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The Climate in Our Hands: Ocean and Cryosphere

Secondary, Middle

Description

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.

General Assessment

What skills does this resource explicitly teach?

  • Building a basic greenhouse
  • Carrying out an experiment

Strengths

  • This resource is accompanied by a lot of background information on the issue. 
  • This resource is accompanied with a pedagogical overview document for teachers
  • All of the lessons in this resource have been approved by scientists and educators, and have been tested in a range of classes in different educational settings and countries.
  • Optional lessons aimed at delving deeper into the issue are provided.
  • Different sequences are provided so you can make it fit your students.
  • Each lesson is explained in details and easy to follow for teachers
  • All worksheets and documents are provided and ready to use
  • There is a big variety of learning activities in this resource which can benefit all types of learners. 
  • Additional resources are proposed at the end of the lesson

Weaknesses

  • A lot of materials are required to complete the activities
  • This lesson is extensive and therefore requires a lot of time to be completed.
  • Rubrics or assessments are not provided in this resource

Recommendation of how and where to use it

This resource would be excellent to use when addressing any of the following topics:

  • What climate change is. 
  • What the causes of climate change are. 
  • What effects climate change is having on the ocean and cryosphere. 
  • Why the ocean and cryosphere are important to us. 
  • What our carbon footprint is and why we need adaptation and mitigation measures. 
  • A variety of videos and multimedia activities are proposed with the guide book to further extend the learning.

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
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    • Grade 7
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      • Science
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        • Interactions and Ecosystems
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      • Science
        • Step 4Relevant matches
        • Freshwater and Saltwater Systems
    • Grade 9
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environment and Outdoor Education: Commitment to Action
        • Environment and Outdoor Education: Environmental Core
        • Environment and Outdoor Education: Environmental Investigations
      • Science
        • Step 4Relevant matches
        • Biological Diversity
        • Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science 10: Energy Flow in Global Systems
        • Science 14:Investigating Matter and Energy in the Environment
  • British Columbia
    • Step 2Select a grade level
    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
  • Manitoba
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
    • Grade 8
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      • Science
        • Step 4Relevant matches
        • Water Systems on Earth
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Senior 2 Science: Dynamics of Ecosystems
        • Senior 2 Science: Weather Dynamics
  • New Brunswick
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7 Earth Surface Processes: Nature of Science
        • Science 7 Earth Surface Processes:Learning and Living Sustainably (STSE)
    • Grade 8
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      • Science
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        • Science 8 Beyond Earth: Human presence in the solar system: Learning and Living Sustainably (STSE)
    • Grade 9
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      • Science
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        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably (STSE)
        • Science 9 Ecosystem Dynamics: The Nature of Science
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Learning and Living Sustainably (STSE)
        • Science 10 Science for Sustainable Societies
        • Science 10 Science for Sustainable Societies: The Nature of Science
  • Newfoundland & Labrador
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interaction of Ecosystems
    • Grade 8
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      • Science
        • Step 4Relevant matches
        • Water Systems on Earth's Surface
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science 1206: Sustainability of Ecosystems
        • Science 1206: Weather Dynamics
  • Northwest Territories
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • Grade 8
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      • Science
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        • Freshwater and Saltwater Systems
    • Grade 9
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      • Science
        • Step 4Relevant matches
        • Biological Diversity
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Climatology and Meteorology
        • Experiential Science 10, Terrestial Systems: Ecology of the Land
        • Experiential Science 10, Terrestial Systems: Resource Management and Population Dynamics
        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
        • Science 10: Energy Flow in Global Systems
        • Science 14:Investigating Matter and Energy in the Environment
  • Nova Scotia
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    • Grade 7
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      • Science
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        • Life Science: Interactions Within Ecosystem
        • Science 7: Engineering Structures
        • Science 7: Environmental Action
    • Grade 8
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      • Science
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        • Science 8: Climate Change
        • Science 8: Water Systems on Earth
    • Grade 10
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        • Science 10: Sustainability of Ecosystems
        • Science 10: Weather Dynamics
  • Nunavut
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        • Interactions and Ecosystems
    • Grade 8
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      • Science
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        • Freshwater and Saltwater Systems
        • Interactions in Our Environment
    • Grade 9
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      • Science
        • Step 4Relevant matches
        • Biological Diversity
        • Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Climatology and Meteorology
        • Experiential Science 10, Terrestial Systems: Ecology of the Land
        • Experiential Science 10, Terrestial Systems: Resource Management and Population Dynamics
        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
        • Science 10: Energy Flow in Global Systems
        • Science 14: Investigating Matter and Energy in the Environment
  • Ontario
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    • Grade 7
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      • Science & Technology
        • Step 4Relevant matches
        • Heat in the Environment
        • Interactions in the Environment
    • Grade 8
    • Grade 9
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        • Science (Academic):Biology: Sustainable Ecosystems
        • Science (Applied): Biology: Sustainable Ecosystems and Human Activity
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science (Academic):Earth and Space Science: Climate Change
        • Science (Applied)::Earth and Space Science: Earth's Dynamic Climate
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Water Systems on Earth
    • Grade 9
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      • Science
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        • Science 9: Content Knowledge
        • Science 9: Procedural Knowledge
    • Grade 10
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      • Science
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        • Applied Science 701A: Procedural Knowledge
        • Science 421A: Procedural Knowledge
        • Science 431A: Earth and Space Science, Weather Systems
        • Science 431A: Life Science, Sustainability of Ecosystems
  • Quebec
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    • Grade 7
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      • Science & Technology
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        • The Earth and Space
        • The Living World
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      • Science & Technology
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        • The Earth and Space
        • The Living World
    • Grade 9
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      • Science & Technology
        • Step 4Relevant matches
        • Applied Science & Technology: The Living World
        • Science and Technology: The Earth and Space
        • Science and Technology: The Living World
    • Grade 10
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      • Science & Technology
        • Step 4Relevant matches
        • Applied Science & Technology: The Earth and Space
        • Applied Science & Technology:The Living World
        • Environmental Science & Technology: The Earth and Space
        • Environmental Science & Technology: The Living World
        • Science & Technology: The Earth and Space
        • Science & Technology:The Living World
        • Science and the Environment: The Earth and Space
        • Science and the Environment: The Living World
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Life Science: Interactions within Ecosystems
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 8: Water Systems on Earth
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.

Themes Addressed

  • Air, Atmosphere & Climate (1)

    • Climate Change
  • Citizenship (1)

    • Ecological Footprint
  • Ecosystems (2)

    • Appreciating the Natural World
    • Biodiversity
  • Water (1)

    • Marine Environments

Sustainability Education Principles

Principle Rating Explanation
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:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
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.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
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.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good

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. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the 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.

Pedagogical Approaches

Principle Rating Explanation
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. 

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good

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

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
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.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

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.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory
Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

In order to solve problems, students must work together.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
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.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
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.
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