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The Climate is in our Hands - Ocean and Cryosphere, offers a ready-to-use lesson plan for students to understand climate change and the ocean and cryosphere in both their scientific and societal dimensions, at local and global levels, to develop their reasoning abilities, and to guide them to take action (mitigation and/or adaptation) in their schools or communities.
The resource is divide in two parts, Part 1 - We understand, and Part 2 - We Act.
Part One - We Understand - This section contains five sequences with core and optional lessons, aimed at helping students understand the impacts of climate change, induced by human activities. They also highlight the importance of the ocean and cryosphere in regulating climate and how they provide essential resources and services to humans. The lessons outline how these services are at risk as a result of climate change. Finally, it provides students with opportunities to reflect on and consider the importance of urgent action.
Part Two - We Act - This section contains three detailed projects that students/ schools could implement so that they can take tangible action in mitigating climate change, as well as ideas for other projects. Details on possible designs and methodologies for those projects are also outlined in this section.
The sequences of lessons in this resource are written so that teachers can select lessons that are suited to their particular needs or contexts. However, we advise teachers to maintain a certain balance between the two main parts: students will not usually be capable of intelligent, effective actions without a proper understanding of the issue; understanding without taking action is not insufficient, given the urgency of adaptation and attenuation.
This resource would be excellent to use when addressing any of the following topics:
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 series of inquiry based activities in this resource helps students understand all aspects of climate change and its affect on the ocean and cryosphere. Through a multitude of activities, students will get a chance to dive deep into the subject and therefore form their own opinion and take informed positions on this issue. Students discussion on the subject is at the center of this lesson.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
This resource uses a wide variety of learning activities. In these activities, students will get to look at how these dimensions interplay in the issue of climate change and its effects on the ocean and cryosphere.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
Part 2 of the resource - We Act - contains three detailed projects that students/ schools could implement so that they can take tangible action in mitigating climate change, as well as ideas for other projects.
|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|
Students' opinions and beliefs are at the center of this resource. They have many opportunities to share and express themselves.
|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 of 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|
In this resource, students will explore how the ocean and cryosphere are fundamental to the climate system and human society, how they are rapidly changing due to climate change and other factors, and how this is, in turn, affecting humans and ecosystems therefore fostering an appreciation for the natural world. However, all activities take place within the classroom.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
In this resource, students will try to understand climate change and the ocean and cryosphere in both their scientific and societal dimensions, at local and global levels.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
Climate change is a current issue that has been mostly caused by our past. Students will take on an action project with a goal to better the future.
|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|
In this resource, students are encouraged to develop and share their opinions during class discussions or as reflection questions. Students will also choose the action plan to put in place.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Although this resource responds mostly to Science content area, there is a good amount of graphs that could be used in math classes where interpreting data is an outcome.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning||Very Good|
This resource has an inquiry path. The overall progression follows an inquiry-based teaching method.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The sequences of this resource were designed to correspond to the student mind and how they think and the lessons include a wide range of activities: experimentation, documentary analysis, role-playing games, debating, use of interactive activities and short videos. However, there is no strategies for learners with difficulties.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
In order to solve problems, students must work together.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
Assessments tools are not provided in this resource but many of the activities could be assessed.
|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||Very Good|
One of the options for an action project has students conduct a survey in the community, work on several itineraries and address different issues related to safety, signage, timetables, etc. They also work on communication with the local authorities and parents, in order to implement a walking bus.
|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|
Every lesson is equipped with real information and data on the subject.
|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||Very Good|
Every lesson is equipped with real information and data on the subject.
|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.|