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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.
• 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.
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.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|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: |
|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.
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
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.
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.
|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.|
The lessons require students to formulate their own conclusions on the issues/concepts presented to them.
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
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.
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.
|Experiential Learning||Poor/Not considered|
|Experiential Learning: |
Authentic learning experiences are provided
Activities require students to work both individually and in groups.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|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.
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.|