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Choosing Earth's Climate Future

Secondary

Description

Students examine examples of three interconnected responses of humans to the changing climate- suffering, adaptation and mitigation- and based on their findings and analysis, describe how climate change is impacting the earth's systems now as well as in the future. Using video segments from NOVA’s Decoding the Weather Machine, students explore ways in which adaptation and mitigation strategies can be effective in minimizing suffering and then use this information to develop an evidence-based action plan for their local community.

In addition to the video segments, this interactive lesson presents climate change data and information in graphs, maps, models and case studies which the students analyze and use to make predictions about the impacts from the changing climate . Responses to questions posed throughout the lesson, reflections on the videos and a final writing assignment are entered into a digital notebook that serves as their work record.

The resource provides teachers with valuable instructional tips and technical notes to support its implementation.

 

General Assessment

What skills does this resource explicitly teach?

  • using an on-screen editor
  • uploading, linking to and using graphic or media files
  • using digital information

Strengths

  • The resource is thorough and easy to use
  • Information is current and presented in variety of engaging formats 
  • Each activity provides support for both teacher and students
  • Discussion and reflection opportunities accompany each activity
  • The learning has both a global and local focus
  • Assessment ideas and opportunities are provided throughout.

Recommendation of how and where to use it

This resource will prove to be an effective tool in the discussion of climate change in secondary science and geography programs.   It provides an excellent foundation for students to involve themselves in a community-based climate change action project and is suitable for in-class use as well as at-home learning.

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 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Energy Flow in Global Systems
    • Grade 11
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 20: The Changing Earth
  • British Columbia
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
        • Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
      • Science
        • Step 4Relevant matches
        • Earth Science 11: The transfer of energy through the atmosphere creates weather and is affected by climate change
        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Climate change impacts biodiversity and ecosystem health
  • Manitoba
    • Step 2Select a grade level
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Earth Science
        • Senior 2 Science: Dynamics of Ecosystems
        • Senior 2 Science: Weather Dynamics
    • Grade 12
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      • Geography
        • Step 4Relevant matches
        • World Geography: A Human Perspective - World Resources, Energy, and Environment
  • New Brunswick
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    • Grade 9
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      • Science
        • Step 4Relevant matches
        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
        • Science 9 Ecosystem Dynamics: Scientific Literacy
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science 10 Science for Sustainable Societies: Scientific Literacy
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Introduction to Environmental Science 120: Investigating Environmental Issues
  • Newfoundland & Labrador
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    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science 1206: Sustainability of Ecosystems
    • Grade 11
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      • Science
        • Step 4Relevant matches
        • Science 2200: Weather Dynamics
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 3205: The Atmosphere and the Environment
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
        • Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
      • Science
        • Step 4Relevant matches
        • Earth Science 11: The transfer of energy through the atmosphere creates weather and is affected by climate change
        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
  • Nova Scotia
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    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Sustainability of Ecosystems
  • Nunavut
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Energy Flow in Global Systems
    • Grade 11
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 20: The Changing Earth
  • Ontario
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • :Biology: Sustainable Ecosystems
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science (Academic):Earth and Space Science: Climate Change
        • Science (Applied)::Earth and Space Science: Earth's Dynamic Climate
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science (Univ/College Prep.) Scientific Solutions to Contemporary Environmental Challenges
        • Environmental Science (Univ/College Prep.) Sustainable Agriculture and Forestry
        • Environmental Science (Workplace Prep.) Human Impact on the Environment
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • The Environment & Resource Management (Univ./College Prep) : Ecological Systems: Interactions and Interdependence
  • Prince Edward Island
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    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 621A: Environmental Challenges and Successes
      • Science
        • Step 4Relevant matches
        • Agriscience 801A: Overview
  • Quebec
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    • Grade 10
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      • Science & Technology
        • Step 4Relevant matches
        • Environmental Science & Technology: The Earth and Space
        • Science & Technology: The Earth and Space
        • Science and the Environment: The Earth and Space
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
        • Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
      • Science
        • Step 4Relevant matches
        • Earth Science 11: The transfer of energy through the atmosphere creates weather and is affected by climate change
        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Climate change impacts biodiversity and ecosystem health

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Energy (2)

  • Alternative Energy
  • Energy Generation

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The videos and case studies provide information representing different perspectives and points of view. The questions accompanying the activities encourage reflection and require students to take informed positions.

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's examination of how adaptation and mitigation can reduce suffering promotes a system's-thinking approach to the environmental, economic and social impacts 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 Good

The attention to how humans have contributed to climate change and the limitations of both mitigation and adaptation as solutions, help illustrate the complexity of the issue.  Suggestions to deepen the discussion accompany several of the activities.

Respects Complexity:

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

Acting on Learning Good

The final assignment requires the student to put in writing an action plan to address climate change specific to the needs of their community. Implementation is not a requirement.

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

Opportunities are included in each activity. 

Values Education:

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

Empathy & Respect for Humans Good

The videos and case studies illustrate how climate change impacts some communities more than others and the reasons why. 

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 Very Good

The attention brought to the impacts that climate change is having on the planet connects students to the natural world and the need for stewardship. 

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

Students are required to apply what they are learning about climate change for the benefit of their community as a final assignment. 

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 Good

Climate change over time and predicting future impacts are integral elements of the lesson. 

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

Students are required to reflect upon information gathered from a variety of perspectives 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 Satisfactory

The resource with its focus on investigating climate change, incorporates content and skills related to a number of science disciplines (earth science, environmental science, ecology), as well as physical geography and world issues. 

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 Satisfactory

The interactive nature of the resource provides students with questions regarding different climate strategies and their effectiveness and information in a variety of formats to use in answering them. 

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

The resource employs a number of instructional approaches that make use of different video and digital tools. Suggestions for addressing common student misconceptions and ideas to support understanding of the more difficult concepts are provided in the 'teaching tips'.

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 Poor/Not considered

This is not a feature of the resource.

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

The learning activities can be completed individually or in small groups or a combination of both.

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

All of the student required responses and assignments are collected in a ‘My Work Record” which students can refer to and teachers can use to gauge student understanding.  Suggestions for formative evaluation are included in the ‘tips for teachers’

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

Case studies are used to help students gauge the effectiveness and limitations of adaptation and mitigation. 

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

Opportunities to choose content elements are limited.

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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