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Climate Quest

Middle

Description

Climate Quest is an interactive lesson that uses an on-line game format to help students explore the impacts of climate change on Nova Scotia communities and find solutions for the future.

To begin the students watch an introductory video to learn about climate change and how impacts may affect different communities. They then develop a community profile using the online tool that provides them with necessary information about social, economic and cultural features specific to their area. With this information and an understanding of the four Rs of Netukulimk, students use the provided Student Observation Research Card to determine the most important impacts of climate change on the community.  Students present their research in a mock town hall meeting and as a final challenge, propose appropriate adaptation and mitigation solutions. 

The resource includes a detailed lesson plan for teachers and  discussion questions to guide each step in the process.

Please note: On the Supporting Resources and Documents for this Workshop page located in the Climate Quest Teacher Inquiry Powerpoint, the 1. Workshop Video is no longer available.

General Assessment

What skills does this resource explicitly teach?

As this resource is an inquiry resource, it does not explicitly teach skills.  Rather, it allows the students to explore the topic and gain an understanding of how climate change will impact communities.

Strengths

  • innovative and engaging online tool that is a key component of the lesson
  • interactive format of the lesson involves a mock town hall presentation
  • good quantity and quality of supporting information for the teacher and students
  • the resource will be of particular interest to Nova Scotia educators

Weaknesses

  • on the Supporting Resources and Documents for this Workshop page located in the Climate Quest Teacher Inquiry Powerpoint, the 1. Workshop Video is no longer available.
  • lack of assessment materials
  • the resource was developed with Nova Scotian classrooms in mind

Recommendation of how and where to use it

Climate Quest is an engaging resource ideally to be used at the middle school level. It addresses outcomes related to 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.

  • Step 1Select a province
  • Alberta
    • 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
        • Freshwater and Saltwater Systems
  • 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
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Water Systems on Earth
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interaction of Ecosystems
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Water Systems on Earth's Surface
  • Northwest Territories
    • 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
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Environmental Action
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 8: Climate Change
  • 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
        • Freshwater and Saltwater Systems
  • Ontario
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Life Systems: Interactions in the Environment
        • STEM Skills and Connections
    • Grade 8
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Earth and Space Systems: Water Systems
        • STEM Skills and Connections
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Water Systems on Earth
  • Quebec
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Life Science: Interactions within Ecosystems
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 8: Water Systems on Earth
  • 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 (1)

  • Climate Change

Food & Agriculture (1)

  • Aquaculture

Human Health & Environment (1)

  • Quality of Life

Indigenous Knowledge (1)

  • TEK -- Traditional Ecological Knowledge

Land Use & Natural Resources (3)

  • Fisheries
  • Forests
  • Rural Issues

Water (1)

  • Marine Environments

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

As this is an inquiry resource, the students research the impact of climate change and work towards finding viable solutions.  They consider all of the information presented and then share their point of view with their classmates.

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 Very Good

This resource addresses all three aspects of the effects of climate change on a specific community by providing information via an online interactive tool on the demographics, ecosystems and industries of each community being examined.

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

The resource presents the information on climate change in an easy-to-understand format all the while giving the students a clear picture of the complexity of effects on the community in question.

Respects Complexity:

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

Acting on Learning Satisfactory

The focus of the resource is allowing the students to explore the issue and work towards finding solutions for the future effects of 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

The students have the freedom to explore the topic as they wish which in turn allows them to identify and express their own thoughts and feelings on the issue as well as how they think the community should proceed to mitigate the effects of climate change.

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 the 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

The learning that takes place allows the students to gain an intimate understanding of an actual community where the effects of climate change will cause harm.

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

The learning is made relevant to the learners as they are examining actual Nova Scotian communities.

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

The goal of the resource is to implement solutions to mitigate climate change and find solutions for a community in 2050. The present reality of the chosen community is explored and defined quite well with the interactive tool. The teacher will have to promote an understanding of the past.

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

This inquiry-based resource is focused on allowing the students to learn about the impacts of climate change and to work towards finding appropriate solutions. Much of the work is self-directed with multiple answers expected.

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 Very Good

The resource is based around provided information and allowing the students to use it to explore the issue.

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 Satisfactory

The resource does explain that the learning experience is not meant to be prescriptive but that the teacher can modify the length, content, etc. as they see fit to meet their level of comfort and teaching experience in addition to the needs of the students.  However, the resource does not provide any guidance nor materials for this. 

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 Good

The context of the learning is authentic in that it deals with real communities that exist and face challenges due to climate change. The interactive tool allows the students to explore these communities and learn about them.

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 Poor/Not considered

There are no tools for assessment provided.  However, the teacher could easily assess the presentations given in addition to having the students write a summary of their solutions.

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

The students work in groups and present their ideas to their classmates.

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 interactive tool allows the students to learn about different communities in Nova Scotia, their demographics, their ecosystems and the impacts of climate change on the community.

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 Very Good

This resource allows for the students to choose the direction of their project and how to present their findings at a mock town council meeting. They are also not limited in their choice of final product to illustrate their learning.

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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