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Global Warming Lesson Plan with Video

Secondary

Description

This resource was designed to be used in conjunction with the short film, Mr. Green, a parable about climate change in which a jaded government official becomes the unwitting test subject in an experimental program to curb global warming.

Students will:

• Differentiate between the terms global warming and climate change

• Discuss current issues relating to our changing climate

• Analyze real data from ice core samples and atmospheric records to document changes in CO2 concentrations over time.

• View the film

• Discuss the biotechnology featured and its validity as a solution to global warming.

• Investigate the concept of carbon capture / sequestration

In addition to climate change, the lessons in the resource draw attention to endosymbiosis, photosynthesis, plasmids, gene transfer and the Precautionary Principle.

Students using this resource should be familiar with the concepts of global warming and climate change and have some understanding of photosynthesis and gene transfer. NOTE: Teachers should preview the film to determine if it is appropriate for their students.

 

General Assessment

What skills does this resource explicitly teach?

  • analyzing and organizing large sets of data
  • creating multi-variable, linear graphs

Strengths

  • The film is thought-provoking and provides an engaging context for discussing how biotechnology might be used to address the effects of climate change
  • The resource provides thorough background information on the concepts and issues presented, in a concise and easy to digest format.

Weaknesses

  • Google searches will be required to locate some of the  supplementary resources identified in the lessons.
  • The Atmospheric Carbon Dioxide Data required for Lesson 1 can be found here.
  • The CCS Education video "Carbon Capture and Sequestration" referred to in lesson 3 can be found here.
  • The resource does not include opportunities for hands-on or action learning.

Recommendation of how and where to use it

The resource will be of interest to teachers of senior biology and geography courses that address the concepts of cell biology, genetic engineering, climate change and global warming.

It supports STEM education goals and helps blur the lines between biological and climate science.  Due to the nature of the film, Mr. Green, the resource will be more appropriate for older rather than younger high school students.

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
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    • Grade 11
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      • Biology
        • Step 4Relevant matches
        • Biology 20: Photosynthesis and Cellular Respiration
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 30: Cell Division, Genetics and Molecular Biology
  • British Columbia
    • Step 2Select a grade level
    • Grade 12
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      • Biology
        • Step 4Relevant matches
        • Cell Biology
  • Manitoba
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    • Grade 11
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      • Science
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        • Current Topics in the Sciences 30S: Science, Technology, Society & the Environment
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      • Biology
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        • Biology: Mechanisms of Inheritance
  • New Brunswick
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        • Biology 11: The Cell
      • Geography
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        • Physical Geography 110: The Atmosphere
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        • Genetic Continuity
        • Biology 122/121
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        • Science 2200: Weather Dynamics
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      • Biology
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        • Biology 3201: Genetic Continuity
  • Northwest Territories
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    • Grade 11
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      • Biology
        • Step 4Relevant matches
        • Biology 20: Photosynthesis and Cellular Respiration
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      • Biology
        • Step 4Relevant matches
        • Biology 30: Cell Division, Genetics and Molecular Biology
  • Nova Scotia
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    • Grade 12
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      • Biology
        • Step 4Relevant matches
        • Biology 12: Genetic Continuity
  • Nunavut
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    • Grade 11
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      • Biology
        • Step 4Relevant matches
        • Biology 20: Photosynthesis and Cellular Respiration
    • Grade 12
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      • Biology
        • Step 4Relevant matches
        • Cell Division, Genetics and Molecular Biology
        • Biology 30
  • Ontario
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    • Grade 11
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      • Biology
        • Step 4Relevant matches
        • Biology 11 (College Prep.) Cellular Biology
        • Biology 11(College Prep.) Genetics
        • Biology 11(College Prep.) Plants in the Natural Environment
        • Biology 11(Univer.Prep.) Genetic Processes
      • Geography
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        • Forces of Nature: Physical Processes and Disasters (Univ./College Prep.): The Physical Environment: Sustainability and Stewardship
    • Grade 12
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      • Biology
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        • Biology 12 (Univ. Prep.): Molecular Genetics
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        • The Environment & Resource Management (Univ./College Prep) : Ecological Systems: Interactions and Interdependence
  • Prince Edward Island
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    • Grade 12
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      • Biology
        • Step 4Relevant matches
        • Biology 621A: Genetic Continuity
  • Saskatchewan
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    • Grade 12
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      • Biology
        • Step 4Relevant matches
        • Biology 30: Genetics and Biotechnology
  • Yukon Territory
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    • Grade 12
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      • Biology
        • Step 4Relevant matches
        • Cell Biology

Themes Addressed

  • Air, Atmosphere & Climate (1)

    • Climate Change
  • Food & Agriculture (1)

    • Biotechnology
  • Science and Technology (1)

    • Appropriate Technology

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

Based on the information garnered from the film and activities, students come to their own conclusions regarding both evidence of global warming and the role of biotechnology in addressing it.

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 film certainly addresses this interplay and provides an excellent opportunity for students to engage in systems thinking.

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 Good

The film, video and lesson activities contribute to an accurate description of the challenges involved in finding viable solutions to global warming.

Respects Complexity:

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

Acting on Learning Poor/Not considered
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 Good

In the question and discussion activities students are required to form and express their own opinions as to the information and evidence they uncover.

Values Education:

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

Empathy & Respect for Humans Poor/Not considered
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

Lesson 1 and 2 will do a good job in promoting a sense of urgency and responsibility with respect to global warming.

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 Good

The film does a good job in connecting students to the issues and the data they work with is authentic.

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

Once again, the drama played out in the film and the data provided for analysis do a good job in representing the past, present and the future of global warming.

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 Good

The lessons require students to formulate their own conclusions on the issues/concepts presented to them.

Open-Ended Instruction :

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

Integrated Learning Very Good

The resource supports STEM education goals and helps blur the lines between biological and climate science.

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 Satisfactory

The lesson is largely scripted but there are opportunities for students to examine issues and evaluate the merits of different solutions.

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 Satisfactory

Students view and discuss ideas, analyze and graph data and read and respond to information provided.

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 Poor/Not considered
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

Activities require students to work both individually and 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 Satisfactory

Assessment suggestions are provided with each lesson.

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 Poor/Not considered

Peer teaching opportunities are not provided.

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 Good

The film, although fictional, presents a realistic scenario for analysis and discussion.  Case study data is provided for students to analyze in Lesson 1.

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 Poor/Not considered

The lessons are largely scripted.

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.