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Description
Earth has undergone periods of cooling and heating throughout its history but these were natural changes occurring over long time periods, whereas the current global temperature increase is abrupt, rapid and caused by human activities. This lesson from a collection designed to educate middle school students about the science of climate change, teaches pupils about the types of research being carried out to investigate how warming temperatures affect physical and biological systems. Learners are also introduced to mitigation and adaptation concepts as they examine how humans can help protect our planet. An inquiry approach actively engages students in the learning process as they achieve the following instructional targets:
- Examine ice core data for patterns in temperature and carbon dioxide
- Predict how sea level rise could impact coastal communities
- Analyze data to identify climate change impacts on weather, sea level, ecosystems, crops, forest fires and human health
- Explore mitigation and adaptation concepts
General Assessment
What skills does this resource explicitly teach?
- Communication
- Organizing information
- Data research
- Compare and contrast tools
Strengths
- Well organized with detailed lesson plan
- Focuses on a Sustainable Development Goal (SDG 13)
- Includes all necessary support materials
- Includes assessment strategies
- Includes bell work and homework tasks
Weaknesses
- The slide presentation about ice cores includes information about oxygen isotope ratios and gas bubble extraction but these techniques are not explained with student background information
- The albedo concept is not explained in sufficient detail
Recommendation of how and where to use it
This resource supports Grade 5-8 Science outcomes related to climate systems, climate change impacts as they relate to Earth's biological and physical systems. Students also learn how science is providing evidence of increased extreme weather, land and ocean temperature increases and sea level rise as key indicators of climate change. Mitigation is examined from the perspective of transportation systems, infrastructure design and renewable energy sources.
As students consider solutions for reducing climate change impacts they will feel empowered to act themselves. A class could develop a project through the "Ecoschools" program that provides ideas, support and certification for schools that become involved in climate action and environmental education. Information about the Ecoschools Canada program can be found here.
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 5
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Earth Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.
- 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 8
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Freshwater and Saltwater Systems
- British Columbia
- Manitoba
- Newfoundland & Labrador
- Northwest Territories
- Nova Scotia
- Nunavut
- Ontario
- Step 2Select a grade level
- Grade 5
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Earth and Space Systems: Conservation of Energy & Resources
- Grade 7
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Earth and Space Systems: Heat in the Environment
- Grade 8
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Earth and Space Systems: Water Systems
- Prince Edward Island
- Saskatchewan
- Yukon Territory
Themes Addressed
Air, Atmosphere & Climate (1)
- Climate Change
Science and Technology (1)
- Analysing Conventional Science
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Good | Students explore the complex interconnections between Earth's climate, physical and biological systems by examining the significant impacts that have already resulted from a global temperature increase. Analyzing this data in conjunction with historical information about heating and cooling patterns prior to the advent of fossil fuels provides valid evidence for climate change predictions and the development of mitigation strategies. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Good | Pupils learn how a reduction in fossil fuel consumption reduces greenhouse gas emissions and climate change impacts. They will understand that preventing further global warming benefits the environment by protecting ecosystems, biodiversity and oceans while also improving air quality, human health and reducing economic losses from severe weather effects on agriculture and infrastructure. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Good | There is a progressive building on prior knowledge to gain a clear understanding of the complexities involved in mitigating climate change. This holistic approach provides many opportunities for students to think critically about the issue. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Poor/Not considered | No specific action projects are included in this learning activity but students do examine mitigation and adaptation concepts in preparation for the final lesson of the unit where they develop and analyze a mitigation 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
| ||
| Values Education | Satisfactory | Students will develop a self-awareness of how individual lifestyle choices can contribute to sustainability practices that are part of the solution to 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 | Although not specifically addressed in the lesson, students may realize that severe weather events such as heat waves will have the highest impacts on marginalized communities with limited resources. |
| 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 | Satisfactory | Learners will understand that the interdependence of Earth's systems means that extreme weather events also impact animals, plants and their habitats which leads to declining biodiversity. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Satisfactory | Examining climate change impacts on sea level rise, crop yields and human health issues like asthma ensures that many students across Canada will be able to relate to the content on a personal level. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Good | Discovering how ice core samples provide data that is thousands of years old develops student awareness of how the past can provide information which scientists can use to understand current environmental issues from the perspective of protecting Earth's future. |
| 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 | Good | Exploration with authentic data supports evidence based learning and fosters dialogue about an important environmental issue. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Satisfactory | Although developed as a Science teaching resource, this lesson requires students to use English Language Arts skills to read and analyze written information, develop a concept map and explore vocabulary. Mathematics content related to interpreting graphs and examining data is also included. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Good | The teacher's role is to support instead of direct student examination of data, discussion and reflection. This strategy ensures there are many opportunities for self discovery which facilitates active student involvement in the learning process. |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Poor/Not considered | No differentiation strategies are included in the lesson. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Satisfactory | This lesson is designed to introduce students to key climate change concepts and is classroom based. However, pupils are presented with authentic information which supports informed learning about current global events. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | Students work in groups to examine climate change impacts and de-brief and discuss their learning as a class. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Good | A KWL chart provides information that enables a teacher to gauge understanding and adjust instruction throughout the lesson. Worksheets on "Claims and Evidence" and climate change impacts support formative evaluation of student learning. A standard quiz and answer key is also provided to evaluate content knowledge. |
| 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 | Good | Groups participate in a "Great Discussion" activity during which they present their work and debate their ideas about climate change impacts and solutions.. |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Satisfactory | Climate change is a serious environmental issue that affects all global communities. A teacher can particularly highlight how a warming trend is threatening Canada's Arctic region where rapidly melting ice sheets are impacting keystone species like Polar Bears while jeopardizing the traditional livelihoods of the Inuit. Sea level rise and storm surges are also of immediate concern to coastal communities and drought conditions have recently caused damaging forest fires in many Provinces. |
| 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 | Satisfactory | Students are able to independently explore their thoughts about climate change impacts and express their ideas through peer dialogue. |
| 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. | ||
