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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.
The resource is focused on the development of awareness and knowledge rather than skills.
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.
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|
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: |
|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.
|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
|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.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local 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.|
|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.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Very Good|
The resource provides a variety of instructional approaches such as:
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
Students participate in pair, group and class discussions on climate change.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|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: |
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|
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.|