- Review Process
- Take Action
- A project of
The activities in this lesson are meant to accompany the storybook "What in the World is Happening to our Climate?". The lesson plan consists of three distinct activities:
Activity 1: Weather Adds Up to Climate
In this hands-on activity that runs the entire school year, the students learn the difference between weather and climate by making weather observations and graphing the collected data.
Activity 2: Seashores on the Move
In this activity, the students will gain an understanding of the effects of sea level rise on coastal communities. They will build a model of a coastal community, make predictions of flooding risks then test their predictions and finally plan for changes to keep their communities safe from flooding.
Activity 3: We're All Part of the Solution! In this three part activity the students will learn about greenhouse gases, use a carbon footprint calculator to evaluate the greenhouse gases they are emitting and develop ideas for home, school and community to reduce emissions.
This resource explicitly teaches the following skills:
This is a strong resource with age appropriate materials. It has the following strengths:
This is a very strong resource. The only weakness that is obvious is the lack of assessment tools.
This resource would work well in an elementary classroom as a booster to curriculum content.
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||Good|
With the help of the storybook. "What in the World is Happening to our Climate?", the lesson does allow the students to explore and consider the different viewpoints of the effects of climate change on people who live in different parts of the world.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The lessons and storybook do a very good job of addressing the environmental and social aspects of the issue of climate change. The economic dimension is not really reflected but could be addressed by the teacher in class discussions.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
|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
|Values Education||Poor/Not considered|
This lesson does not focus on this concept.
|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 lesson does not focus on this concept.
|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.
As the students will be collecting weather data for their area throughout the school year, this gives the resource a local focus.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
This is a strength of this resource.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
The activities allow for the students to learn and explore the topics. Activity 2 also allows the students to investigate their own ideas and test their model for flooding and then explore suggestions for improvement.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Activity 1 blends numeracy with the collection and graphing of data with the topic of Science.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
As the content is directed at younger students this component does need to be more directive in nature.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Very Good|
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
As the students will collect weather data throughout the year in order to gain an understanding of climate versus weather; this allows them to have a direct experience in a real world context.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning||Very Good|
Activity 1 provides the students with a rubric for "Scientist Working Together" which emphasizes the skills that are essential to group work as well as a tool for self-assessment and allows room for feedback that can be put into action by the student.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
The resource does not provide any tools or suggestions for assessment.
|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|
This is not a focus of this lesson.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
The lesson does not provide any 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||Poor/Not considered|
As the lesson plan is intended for younger students it needs to be more directive in nature.
|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.|