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Climate Change Inquiry Lab

Middle

Description

Climate Change Inquiry Lab is a hands-on resource that allows the students to investigate first-hand factors in climate change.  As a precursor to the labs, there is a PowerPoint presentation to activate prior knowledge and engage the students. In this lesson, students, divided into groups, will conduct labs investigating the following drivers of climate change: adding carbon dioxide and other greenhouse gases to the atmosphere, sea level rise, and the effect of decreasing sea ice on temperatures. They will become experts on one of these areas via conducted experiments and then connect them to real-world data and make posters to present their findings to the class. The three labs are as follows:

Lab #1: Students will investigate whether melting land ice or sea ice will have a greater impact on sea level rise.

Lab #2: Students will compare the temperature increase in two containers – one simulating greenhouse gases, one without.

Lab #3: Students will compare the water temperature in two bins – one representing open ocean after all the sea ice has melted, one partially blocked by foil, representing the reflective sea ice.

For each lab the students will make a hypothesis, conduct the experiment and then answer the provided questions on a worksheet.

General Assessment

Strengths

  • all materials are provided for the teacher
  • good quantity of background information and teacher resources are provided
  • easy to implement labs with engaging content
  • assessment rubric for the final project

Weaknesses

This is a strong resource.

Some links to suggested and supplemental information are no longer active or available.

Recommendation of how and where to use it

Climate Change Inquiry Lab is a resource best suited for the middle school Science classroom. It would be beneficial to implement this resource after the students have already been introduced to the concepts related to climate change.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
  • Manitoba
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Systems
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth Science
  • New Brunswick
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 6 Wayfinding: Making sense of your world: Scientific Literacy
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7 Earth Surface Processes: Learning and Living Sustainably
        • Science 7 Earth Surface Processes: Scientific Literacy
  • Northwest Territories
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    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Environmental Action
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 8: Climate Change
  • Nunavut
    • Step 2Select a grade level
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions in Our Environment
  • Ontario
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Earth and Space Systems: Heat in the Environment
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
  • Quebec
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Life Science: Interactions within Ecosystems
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time

Themes Addressed

Air, Atmosphere & Climate (2)

  • Climate Change
  • Ozone Depletion

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

This resource has a strong focus on the scientific confirmation of climate change. The students explore through experimentation to gain the knowledge and an understanding required to develop an informed point of view on the three common drivers of climate change.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

The resource considers multiple environmental and physical drivers of climate change. The students also examine human behaviors by calculating their carbon footprint and water usage. The impacts of climate change are considered by looking at storm surge severity and sea level rise.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good

This resource links real-world observations and data to human behaviour and relates it in a student-friendly manner.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Satisfactory

The students create posters that are shared within their school community.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Satisfactory

This resource helps to develop an awareness of the drivers and impacts of climate change.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered

This is not addressed in the resource.

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 Good

The activities create awareness and fosters an appreciation for the Earth and the local environment.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Satisfactory

Climate change is a relevant topic for middle school students.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good

Although the past is not addressed, the resource makes the students aware of the potential impacts of climate change for the future.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

Although the resource is structured with set labs and student worksheets to record results, the students work to become experts, conduct independent research and draw their own conclusions.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory

This resource is centered on outcomes related to science programs.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

This resource is primarily a guided inquiry resource with its structured labs but does offer the students some freedom in terms of their online research to become experts in their groups.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Very Good

The activities in the resource allow for diverse learning styles to learn in their comfort zone. The resource does suggest for learners who may have the least lab experience to complete the lab "Melting Ice and Sea Level Rise" as it is the most foolproof option.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory

The labs included in the resource allow the students to simulate the drivers of climate change and see first-hand the effects in a controlled setting.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

The students complete all work in groups.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Good

The resource provides a rubric for the assessment of the poster activity that the students create at the end of 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.
Peer Teaching Satisfactory

The students will present their research and understanding via presentations of their posters.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Poor/Not considered

Case studies are not included in this resource.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Good

The resource allows for student choice in the following areas: presentation format (digital vs traditional poster), and the online content to explore for additional information and what images, etc. to include in their final project.

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.

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