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This on-line, interactive resource provides opportunities for students to address climate change issues and create clean energy solutions within their communities. With Bill Nye providing age-appropriate background information through short video clips, students are able to learn about current climate change issues while at the same time collecting game points in 12 activities or missions.
With the recurring theme that small choices can add up to stop climate change, topics include energy conservation, renewable energy sources, water conservation, clean transportation, environmentally friendly materials, the three RS, and advocacy for personal change.
Students will conduct home audits for water and electricity usage, create a transit profile and make personal pledges for change. Other activities include a video game involving energy vampires, designing an efficient vehicle, planning a clean efficient home, planting a virtual garden, sending climate cards to friends and family, and promoting community outreach projects.
Each mission can be completed as a stand-alone lesson or all the activities can provide a comprehensive unit on climate change.
This resource can be used to address outcomes relating to climate change in a weather unit . It would also enrich the study of electricity with its focus on energy consumption and alternative energy sources. Any social studies unit addressing consumption would also benefit from this resource.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
The resource aims to to increase knowledge, build positive attitudes and encourage students to be aware of the consequences of their lifestyle choices. This resource provides the points of view which would motivate students to personal action. However, specific government, industry and First Nations perspectives are not included.
|Bias Minimization: Presents as many different points of view as necessary to fairly address the issue(s).|
|Multiple Dimensions of Problems & Solutions||Good|
The resource links effectively the environmental issue of climate change to choices made by individuals and society. Teachers will need to draw attention to the economic causes and consequences of climate change.
|Multiple Dimensions of Problems & Solutions: |
The resource effectively addresses multiple dimensions of problems and solutions. These should include the environmental, economic and social dimensions of the issue(s) being explored.
Although not examining all aspects of this complex environmental issue, it does promote action through the learning activities provided.
|Respects Complexity: The complexity of problems is respected. A systems-thinking approach is encouraged.|
Action is encouraged and suggested, but it is up to the teacher to fully develop action plans.
|Action Experience: Provides opportunities for authentic action experiences in which students can work to make positive change in their communities.
Although skills are not explicitly taught, after completing the activities and audits students may be motivated to act in some way.
|Action Skills: Explicitly teaches the skills needed for students to take effective action (e.g. letter-writing, consensus-building, etc.).|
|Empathy & Respect for Humans||Satisfactory|
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Very Good|
Although there is no out-of-doors experience, students are encouraged to be stewards of the planet.
|Personal Affinity with Earth: Actively encourages a personal affinity with non-humans and with Earth. For example, this may involve practical and respectful experiences out-of-doors.|
Personal energy, water and transit audits encourage local focus and bring relevance to the lives of the learner. Community action is also encouraged.
|Locally-Focused: Encourages learning that is locally-focused/made concrete in some way and is relevant to the lives of the learners.|
|Past, Present & Future||Satisfactory|
Students evaluate their present consumption patterns and are asked for ideas that would encourage personal change. The future is seen as positive if students become more aware of how lifestyle choices affect climate change and the future of our planet.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Students are able to discover some answers on their own through the guided inquiry approach taken.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Interdisciplinary and Multidisciplinary Learning||Satisfactory|
This is primarily a science resource but there are learning opportunities for exploring outcomes in math, art and language arts.
|Interdisciplinary and Multidisciplinary Learning: Multidisciplinary= addresses a number of different subjects Interdisciplinary= integrated approach that blurs subject lines Good: The resource provides opportunities for learning in a number of traditional 'subject' areas (eg. Language Arts, Science, Math, Art, etc.). Very Good: The resource takes an integrated approach to teaching that blurs the lines between subject boundaries.|
|Discovery Learning: |
Learning activities are constructed so that students discover and build knowledge for themselves and develop largely on their own an understanding of concepts, principles and relationships. They often do this by wrestling with questions, and/or solving problems by exploring their environment, and/or physically manipulating objects and/or performing experiments.
The resource should encourage students to discuss their audits with their classmates and provide time for the clarification of their own beliefs and values.
|Values Clarification: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
The resource teaches to both the cognitive and affective domains. Activities are varied and user-friendly. Although no accomodations are suggested, the fact that the background information is provided using video clips eliminates problems associated with differing reading levels.
|Differentiated Instruction: Activities address a range of learning styles/different intelligences. They teach to both cognitive and affective domains. Accommodations are suggested for people with learning difficulties.|
Although no "hands-on" learning opportunities are provided, the interactive nature of the resource provides some experiential "minds-on" learning experiences.
|Experiential Learning: Direct, authentic experiences are used.
Students work as individuls to complete each mission, but some group work may develop when completing the advocacy for change and citizenship activities.
|Cooperative Learning: Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
There are no assessment tools provided in the resource.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
Some peer teaching opportunities may occur during poster presentations, the sending of climate change cards and the sharing of personal audits.
|Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Bill Nye provides brief descriptions of real life situations in a general way before each activity. This information is not detailed, but does provide enough information for students to find relevance in the mission they are asked to complete.
|Case Studies: Relevant case studies are used. Case studies are thorough descriptions of real events in real situations that can be used to examine concepts in an authentic context.|
|Locus of Control||Satisfactory|
There are opportunities for students to delve deeper into chosen issues through the many links provided.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|