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Climate Change Phenomena

Bananas in our Breadbasket?

Middle

Description

Consisting of three main components, the resource explores the relationship between climate change and global food security.

In the first activity students examine a PowerPoint presentation with maps showing the locations in which various crops are grown. Through discussion questions, students gain an understanding that specific crops require specific climates. Next the students read the e-magazine Climate Change Phenomena and explore its hyperlinks to better understand weather vs climate, the carbon cycle, and the difference between mitigation and adaptation in agriculture.

In the second activity students start by discussing  key ideas from the first. Then, working in 12 small groups they complete a Carbon Scenario Cycle sheet in which each group is tasked with identifying from which sphere in the cycle the carbon is coming and to which sphere it is going. Next they observe all the scenarios to identify naturally occurring versus human induced carbon processes. The students complete a Carbon Cycle handout to identify and label all of the process involved and answer a series of discussion questions.

In the third activity, students brainstorm ideas of agricultural methods to reduce negative impacts on environment. They watch the video Happy Cows Save the Planet and are then divided into 10 small groups. Each group is given a Climate Smart Agriculture card and tasked with researching a climate smart farming practice that they will describe to their classmates.

General Assessment

What skills does this resource explicitly teach?

The focus of this resource is on developing student awareness of options for mitigations and adaptations to climate change in agriculture

Strengths

  • engaging content like the e-magazine with hyperlinks
  • easy to implement and follow
  • all materials are provided

Weaknesses

  • lack of assessment tools
  • no suggestions for students who may struggle with the material

Recommendation of how and where to use it

Climate Change Phenomena is best suited for the middle school Science classroom. It will help to address curriculum outcomes related to human impact on the environment and climate change. It could be used as a stand-alone resource for the content mentioned above. 

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 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Plants for Food and Fibre
  • 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
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    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Systems
    • Grade 8
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      • Science
        • Step 4Relevant matches
        • Earth Science
  • New Brunswick
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    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7 Earth Surface Processes: Learning and Living Sustainably
  • Northwest Territories
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    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time
  • Nova Scotia
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    • 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
  • Ontario
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Life Systems: Interactions in the Environment
  • Quebec
  • 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 (2)

  • Climate Change
  • Weather

Citizenship (1)

  • Sustainable Consumption

Food & Agriculture (2)

  • Conventional Farming
  • Organic Farming

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The focus of this resource is on the scientific aspect of climate change. It does include diverse ideas on the subject of agricultural practice and on how to mitigate and adapt to climate change rather than focus on one single solution.

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 Satisfactory

The resource does primarily focus on the environmental dimension of the issue of climate change. It doesn't explore the cost or social implications of the climate smart practices. 

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 does present a factual and accurate depiction of various methods to mitigate and adapt to climate change. 

Respects Complexity:

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

Acting on Learning Poor/Not considered

The resource focuses on developing an awareness in students. It does not contain action opportunities to make changes. However, this does not detract from the quality of the activities or lesson plan.

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

Throughout the resource the students are given the opportunity to discuss and share their ideas with others. 

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 part of 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 resource does develop a concern for the Earth through its activities.

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 Satisfactory

Although climate change is relevant to everyone, the resource does not contain a local focus.

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 activities help the students to understand and see a positive outcome for the future while also understanding where we stand today. A discussion of the past is not included in the materials.

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

By beginning the lesson with the question "Could bananas ever be grown in America's breadbasket?", the resource allows the students to explore their own ideas. It continues by allowing the students to explore the topic via the e-magazine at their own pace and gives them the opportunity to choose their method of presentation and research approach.

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 primary focus of the content of this resource is Science.  There are speaking, listening, reading and writing components that lend itself to a literacy component but the resource is focused on Science outcomes.

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 students research their assigned topic of climate smart agricultural practices at their own pace and in their chosen manner. 

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 have variety in terms of its activities and their approaches; it does not always address the needs of a variety of learning styles.

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 research on the topic of climate smart agricultural practices allows for the students to get a real world sense of the issue.

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 Good

The resource provides suggestions for topics to evaluate but does not provided the tools to assess student learning.

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

The climate smart agriculture cards allow the students to gain an understanding of real agricultural solutions that exist.  In addition the video that is shown as part of activity #3 also provides information of practices currently in place in Costa Rica.

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

The students get a change to choose their method for their final presentation. The resource is structured in a way that there isn't a lot of chance for choice.

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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