Climate Change & Ozone Depletion

Local and Global Implications of Global Warming and Ozone Layer Depletion

Subject Area

This activity is designed for the Grade 11/12 Physical Geography, Environmental Studies (Geography) or Human Geography curriculum. Environmental Science (Science) programs may find this activity useful as well.

Subject Application

This activity should be taught after the students are familiar with the causes and processes involved in global warming and ozone depletion. Within the Integrative Study Unit of the Physical Geography program, this activity investigates the interactions between people and the physical environment. In the Environmental Studies program, this activity provides an opportunity for students to investigate the causes and effects of change in the environment, within the Changing Environments or Environmental Issues Units. The effects of climate change on natural and human populations is investigated in the Change Unit of the Human Geography curriculum.

Learning Outcomes

Teaching, learning and evaluation will focus on the student’s ability to:

• Articulate an understanding of the dependence of the human race on the physical environment of the earth;
• Identify an issue and prècis the various arguments and positions in their own words;
• Investigate the consequences of environmental change for physical and human systems and share the results of their investigations with their peers.
  

Classroom Development

1. Students should have a basic understanding of the causes and processes of global warming and ozone depletion.
   
   
2. Divide class into 3 groups. Each of the groups is assigned to read one of the following readings: “A Warmer World”, “A Warmer Canada”, or “Ozone Layer Depletion’ (taken from Understanding Atmospheric Change - SOE Report No. 91-2, Environment Canada). Alternative texts may be substituted if these are not available. Direct each member of the group to complete the attached Student Question Sheet corresponding to their assigned topic.
   
   
3. In the format of a class discussion/information session, ask groups in sequence to respond to the questions/issues raised by their question Guidesheet. Discuss responses with the class as a whole with each group acting as ‘experts’ on their specific topics. Other groups should take notes based on the discussion. In particular, focus upon the effects which Ontario and Canada may share with other parts of the world, and also those effects which may be unique to certain parts of Canada or other places in the world.
   
   
4. Initiate a class discussion which will cover the key concepts regarding causes and effects of climate change, the long-term implications for physical and human systems, and actions which can be taken to address these issues.

Background Information

This topic is covered well in The State of Canada's Environment, Chapter 22: Climatic Change: Warming To The Challenge and Chapter 23: Stratospheric Ozone: Wearing Thin. Both articles provide background on causes and effects within a Canadian context.

Henry Hengeveld's, Understanding Atmospheric Change, provides a global and Canadian perspective on climate change. The readings, "A Warmer World", "A Warmer Canada" and "Ozone Layer Depletion", were taken from this source, which is cited in the Resources section. Hengeveld'S Chapter 7, How Do We Respond? provides an excellent overview of the response to problems of climate change at scientific, international, national and personal levels. This article could be incorporated into the activity, used as background information by the teacher or as research material for the students.

Timing

Allow for 1 period to read the articles and answer the assigned questions. Reserve 1 to 2 periods for class discussion depending on the depth and degree of responses desired.

Resources

Andrews, William A. Protecting the Ozone Layer. Toronto: D.C. Heath Canada Ltd., 1994.

Andrews, William A. Understanding Global Warming. Toronto: D.C. Heath Canada Ltd., 1995.

Environment Canada. The State Of Canada's Environment . Ottawa: Minister of Supply and Services Canada, 1991.

Hengeveld, Henry. Understanding Atmospheric Change. State of the Environment Report No. 91-2, Ottawa: Minister of Supply and Services Canada, 1991.

• Chapter 4: A warmer world, pp. 39-42.
  
• Chapter 5: A warmer Canada, pp. 43-49.
  
• Chapter 6: Ozone layer depletion, pp. 51-55.

Kirkham, Ian R. "The Changing Atmosphere: Implications For Ontario". Seasons, Winter 1988. pp. 24-38.

Cross-disciplinary Links

This activity has application within the Business program with a focus on potential economic changes in regions affected by global climate change. History and Family Studies programs may use this exercise to investigate potential social costs across society caused by future climate change.

Student Question Sheets: ¥ A Warmer World ¥ A Warmer Canada ¥ Ozone Layer Depletion

A Warmer World

1. Describe the impact of a warmer climate on the following categories:
   
   a) Natural Unmanaged Ecosystems
   b) Agriculture
   c) Coastal Regions
   d) Other Impacts
   e) Implications For Global Security
   
   
   
2. What will be the impact of increased concentrations of carbon dioxide in the atmosphere upon future plant growth?

A Warmer Canada

1. Describe the effect a warmer climate would have in Canada on the following categories:
   
   a) Canada's Forests
   b) Agriculture
   c) Water Resources
   d) Snow and Ice
   e) Coastal Flooding
   f) Other Effects: Energy consumption, Temperature stress Fisheries and International Security.

Ozone Layer Depletion

1. Briefly describe the process and causes of ozone layer depletion.
   
   
2. Describe the effects of ozone layer depletion upon:
   
   a) Human Skin:
   b) Human Immune Systems:
   c) On Other Animals and Life Forms:
   d) Other Things:
   e) Climate: