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Educator Resources and Events

Educational Resources

Welcoming all secondary educators from all academic disciplines teaching from grade 9-12. Customize and construct your day based off the material you are currently teaching, the expectations and interests of your students. Depending on your availability you can select the following options.

TopicGradeCourseLearning OutcomesCurriculum Expectations
Waste and Circular Economy10Introduction to Business (BB120)Understand how current businesses respond to people’s needs, wants, values and beliefs. Business Fundamentals  
Demonstrate an understanding of how entrepreneurs can look at current businesses running in a linear economy. Demonstrate an understanding of how businesses respond to needs, wants, supply and demand. 
Apply critical thinking skills to create ways where current products can move to a circular economy. Describe the impact of business on the local community.  
Functions of a Business 
Demonstrate an understanding of the importance and role of information and communication technology in business.
Describe and evaluate their own or an existing idea for an entrepreneurial endeavour in their school or community.
Explain how innovation has affected a variety of goods and services over time.
TopicGradeCourseLearning OutcomesCurriculum Expectations
Walking in a Cars World9Issues in Canadian Geography (CGC1D)Establish and assess connections between climate change and intersections globally  A2.2 apply in everyday contexts skills and work habits developed through geographic investigation (e.g., asking questions to deepen their understanding of an issue; listening to and considering multiple perspectives when discussing an issue; collaborating with a team to determine the criteria that need to be considered when making a decision; using quantitative data to support an idea; using spatial skills to determine best routes of travel).   
Identify different types of intersections across the world and find similarities and differences between them A2.3 apply the concepts of geographic thinking when analysing current events involving geographic issues (e.g., to identify locational factors that affect the importance of an issue; to identify patterns and trends that provide context for an issue; to identify interrelationships that clarify the factors involved in an issue; to understand the implications of different aspects of an issue and/or different points of view about the issue) in order to enhance their understanding of these issues and their role as informed citizens.   
Explain how integral intersections are in our current society E1.5 propose courses of action that would make a community more sustainable (e.g., improving community/neighbourhood amenities, establishing local markets, replacing individual ownership of equipment with cooperative ownership, sharing cars, introducing a rental bike network, expanding the amount of green space).  
Create and design an intersection to accommodate the needs of those living within the community (i.e., bike lines, raised curbs, speed bumps) E1.5 propose courses of action that would make a community more sustainable (e.g., improving community/neighbourhood amenities, establishing local markets, replacing individual ownership of equipment with cooperative ownership, sharing cars, introducing a rental bike 
Natural Disasters11Forces of Nature: Physical Processes & Disasters (CGF3M)Analyse impact, damage and discuss solutions to natural disasters B1.1 analyze the characteristics of different types of weather and climatic hazards (e.g., hurricanes, tornadoes, blizzards, droughts), and explain the role of atmospheric conditions and processes in their occurrence (e.g., temperature, pressure, and humidity contrasts; heat transfer through convection and condensation; sea surface temperatures; blocking; wind shear). 
Explain the profound interrelationships between physical processes and human activities B1.3 analyze the characteristics of different types of hydrological hazards (e.g., storm surges, avalanches, flooding), and explain the role of geological and atmospheric processes in their occurrence. 
Use geographic thinking concepts when creating possible solutions to natural disasters for individual and local communities C3.2 analyze the costs and benefits of various natural phenomena from a human perspective (e.g., volcanic eruptions pose a danger to human settlement but produce fertile soil; monsoon rains lead to flooding of the land but are vital to crop production; subduction at tectonic plate boundaries causes earthquakes and volcanoes but also forms concentrations of minerals).  
E1.2 compare, from a geographic perspective, the impacts of selected natural and human disasters (e.g., Hurricane Sandy and Hurricane Katrina; earthquakes in Haiti in 2010 and in Kobe, Japan, in 1995; recent droughts in the Sahel and the dust bowl in North America during the 1930s; the 2010 BP oil spill in the Gulf of Mexico and the grounding of the Exxon Valdez in 1989). 
E2.2 assess the role of various adaptation and response measures in reducing the human impacts of natural disasters (e.g., research, monitoring, communication, geo-engineering, levees, dams, building codes, windbreaks, cloud seeding, avalanche control).
The Cost of Fast Fashion12World Issues: A Geographic Analysis (CGW4U)Identify and make connections between their actions and how their actions create consequences somewhere else.D2.3 assess the responsibility of consumers for moderating economic, social, and environmental impacts associated with globalization and describe ways in which this could be done.
D2.4 assess the responsibilities of governments and business for managing economic, environmental, and social impacts associated with globalization, and describe ways in which this could be done. 
E2.2 analyze the influence of mass media, including the Internet, on social and political change and the protection of human rights. 
TopicGradeCourseLearning OutcomesCurriculum Expectations
Lakes and Climate Change9De-Streamed Science (SNC1W)Assess the connections between climate change and changes in lakes.A1.1 apply a scientific research process and associated skills to conduct investigations, connecting their research and the scientific concepts they are learning.
