- Review Process
- Take Action
- A project of
This lesson is based on a 20 minute podcast from the CBC series “Tai Asks Why” through which 7th grader Tai Poole tries to find answers to some of life’s biggest questions. In this episode, Tai talks with his friends, a NASA scientist and a Canadian environmentalist to try and find out ‘how we will fix climate change?’. In addition to gaining an understanding of the causes and consequences of our changing climate, students will learn how they, personally can work toward solutions.
The lesson does an excellent job in presenting climate change to students as a critical challenge that will impact their future while at the same time providing them with a sense of optimism by detailing steps that they can take to make a difference.
The lesson includes:
A slide presentation that consolidates all of the above materials into an effective teaching and learning sequence has also been included.
Some attention is paid to:
While the resource will support climate change outcomes included in some middle school science units, the best fit for this age group is found in those social studies programs that focus on citizenship.
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||Good|
The podcast presents Tai's views on climate change along with those of a scientist, environmentalist and several of his friends.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Satisfactory|
While the focus of the podcast and discussion largely draws attention to the anthropogenic causes and environmental consequences of climate change, some of the culminating activities provide opportunity to consider the interplay among all three dimensions.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The discussion and the activities do an excellent job at presenting to this age group, the complexity of climate change and the challenges in finding solutions.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
The lesson includes a number of specific suggestions and some support for acting on learning.
|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|
The footprint and goal setting activities that support the podcast require students to reflect on their own attitudes and behaviors.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
|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|
Tai's informed and passionate concern for the planet is sure to resonate with his peers.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
The lesson is focused on students taking personal action to address climate change within their communities. That the individual leading the learning is an articulate and enthusiastic 7th grader, has the potential to make the learning even more relevant.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
Some attention is paid to the chronology of the changing climate. A frank discussion of what the future may hold raises significant concerns but also reasons for students to be hopeful.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
The discussion format is constructed to allow students to analyze and respond from their own points of view to the information and opinions presented in the podcast.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
This resource will support instruction in science, social studies and citizenship education.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Some of the suggested culminating activities provide inquiry opportunities for students.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
While the core activity primarily involves listening, speaking and writing, the culminating activities provide additional instructional approaches including acting on learning.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
The discussion questions do a good job in connecting the podcast content to the students own experience. The culminating activities include acting on learning within the larger community.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning||Poor/Not considered|
Cooperative Learning is not included as an instructional strategy
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
While the lesson includes several built in opportunities for assessment, there are no tools provided other than discussion questions.
|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.|
Given Tai's age and role in leading the discussion, the podcast essentially serves as a peer teaching experience.
|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|
|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 variety of culminating activities included in the lesson provide students with some control over 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.|