Description

Talk with students about how interactive simulations and games can help model the complex interrelation of variables underlying climate change. Introduce the three simulations, and invite students to consider the questions paired with each. Ask each student to play two of the three simulations as homework.

1. Ecological Footprint Calculator - Link

This tool allows students to calculate their ecological footprint, based on their lifestyle and the part of the world they live in. Tell students to pick a city that is comparable to theirs (only a few cities are included).

1. What part of your ecological footprint most surprised you?
2. How did your footprint compare to your city’s average and your country’s average?
3. What parts of your footprint feel possible to reduce? What parts don’t?

2. Climate Challenge - Link

This small game challenges players to manage a European country’s response to climate change through various policies, while also trying to convince other nations to reduce their own CO2 emissions.

1. What strategy did you take in Climate Challenge? Was it effective in reducing emissions?
2. What did you think of how the strategy cards represented resources? Do you think some of the strategies/policies would have different impacts than the ones shown in the game?
3. How did you approach international negotiations? Was it better to lead by example, or attempt to encourage other nations by investing in their green economies?

3. Alberta Tomorrow - Link

This simulation lets students explore Land Use Planning in Alberta, Canada, over 100 years. It challenges students to make development priorities, then watch how their choices effect the province’s environment.

1. What is Land Use Planning? What did the simulation teach you about it?
2. How did you develop a plan? What elements did you prioritize?
3. What did you learn from being able to view Alberta at different times? How did that change your strategies?

Task

Have students work in groups to write a blog post reflecting on the two simulations they played, answering these three questions:

• How do these simulations relate to your community? Do any of them feel irrelevant to your context?
• How do these simulations help you (or not help you) find your place in combatting climate change?
• Have these simulations changed how you think climate change should be tackled?

Although students are encouraged to work in groups to write their blog, each student is encouraged to post on at least two of their peers' blogs.

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