Identify the relationship between lakes and the communities that surround them.A2.3 analyze how the development and application of science is economically, culturally, and socially contextualized by investigating real-world issues.
Explain how lakes are also storytellers (leads into the pedagogy of Indigenous Knowledge Systems).B2.6 identify and use various indicators of climate change to describe the impacts of climate change on local and global ecosystems and analyse how human activities contribute to climate change.
Make real-world connections between the lakes discussed and lakes near you.C2.1 investigate properties, changes, and interactions of matter that are important for the dynamic equilibrium of ecosystems and their sustainability.
C2.2 research the role of experimental evidence in developing various atomic models and compare and contrast different models of the atom.
Impacts of Urban Beehives on Wild Bees10Science (SNC2D)Assess connections between honeybees, wild bees, and native and non-native pollinators.A1.1 formulate scientific questions about observed relationships, ideas, problems, and/or issues; make predictions and/or formulate hypotheses to focus inquiries or research.
Identify Ontario pollinators.D1.1 analyse current and/or potential effects, both positive and negative, of climate change on human activity and natural systems.
Explain how important bees, the most efficient pollinators in Ontario, areD1.2 assess, based on research, the effectiveness of some current individual, regional, national, or international initiatives that address the issue of climate change and propose a further course of action related to one of these initiatives.
Make real-world connections between our current cities' design and how they hinder our pollinators.D2.4 investigate a popular hypothesis on a cause-and-effect relationship having to do with climate change, using simulations and/or time-trend data that model climate profiles.
D3.8 identify and describe indicators of global climate change.
TopicGradeCourseLearning OutcomesCurriculum Expectation
Indigenous Sovereignty in Settler Colonial Food Bureaucracies10Food and Nutrition (HFN20)Assess the connections between Indigenous peoples and the Canadian GovernmentA1.1 explore various topics related to food and nutrition (e.g., Canadian food regulations, food safety, school food regulations) to identify topics for research and inquiry.
Identify the relationship between Canada’s past and current versions of colonization on Indigenous Peoples through food sovereignty.A1.2 identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics.
Explain how Indigenous Food Sovereignty means decolonizing and upholding the Treaties.C1.1 describe factors that affect people’s food needs (e.g., food preferences, dietary and health needs, busy schedules, major life changes).
Make connections between our lives as settlers on the land and what we can do to assist Indigenous Peoples in the fight for food sovereignty.
TopicGradeCourseLearning OutcomesCurriculum Expectation
Wheelchair User's Perspectives on Transportation Services in Uber and Lyft11Politics in Actions: Making Change (CPC30)Make real-world connections between their city and how essential accessibility is for Transportation Network companiesA1.6 evaluate and synthesize their findings to formulate conclusions and/or make informed judgements or predictions about the issues they are investigating.
Demonstrate an understanding of how entrepreneurs can look at current Transporation Network companies to make them more accessibleC3.3 analyse a current political issue to identify factors that could facilitate or obstruct efforts to reach a solution.
Expresses how their potential policy change will aid wheelchair users for TNC's while adding stability and positive changeD2.2 identify several possible courses of action that could be used to address the issue and achieve their goal.
Analyze the current policies and recommendations in effect today to see the change needed for a just and sustainable future
TopicGradeCourseLearning OutcomesCurriculum Expectation
Indigenous Influence on Environmental Justice12Canadian and International Law (CLN4U)Assess the connections between various forms of resistance and legal action.A1.2 Select and organize relevant evidence and information from primary and secondary sources.
Identify the relationships between environmental justice, Indigenous rights to self-determination, and conservation efforts historically and in the present day.B1.2 Explain how various non-legal influences have affected and/or continue to affect laws, legal thinking, and judgements.
Explain the significance of the Delgamuukw case to Indigenous people across Canada and environmental stewardship.B2.1 Evaluate from a legal perspective the relative influence of various theories and perspectives on the interpretation and administration of laws and legal processes.
Make connections between resource extraction and settler-colonialism, in addition to the connections between Indigenous knowledge/oral histories and conservation/land revitalization.B3.1 Identify some key issues and developments that have influenced legal change and explain how they promoted and/or prevented change.
TopicGradeCourseLearning OutcomesCurriculum Expectation
Indigenous Knowledge Systems and Great Lakes Governance10English (ENG2D)Identify essential aspects of a journal article.A1.1 use appropriate terminology in their investigations when referring to Indigenous peoples, nations, traditional territories, customs, traditions, and artifacts in Canada.
Explain the necessity of integrating Indigenous Knowledge Systems and Traditional Ecological Knowledge to build onto their current education. A1.2 analyse how various factors have influenced changes over time in terminology used to identify/refer to Indigenous peoples and individuals in Canada.
Make connections between how Indigenous Knowledge Systems and Traditional Education can be taken outside of the classroom. A1.7 use the concepts of historical thinking (i.e., historical significance, cause and consequence, continuity and change, historical perspective) when analysing, evaluating evidence about, and formulating conclusions and/or judgements regarding historical issues, events, and/or developments relating to Indigenous peoples in Canada.

Class Field Trip to EUC

Welcoming all secondary educators from all academic disciplines teaching from grade 9-12. Customize and construct your day based off the material you are currently teaching, the expectations and interests of your students. Depending on your availability you can select the following options.

EUC Student-led Workshops

Current EUC students have created a series of dynamic, hands-on workshops directly from their learning in their current degree program at York U. These interactive and engaging workshops are offered virtually and in-person at York U or in your classroom.

Workshop NameDescriptions
Careers with an Environmental & Urban DegreeDo you have a passion for the environment and would like to pursue a green career? Learn more about possible green career paths you can pursue with an Environmental & Urban degree.
Walking in a Car’s WorldLiving in a bigger city can be rather difficult to navigate as a single individual. As pedestrians always have the right of way, streets and more so intersections are not based with us in mind. Join us to unpack the intersections within the city and discuss possible outcomes.
What is the Cost of Fast Fashion?Have you ever considered where you purchase your clothes from? What factors do you consider when going shopping? Learn more about relevant companies and discuss possible solutions.
Community Arts WorkshopsSocial changes in the world cannot occur without at least two things: Art and Community. In the Community Arts workshop, learn about the intertwined history social issues and art share, then engage in a communal art activity to take home and display.
Climate JusticeAre you worried about today’s climate change catastrophes? Have you ever wondered what frameworks can help combat and change these issues from the root causes? Join us in an introduction to Climate Justice Frameworks and brainstorm possible intersectional solutions.
Refugees: A Canadian and Global ContextLearn more about refugees and migrants as we analyze Canadian and global contexts. Migration routes, government policies and the roles of different parties will provide a perspective of the topic as a global issue.

Mini Lectures with EUC Professors (Returning Fall 2024)

Listen and sit in on a lecture delivered by our Faculty members. Mini lectures are based on availability and vary in length. Offered by virtually and in-person at York U. Have a specific topic you are interested in exploring with your students? Email us to explore options for a custom lecture for your class at

Change is NOW … Are you ready for the monthly challenge?

Present these challenges to your students and enter for prizes for your class!

Sustainable Campus Tour

Explore and discover the sustainable feature of the York University Keele Campus. Hosted by our EUC Students, you will have the opportunity to see the vast York U Campus and its various ecosystems.

Maloca Community Garden Clean Up

Come get to know Maloca Community Garden, part of EUC’s living labs! Support our clean up so we can get plants in the ground. Supplies provided. Offered in Spring, Summer and early Fall

Become an EUC Student for a Day

A student reading book in an outdoor patio cafe

Join a first and/or second year course lecture from Faculty members from the Faculty of Environmental & Urban Change. Sit in as a guest to observe and listen to the research and material taught to our students. Offered during Spring both in-person and virtually.

Offered Monday to Friday


SHSM Career Exploration/Reach Ahead

Email to book

Bring Your Class to Costa Rica: York University's Las Nubes EcoCampus

The Faculty of Environmental and Urban Change offers a 10-day program for high school students at our EcoCampus and other locations in Southern Costa Rica. This field course is rich in experiences that range from food production, forest ecosystems, Indigenous issues, Costa Rican history, rural culture and biodiversity conservation. The program has an immersive community-based approach, which builds on our long-standing relationships with different communities in Southern Costa Rica, including local producers, cooperatives, environmental groups and organizations and Indigenous communities, among others.

Registering in this program is a 2 month process and it’s offered throughout the year. This program is dependent on public health guidelines and restrictions. Learn more here.

Questions? Contact Us

Brittany Giglio | She/Her

Recruitment & Liaison Officer

Book 1:1 Appointments 

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