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Next Generation Climate is a six lesson, STEM climate change resource that has students investigate the cause of the global temperature change, research the major repercussions of climate change, and find out how they can monitor and minimize those repercussions. The resource aims to make students climate literate so that they can make informed and responsible decisions about climate change.
Lesson 1 - What evidence is there to show there is a rise in global temperatures?
Students explore various indicators of climate change in the forms of graphs, pictures and charts. They also learn the difference between weather and climate and get to use instruments to measure the weather.
Lesson 2 - What factors have caused the rise in global temperature over the last century?
Through a video and a greenhouse effect game, the students learn about the factors causing climate change. They also learn the argumentation strategy "Claim, Evidence and Reasoning" to answer the question "What is causing the global average temperature on Earth to increase?".
Lesson 3 - What are the repercussions of the rise in global temperature?
Students will complete a research project on the impacts of climate change. They will also complete a concept map to demonstrate their learning.
Lesson 4 - What would you need to monitor the repercussions of the rise in global temperature?
The students will learn about the scientists who are working on issues related to climate change. They will also be introduced to "Citizen Science" via a slideshow and then choose a project to begin contributing to.
Lesson 5 - In what ways can the repercussions of climate change be minimized?
Through the use of a video and an activity with a Venn diagram, the students will learn the difference between mitigation and adaptation. Afterward they will need to find evidence to support a claim of which is best: adaptation or mitigation. They will use this information in a debate.
Lesson 6 - How can you design a method for monitoring and minimizing climate change?
In this lesson, the students will use design a project to create a way to monitor and minimize human impact on the environment and help with climate change.
This resource explicitly teaches the following skills:
This resource has the following strengths:
The resource has the following weaknesses:
The resource is best suited for middle level students in a Science classroom. The material and resources would be of benefit for a stand alone resource on climate change.
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|
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
This resource does a very good job allowing the students to see the issue of climate change with observable data such as pictures and graphs while also discussing mitigation and adaptation to climate change.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
The final activity in the resource allows for the students to choose an issue to address by collecting data and making a plan for change.
|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|
|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 focus for this 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|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The focus of the resource is of a global scale.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The main focus of the resource is on the subject of science but could be also used in a Language Arts classroom for the argumentation strategy and debate activities.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
This is a strength of this resource. It has a variety of interesting and engaging activities for the students. Unfortunately, there were no strategies included for learners with difficulties.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
There are no assessment tools provided with the resource; however, suggestions are made as to assessments that could be carried out.
|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: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
The majority of the material provided for the students to consider in this resource in authentic and could be considered as case studies.
|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|
In the final two activities, the students are provided opportunities to choose the elements on which they would like to focus on.
|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.|