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Changing Climates - Years 3 & 4

Exploring the Natural World

Elementary

Description

In this resource, students explore the topic of climate change through various activities, and they will learn of the historical causes and everyday habits that contribute to climate change. All lessons are in a PowerPoint format with hyperlinks to resources.

Lesson 1: The students will discuss the weather in their area and depict it in a picture.  They will then watch a video and discuss the difference between weather and climate. A second video will explain the different climate zones in the world, and the students will then use an interactive map to explore the concept further.  A final video discusses climate change and the students will participate in a discussion of natural and human causes of climate change.

Lesson 2: Students will discuss greenhouse gases and fossil fuels.  A video briefly describes the process for creating oil and then the students will play a card matching game to solidify their learning.  Afterwards, the students will learn of the four daily habits and their links to fossil fuels.  They will complete a spider diagram of the advantages, disadvantages and links to fossil fuels for one of the four habits and share it with their classmates.

Lesson 3: Students will explore the effects of climate change on humans, birds, plants or animals and create a radio report to be shared. They will also explore a range of solutions for climate change from around the world.

Lesson 4: In the final lesson, the students will choose one of the habits to create a schoolwide campaign to encourage others to change their habits.  

General Assessment

What skills does this resource explicitly teach?

The resource is focused on the development of awareness and knowledge rather than skills.

Strengths

  • Interesting resource with engaging activities for the students
  • All materials are provided with functional links (note that 2 BBC videos were not available)
  • Engaging presentations 

Weaknesses

  • Lack of assessment tools
  • 2 video links did not function

Recommendation of how and where to use it

This resource would complement the lower elementary Science curriculum very well, particularly when discussing weather and climate. The activities are easily adapted for younger students.  This resource could be used around Earth Day in order to foster an appreciation for the earth.

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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        • Exploring connections strengthens our understandings of relationships to help us make meaning of the world.
        • Investigating change and the diversity of Earth’s systems helps us to develop understandings of the conditions necessary to sustain life.
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        • Exploring connections strengthens our understandings of relationships to help us make meaning of the world.
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        • Exploring connections strengthens our understandings of relationships to help us make meaning of the world.
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        • Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
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        • Science 4: All living things sense and respond to their environment
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        • Science 2: Living things have life cycles adapted to their environment
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        • Regional and Global Communities: Local actions have global consequences, and global actions have local consequences.
    • Grade 3
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        • Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
    • Grade 4
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      • Science
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        • Science 4: All living things sense and respond to their environment

Themes Addressed

  • Air, Atmosphere & Climate (3)

    • Climate Change
    • Ozone Depletion
    • Weather

  • Energy (1)

    • Energy Use

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The students are encouraged to explore their thoughts and feelings on the issues being discussed.  The teacher is also encouraged to create an atmosphere of a safe space and even a class charter to encourage the students to respect different views and opinions.

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 does a good job of explaining all dimensions of the issue of climate change.

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
Respects Complexity:

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

Acting on Learning Good

As a final activity, the students will create an awareness campaign for their school on one of the daily habits linked to fossil fuel that  contributes significantly to climate 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

Through the discussion based lessons, students are encouraged to share their thoughts and feelings in a welcoming atmosphere.

Values Education:

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

Empathy & Respect for Humans Satisfactory

The activities aim to have students build empathy for people and other species that are impacted by climate change.

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 Satisfactory

Students think about and discuss how the weather affects humans, animals, birds or plants.

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
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

This resource creates a solid understanding of the past and our reliance on fossil fuels and where we are today.  It also encourages the students to take action towards making a difference in 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

Information on climate change is presented and the students through discussions are encouraged to explore the topic and form their own opinions.

Open-Ended Instruction :

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

Integrated Learning Good
  • Science
  • Social Studies
  • Literacy
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 Very Good

The resource provides a variety of instructional approaches such as:

  • Explain and explore their own viewpoints on a range of ideas
  • Participate in pair, group and class discussions on climate change
  • Articulate their own thoughts and opinions on climate change and listen to the opinions of others
  • Research and record information about fossil fuels
  • Create handwritten spider diagrams
  • Develop their understanding of climate change through conversations and discussions
  • Participate in a radio news report and presentations on group work
  • Listen to a range of viewpoints within the class and from outside perspectives
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 Good

Students participate in pair, group and class discussions on climate change.

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 Poor/Not considered

There are no assessment tools included in 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
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

There are no case studies included.

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

There is some choice in the activities for the students.

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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