- Review Process
- Take Action
- A project of
In this two part lesson plan, the students will explore the use of satellites to record changes in the Earth's temperature, gain an understanding of the changes that have occurred in this temperature over the last 20 years and build their own satellite.
Part 1: After an opening discussion of their knowledge of satellites, the students will be lead through a powerpoint presentation of the use of satellites and watch a video of how satellites work. A check for understanding will be completed with a word wall activity of filling in a circular chart and then the students will reflect on their learning by answering the question," What did we learn today?"
Part 2: After a recap of their learning from the previous lesson, the students will build their own satellite following instructions provided on a handout or through visuals in a powerpoint. The students will then visit a NASA website to see the differences in temperatures over the last twenty years. The students will pick their birthdate and colour in a world map to showcase different temperatures. As an extension activity, the students can then compare the Earth's temperature from three different years and create a bar graph to illustrate the changes. After a discussion of the trends noted, the students will pledge to take a personal action towards halting global temperature increases.
This resource does not explicitly teach skills. Its goal is to create an awareness and understanding of the concepts of satellites and the changes in the Earth's temperature.
This lesson plan fits well into a unit on weather leading to a discussion of climate change. The hands-on activity of building a satellite will appeal to most students regardless of age.
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||Very Good|
The personal action at the end of the lesson to halt global temperature increases can be considered an informed position of the fight against climate change.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
Through classroom discussions students can address the different dimensions of the issue.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The questions guiding the students have them reflect why temperature changes over time and how humans impact climate change.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
The final activity is for the students to take a personal pledge of an action against the increase in global temperatures and reflect on how they can help to take action for Global Goal 13 Climate Action.
|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
The pledge of an action against the increases in global temperatures offers the students an opportunity to express their values.
|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 resource does not have this as a focus.
|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 activities have students reflect on reasons humans impact Earth's temperature.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||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.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students explore how satellites work and what they tell us about our world.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
There are no strategies for learners who may experience difficulties.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Students build their own satellites.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Very Good|
Included in the resources is a rubric for teacher and student formative assessment of 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: |
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 NASA website that the students visit can be considered a real life case study of the observable changes that a satellite can provide.
|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|
|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.|