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The Heat Is On!

Secondary

Description

In The Heat Is On students  research themes of climate change in Ontario and predict the impacts of climate change on a local forested environment.

The objectives of this lesson are: 

  • To introduce the greenhouse effect and climate change.
  • To discuss the implications of climate change for different forest regions in Ontario.
  • To introduce "Future Wheels"

In groups, students will list what they already know about climate change and discuss its various impacts. They will then research how climate change impacts a certain forested community in Ontario. Students will predict how that particular environment may continue to change as a result of climate change.

As a culminating activity, each group will  work cooperatively to present a Future Wheel to explain and justify the outlook for their forest area.

General Assessment

What skills does this resource explicitly teach?

Students will learn how to use a Futures Wheels. Futures Wheels is a versatile tool that can be used to examine the many effects a single decision or situation can have on inter-relationships.

Strengths

  • The lesson is easy to follow and has all necessary steps explained.
  • The resource has a wide variety of learning activities which lends itself well to all learners.
  • A backgrounder is included for teachers.
  • The length of this lesson makes it easy to integrate to curriculum. 
  • Assessment breakdown is provided for the final project. 
  • Optional extension opportunities are provided. 
  • A presentation to accompany the lesson is provided. 

Weaknesses

  • All activities take place indoors
  • Modifications for learners with difficulties are not provided
  • An action plan to help the problem is not included in the resource. 
  • This resource is specific to Ontario

Recommendation of how and where to use it

This resource would be great to use in courses where the issue of climate change and global warming are discussed. The length of this lesson makes it a great addition to any lesson. 

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.

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  • Alberta
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    • Grade 9
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      • Environmental Science
        • Step 4Relevant matches
        • Environment and Outdoor Education: Environmental Core
        • Environment and Outdoor Education: Environmental Investigations
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        • Step 4Relevant matches
        • Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • 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
    • Grade 11
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      • Biology
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        • Biology 20: Ecosystems and Population Change
      • Science
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        • Science 20: Changes in Living Systems
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        • Biology 30: Population and Community Dynamics
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      • Environmental Science
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        • Environmental Science 11: Changing ecosystems are maintained by natural processes.
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
        • Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
      • Science
        • Step 4Relevant matches
        • Earth Science 11: The transfer of energy through the atmosphere creates weather and is affected by climate change
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system
      • Science
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        • Specialized Science 12: Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors
        • Specialized Science 12: Climate change impacts biodiversity and ecosystem health
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      • Science
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        • Senior 2 Science: Dynamics of Ecosystems
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    • Grade 12
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        • Biology: Conservation of Biodiversity
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    • Grade 9
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      • Science
        • Step 4Relevant matches
        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
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      • Environmental Science
        • Step 4Relevant matches
        • Introduction to Environmental Science 120: Investigating Environmental Issues
        • Introduction to Environmental Science 120: Sustainable Development
  • Newfoundland & Labrador
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      • Science
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        • Science 1206: Sustainability of Ecosystems
        • Science 1206: Weather Dynamics
    • Grade 11
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      • Biology
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        • Biology 2201: Ecosystem Interactions and Population Dynamics
      • Science
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        • Science 2200: Ecosytems
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      • Environmental Science
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        • Environmental Science 3205: Introduction to Environmental Science
        • Environmental Science 3205: The Atmosphere and the Environment
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      • Science
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        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
    • Grade 10
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      • Science
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        • Experiential Science 10, Terrestial Systems: Climatology and Meteorology
        • Experiential Science 10, Terrestial Systems: Ecology of the Land
        • 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
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
      • Science
        • Step 4Relevant matches
        • Science 20: Changes in Living Systems
    • Grade 12
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      • Biology
        • Step 4Relevant matches
        • Biology 30: Population and Community Dynamics
  • Nova Scotia
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        • Science 10: Sustainability of Ecosystems
        • Science 10: Weather Dynamics
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      • Biology
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        • Biology 11: Interactions among Living Things
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • AP Environmental Science: The Living World: Biodiversity
        • AP Environmental Science: The Living World: Ecosystems
        • Environmental Science: Atmospheric Pollution
  • Nunavut
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    • Grade 9
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      • Science
        • Step 4Relevant matches
        • 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
        • 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
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
    • Grade 12
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      • Biology
        • Step 4Relevant matches
        • Biologie 30 :Population and Community Dynamics
  • Ontario
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    • Grade 9
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      • Science
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        • :Biology: Sustainable Ecosystems
    • Grade 10
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      • Science
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        • Science (Academic):Earth and Space Science: Climate Change
        • Science (Applied)::Earth and Space Science: Earth's Dynamic Climate
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      • Biology
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        • Biology 11(Univer.Prep.) Diversity of Living Things
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      • Biology
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        • Biology 12 (Univ. Prep.): Population Dynamics
  • Prince Edward Island
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    • Grade 10
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      • Science
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        • Science 431A: Earth and Space Science, Weather Systems
        • Science 431A: Life Science, Sustainability of Ecosystems
    • Grade 11
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      • Biology
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        • Biology 521A: Interaction Among Living Things
    • Grade 12
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      • Environmental Science
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        • Environmental Science 621A: Ecological Principles
        • Environmental Science 621A: Environmental Challenges and Successes
  • Quebec
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    • Grade 10
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      • Science & Technology
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        • 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
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        • Science and the Environment: The Living World
  • Saskatchewan
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    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Changing ecosystems are maintained by natural processes.
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
        • Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
      • Science
        • Step 4Relevant matches
        • Earth Science 11: The transfer of energy through the atmosphere creates weather and is affected by climate change
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors
        • Specialized Science 12: Climate change impacts biodiversity and ecosystem health

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Ecosystems (1)

  • Appreciating the Natural World

Land Use & Natural Resources (1)

  • Forests

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Satisfactory

This will depend on the quality of the students research. 

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 Good

During the research portion of the lesson, each group must consider ecological, environmental, economic and social impacts of climate change on the group’s chosen geographic region.

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

The questions guiding the student investigations and reflections are designed to illustrate the complexity of the issues discussed.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered

This is not a focus of this resource. 

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 will get a chance to complete their own Futures Wheel and therefore will be able to express their own beliefs. 

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
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

This resource looks at forests in Ontario. It would be very relevant to students from Ontario. If students are not from Ontario, it would be possible to change the forested communities to those from your home province. 

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

Students will look at the current effects of climate change and make predictions for their forested communities based on an increase in temperature of 2.5 degrees Celsius. 

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 The Heat Is On students will get to make their own predictions and their own futures wheels based on their understanding and positions on the topic of climate change. 

Open-Ended Instruction :

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

Integrated Learning Poor/Not considered

This resource lends itself mostly to Science curriculums. 

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 Satisfactory

Students will have to predict the effect of a 2.5 degree Celsius temperature change on their forested community. 

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

This resource includes a variety or instructional approaches. However, most activities are discussions or paper & pencil. As well, modifications for learners with difficulties are not provided. 

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 Poor/Not considered
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

Groups must work cooperatively to present, explain and justify their Futures Wheel.

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 Good

An assessment breakdown is provided to assess the final presentation. However, no rubric or checklist is provided. 

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 Satisfactory

Students will learn from each others presentations but will not teach other students or community members. 

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

Students will research real forest communities.

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

Students will get to build their own future wheels, but will not get to choose which area they will be researching. 

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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