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Climate Change: Creating Solutions for our Future

Elementary, Middle

Description

This resource focuses on the history of climate change, its present day causes and consequences, how human activities are interconnected with sustaining biodiversity, and the role that students can play in their community to cut down on greenhouse gas emissions.  The seven lessons making up the resource can be delivered in sequence or used individually.

Lesson One: Picturing Climate Change ( 3 X 45min)

After a class discussion on greenhouse gases and their role in global warming, students complete a timeline of climate change dating back 65 million years. In groups, students match story segments to these time lines to reinforce the concept that human activity contributed to climate change over the past 250 years.  After discussion questions, students design a timeline of the future which branches into both a "probable' and "predicted" future.

Lesson Two- The Heat Is On ( 4 X45min)

Students participate in a "game show" to explore what they know about climate change and the greenhouse effect. Groups of students then research people in their local community and select an "Environmental Hero".  A class bulletin board is then created to display the contributions made by these 'heroes".

Lesson Three- World In A Bottle- ( 3X45min)

After watching a video and answering questions on weather vs climate, students build their own "world in a bottle" by layering gravel, charcoal, soil, and sand in a large jar, into which plants are nestled. This model of the earth and atmosphere helps students visualize concepts related to climate change. A class discussion ensues which emphasizes how human actions can impact climate.

Lesson Four- The World Wide Web: The Internet (8X45min)

Students are guided through several websites which consist of animated pictures, short readings, and interactive activities which focus on causes of climate change and the actions they can take to cut down on greenhouse emissions. They also compare carbon dioxide emissions in their own geographical region with 10 other countries around the world, discuss the effects of climate change and desertification in Mali and examine early warning signs of climate change in other locations.

Lesson Five: The World Wide Web: Human Interactions (7X45min)

Students use a classroom game to learn how trees, soil, water, and human activities are interconnected. After watching a video and researching information on the Internet, they examine the causes, effects and suggest solutions for desertification in Mali with a focus on crop production. Students then compare the climate in West Africa with that of Canada's prairie provinces.  Students create and play a board game to explore how climate change negatively affects amphibians. In a concluding activity, they build Origami frogs and write a climate change solution for their own community.

Lesson Six- Choose Your own Challenge (5X45min)

Students are encouraged to continue to think about the positive action of their Environmental Heroes.  They participate in a "climatoquiz", organize an environmental festival in the community and create a class charter on climate change to share with the school and the community.

General Assessment

What skills does this resource explicitly teach?

  • Working cooperatively with team members to develop and carry out a plan
  • Interpreting patterns and trends in data
  • Differentiating between relevant and irrelevant information
  • Inferring and explaining relationships
  • Proposing solutions to a problem being investigated
  • Identifying and using a variety of sources and technologies to gather information
  • Reading and viewing different text and media
  • Listening critically to others' ideas, thoughts and points of view
  • Presenting and sharing information in a variety of ways

Strengths

  • Resource is easy to use and understand
  • Promotes community awareness
  • Group work allows for shared dialogue and incidental peer teaching
  • Excellent background information for teachers
  • Activities are varied
  • Opportunities for experiential learning
  • Websites are relevant to both teachers and students
  • Interactive lessons are fun and interesting
  • Has a multi-disciplinary approach
  • Resource comes with worksheets to gather information
  • The Mali story is an excellent case study
  • Encourages creativity
  • Demostartes the complexity that characterizes environmental issues
  • Gives concrete examples of how climate change has affected First Nations people
  • The resource is written for a Canadian audience

Weaknesses

  • Many of the research links will have to be updated or replaced by the teacher
  • Action project is not developed
  • Assessment tools will need to be developed by the teacher
  • Setting up games and quizzes will require a lot of prep time by the teacher to print, cut and laminate
  • No out-of-doors experience
  • More time is needed for students to clarify values
  • No suggestions given for struggling learners

Relevant Curriculum Units

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Themes Addressed

Air, Atmosphere & Climate (2)

  • Climate Change
  • Weather

Economics (1)

  • Poverty Reduction

Ecosystems (1)

  • Biodiversity

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Satisfactory

The resource  seeks input and data from nations around the world. The point of view of governments is not addressed.

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 environmental effects of climate change are seen as detrimental and greenhouse gas emissions a major contributor to this effect. These emissions are directly related to consumption and lifestyle choices and these choices affect people around the world.

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 Satisfactory

Although not examining all aspects of this issue, the resource promotes dialogue and discussion within groups of students. The resource encourages open-end solutions and research activities relate both environmental and social issues.

Respects Complexity:

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

Acting on Learning Poor/Not considered

Poor- activities are designed to promote awareness more so than action. After activities, research and discussions, students may be motivated to act in some way.

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 Satisfactory
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 research done on Mali, West Africa promotes empathy for those whose poverty is magnified by issues with climate change and desertification.

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 Poor/Not considered

There is no out-of doors experience.

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

Many activities are focused on promoting community awareness of these issues.

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 timeline exercise examines the effects of human activities on climate change in the past and present. The future is seen as positive only if lifestyle choices are changed on a large scale.

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 Satisfactory

A combination of structured and guided inquiry is used. After being presented with information, researching and doing activities students are encouraged to develop their own opinions and ideas. 

Open-Ended Instruction :

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

Integrated Learning Good
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
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 teaches to both the cognitive and affective domains. There are no accommodations suggested for people with learning difficulties. Some websites have reading levels which will be too difficult for some students.

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

The 'World in A Bottle" is a good simulation of our earth.

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

 Poor. No rubrics or assessment tools are provided.

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 Good

The case studies on Mali and information on other nations on the provided websites are relevant and authentic.

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
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.