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Next Generation Climate

Grades 6-8

Middle

Description

Next Generation Climate is a six lesson, STEM climate change resource that has students investigate the cause of the global temperature change, research the major repercussions of climate change, and find out how they can monitor and minimize those repercussions. The resource aims to make students climate literate so that they can make informed and responsible decisions about climate change.

Lesson 1 - What evidence is there to show there is a rise in global temperatures?

Students explore various indicators of climate change in the forms of graphs, pictures and charts.  They also learn the difference between weather and climate and get to use instruments to measure the weather.

 

Lesson 2 - What factors have caused the rise in global temperature over the last century?

Through a video and a greenhouse effect game, the students learn about the factors causing climate change.  They also learn the argumentation strategy "Claim, Evidence and Reasoning" to answer the question "What is causing the global average temperature on Earth to increase?".

Lesson 3 - What are the repercussions of the rise in global temperature?

Students will complete a research project on the impacts of climate change.  They will also complete a concept map to demonstrate their learning.

Lesson 4 - What would you need to monitor the repercussions of the rise in global temperature?

The students will learn about the scientist who are working on issues related to climate change.  They will also be introduced to "Citizen Science" via a slideshow and then choose a project to begin contributing to.

Lesson 5 - In what ways can the repercussions of climate change be minimized?

Through the use of a video and an activity with a Venn diagram, the students will learn the difference between mitigation and adaptation. Afterward they will need to find evidence to support a claim of which is best: adaptation or mitigation. They will use this information in a debate.

Lesson 6 - How can you design a method for monitoring and minimizing climate change?

In this lesson, the students will use design a project to create a way to monitor and minimize human impact on the environment and help with climate change.

 

General Assessment

What skills does this resource explicitly teach?

This resource explicitly teaches the following skills:

  • How to ask clarifying questions.
  • The Claim, Evidence and Reasoning argumentation strategy.
  • How to analyze and evaluate information critically.

Strengths

This resource has the following strengths:

  • It is a complete resource with all of the materials provided as well as links to relevant blogs, videos and supplementary materials.
  • The layout of the teacher guide and the background information makes the resource easy to follow.
  • The activities are engaging and interesting and build on the knowledge gained in previous activities to allow for growth in the student's learning.

Weaknesses

The resource has the following weaknesses:

  • The lack of assessment tools.
  • The lack of suggestions for learners who experience difficulties.

Recommendation of how and where to use it

The resource is best suited for middle level students in a Science classroom.  The material and resources would be of benefit for a stand alone resource on 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 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
  • British Columbia
    • 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
  • Manitoba
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    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
  • New Brunswick
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    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
  • Newfoundland & Labrador
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    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interaction of Ecosystems
  • Northwest Territories
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    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
  • Nova Scotia
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    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Interactions Within Ecosystems
  • Nunavut
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • 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
        • Heat in the Environment
        • Interactions in the Environment
  • Prince Edward Island
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    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
  • Quebec
  • Saskatchewan
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    • 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 (3)

    • Climate Change
    • Ozone Depletion
    • Weather
  • Citizenship (1)

    • General Guide to Taking Action

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good
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
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 does a very good job allowing the students to see the issue of climate change with observable data such as pictures and graphs while also discussing mitigation and adaptation to climate change.

Respects Complexity:

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

Acting on Learning Very Good

The final activity in the resource allows for the students to choose an issue to address by collecting data and making a plan for change.

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 Very Good
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 a focus for this 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
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

The focus of the resource is of a global scale.

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 Very Good
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
Open-Ended Instruction :

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

Integrated Learning Good

The main focus of the resource is on the subject of science but could be also used in a Language Arts classroom for the argumentation strategy and debate activities.

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
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 Good

This is a strength of this resource.  It has a variety of interesting and engaging activities for the students.  Unfortunately, there were no strategies included for learners with difficulties.

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
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
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

There are no assessment tools provided with the resource; however, suggestions are made as to assessments that could be carried out.

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
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 Very Good

The majority of the material provided for the students to consider in this resource in authentic and could be considered as case studies.

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

In the final two activities, the students are provided opportunities to choose the elements on which they would like to focus on.

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.