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Description
The delicate balance between the insulating effect of Earth's atmosphere and the Sun's energy is essential to life on this planet. Unfortunately, human activities have disrupted this natural system with excess carbon emissions which have increased the greenhouse effect of our atmosphere, resulting in a rapid global temperature increase. Ecosystems, agriculture and human lives have already been affected by our changing climate and immediate action is needed to prevent further impacts. This first lesson from a collection of resources about climate science and mitigation strategies, introduces students to the causes and consequences of global warming while engaging pupils in the following learning outcomes:
- Differentiate between weather and climate
- Create and present skits about severe weather impacts
- Examine key features of a scientific graph
- Explore the connection between evidence and claims relative to scientific research
General Assessment
What skills does this resource explicitly teach?
- Analysis
- Problem solving
- Evidence gathering
Strengths
- Well organized with a detailed lesson plan
- Focuses on a Sustainable Development Goal (SDG 13)
- Emphasizes a systems approach to climate change mitigation
- Includes assessment strategies
- Includes bell work and homework tasks
Weaknesses
- Some videos are older and lower quality
- The reading content may be difficult for some students
- Some tasks have limited student information
Recommendation of how and where to use it
This resource supports Grade 5-8 Science outcomes related to weather, climate systems, carbon emissions and Earth system interactions. 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.
Science in action could become the basis of an extended learning experience in which students are able to discuss climate change with an actual researcher. Environment Canada offers the free "Scientists-at-Large" program whereby an expert can come into a classroom or engage with students virtually.
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
- New Brunswick
- 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
- Geography
- Step 4Relevant matches
- Physical Patterns in a Changing World
- 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
- Quebec
- Step 2Select a grade level
- Grade 5
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Earth and Space
- Grade 6
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Earth and Space
- Grade 7
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- The Earth and Space
- Grade 8
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- The Earth and Space
- 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 interactions between Earth's climate system and weather by examining impacts that have already occurred to predict future changes. They will understand the importance of scientific evidence in increasing our understanding of how humans have impacted climate change and in evaluating the success of mitigation and adaptation strategies. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Good | Students engage in critical thinking about how natural processes were involved in past climate changes but the current warming trend is a direct result of human activities such as fossil fuel burning. Pupils will understand that the environmental, social and economic issues associated with present-day climate change can only be resolved through worldwide efforts to reduce emissions. |
| 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 challenges of effective climate change mitigation. Students will recognize that emission reduction targets can only be reached by practices such as using renewable energy sources, protecting ecosystems and changing methods of food production. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Satisfactory | No specific action projects are included but students do consider how their daily habits might affect the environment in preparation for the final lesson of the unit in which 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 | Satisfactory | There are several opportunities for students to consider how social inequity impacts human resiliency to severe weather such as tornadoes. |
| 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 | Good | In their "Extreme Weather Skit" students express how more intense weather would affect their family, friends and themselves. This task requires introspection about the issue at a community level and creates a personal connection to the material. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Good | Pupils learn about Earth's past periods of heating and cooling from the perspective of current global warming trends and will understand that if the present pattern continues the future of our world is in jeopardy. |
| 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 | There is an emphasis on guided questioning that develops autonomous thinking related to the learning goals and provides a framework for independent investigation. |
| 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 | Students are able to explore scientific cause and effect relationships and use the information to describe interactions between carbon dioxide emissions, weather and climate while developing new ideas about climate change impacts. |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Poor/Not considered | There are no differentiation strategies included in the resource. |
| 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 and participate in class presentations. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Good | Pupils develop a "Concept Map" that is continually expanded during the learning experience and supports formative assessment. The "Graphin' It Up!" activity provides a summative assessment tool for determining how well students understand key atmospheric science concepts. |
| 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 | Poor/Not considered | Peer teaching is not an important component of this resource. |
| 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 | The balance between classroom instruction and hands-on activities provides students with options for self direction and exploration. |
| 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. | ||