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Through a series of four lessons, students will learn the story of how climate change is impacting life in Canada today. The students will be working with photos from the exhibition "To What Degree? Canada in a Changing Climate".
Lesson 1: How do we adapt to and prevent climate change?
Lesson 2: A picture tells a thousand stories
Lesson 3: Researching climate change
Lesson 4: Climate change in our words and photos
This resource is based on the idea of developing an awareness of climate change instead of specific skills.
This resource has the following strengths:
There were no obvious or glaring weaknesses with this resource.
This resource would be beneficial as a mini-unit for a class to begin to explore the topic of climate change. You may wish to use the lesson plans in order or pick and choose activities or discussions from them to accompany your teaching plan.
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|
Within each activity included in the teacher plan, there is an opportunity for the students to consider different points of view.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
With the students exploring the ideas of mitigation and adaptation, they will address all three aspects of the climate change issue.
|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||Good|
|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: |
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 the 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.
The resource suggests that the teacher and students tell a local story as a part of the final photo project.
|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
Each lesson begins with a shorter activity, then moves into extensive exercise building on climate change knowledge in an inquiry-based environment.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The activities provided in the resource will appeal to a wide variety of students. However, there are no strategies included for struggling learners.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
The activities in the resource are only simulations and not real-world experiences for the students.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Very Good|
With each lesson, there is a list of suggested evaluations that can be completed for both formative and summative information. There are suggestions for evaluation in each lesson plan, and an editable evaluation rubric for the final project.
|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.
The use of the photos from the exhibition "To What Degree? Canada in a Changing Climate", makes for an interesting case study. The photos provide examples of real situations that can be explored.
|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|
The students have flexibility in their choice of the final project for their photo exhibition.
|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.|