguments concerning environmental issues (e.g. tobacco company vs. cancer society articles on effects of smoking, government/big business vs. environmental perceptions of global climate change).