Search for Resources
Description
Through a variety of activities, this resource seeks to educate students about the factors that contribute to climate change and their effects on society, the economy and the environment. They will also explore adapting to the existing and projected effects of climate change to reduce risks and take advantage of opportunities.
Students will:
- brainstorm to activate their previous knowledge of climate change
- draw a concept map to link the physical impacts of climate change on the environment with their socio-economic consequences
- collaborate to define and find adaptation and mitigation concepts related to climate change
- comment on different climate change graphs and translate information into computer graphics
- simulate a working group session to reach consensus on how best to use federal funding to address their climate change adaptation needs.
In addition, the activities of this resource aim to develop a variety of skills such as critical thinking, creativity, collaboration and communication. Teachers can choose to present the activities as a module or individually.
Through a variety of activities, this resource seeks to educate students about the factors that contribute to climate change and their effects on society, the economy and the environment. They will also explore adapting to the existing and projected effects of climate change to reduce risks and take advantage of opportunities.
Students will:
Brainstorm to activate their previous knowledge of climate change
draw a concept map to link the physical impacts of climate change on the environment with their socio-economic consequences
collaborate to define and find adaptation and mitigation concepts related to climate change
comment on different climate change graphs and translate information into computer graphics
Simulate a working group session to reach consensus on how best to use federal funding to address their climate change adaptation needs.
In addition, the activities of this resource aim to develop a variety of skills such as critical thinking, creativity, collaboration and communication. Teachers can choose to present the activities as a module or individually.
General Assessment
What skills does this resource explicitly teach?
- Produce a concept map
Strengths
- This resource is accompanied by fact sheets for teachers to give them a better background on the topic
- A glossary of the key vocabulary of the resource is found
- The resource is provided with a teacher's guide and includes all the reproducible sheets needed to complete the activities
- This resource addresses the economic, social and environmental impacts of climate change
- The resource is provided with extra activity to help students beyond the requirements
- Topics for evaluation are provided and ready to use
- The diversity of activities in this resource responds to different types of student learning
- The resource is relevant to the student since it uses real data from their country
- The resource is available in French and English
Weaknesses
- Community involvement is omitted
- Include an action project
- No activity is provided for students with learning difficulties
Recommendation of how and where to use it
This resource can be used in a multitude of courses including Science (Climate Change), Social Studies (Maps, Society Studies, etc.) and Mathematics (Card Reading) courses.
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
- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Interactions and Ecosystems
- Grade 8
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Knowledge and Employability: Statistics and Probability
- Statistics and probability
- Grade 9
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environment and Outdoor Education: Environmental Investigations
- Math
- Step 4Relevant matches
- Knowlege And Employability: Statistics and Probability
- Science
- Step 4Relevant matches
- Biological Diversity
- Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
- British Columbia
- 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
- Math
- Step 4Relevant matches
- Analyzing the validity, reliability, and representation of data enables us to compare and interpret.
- Science
- Step 4Relevant matches
- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
- Manitoba
- New Brunswick
- Newfoundland & Labrador
- Step 2Select a grade level
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Interaction of Ecosystems
- Grade 8
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Statistics & Probability
- Grade 9
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Statistics & Probability
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 1206: Sustainability of Ecosystems
- Science 1206: Weather Dynamics
- Northwest Territories
- Step 2Select a grade level
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Interactions and Ecosystems
- Grade 8
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Statistics & Probability
- Grade 9
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Analyzing the validity, reliability, and representation of data enables us to compare and interpret.
- Statistics and Probability
- Science
- Step 4Relevant matches
- Biological Diversity
- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
- 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
- Nova Scotia
- Nunavut
- Step 2Select a grade level
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Interactions and Ecosystems
- Grade 8
- Grade 9
- 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
- Ontario
- Step 2Select a grade level
- Grade 7
- Step 3Select a subject
- Geography
- Step 4Relevant matches
- Natural Resources around the World: Use and Sustainability
- Physical Patterns in a Changing World
- Math
- Step 4Relevant matches
- Data
- Science & Technology
- Step 4Relevant matches
- Life Systems: Interactions in the Environment
- Grade 8
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Data
- Grade 9
- Step 3Select a subject
- Geography
- Step 4Relevant matches
- Issues in Canadian Geography (Academic): Geographic Inquiry and Skill Development
- Grade 10
- Step 3Select a subject
- 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
- Quebec
- Step 2Select a grade level
- Grade 7
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Statistics and probability
- Science & Technology
- Step 4Relevant matches
- The Living World
- Grade 8
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Statistics and probability
- Science & Technology
- Step 4Relevant matches
- The Living World
- Grade 10
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Applied Science & Technology:The Living World
- Environmental Science & Technology: The Living World
- Science & Technology:The Living World
- Saskatchewan
- Step 2Select a grade level
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 7: Life Science: Interactions within Ecosystems
- Grade 8
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Mathematics 8: Statistics and Probability
- Grade 9
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Math 9: Statistics and Probability
- Grade 10
- Yukon Territory
Themes Addressed
-
Air, Atmosphere & Climate (1)
- Climate Change
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Very Good | Throughout the activities, students must form their own opinion on different sides of the problem and take an informed position. At the end of the activities, the students must take a position on which studies they want to finance. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Very Good | In this resource, students must draw a concept map to relate the physical impacts of climate change to the environment with their socio-economic consequences. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Very Good | This resource has several links between the impact of human actions on climate change. In addition, there is a great deal of emphasis on the difference between mitigation principles and adaptation principles. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Poor/Not considered | Not considered |
| 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 | The activities give students the opportunity to reflect on their own values as they present several questions of reflection. In addition, students have to make their own choice about which studies they want to research. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Poor/Not considered | Not considered |
| 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 | Satisfactory | This resource activities take place indoors. It might be interesting to bring students to see places where we can see the effect of climate change. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Good | The resource focuses on Canadian data that is related to the lives of learners. In addition, throughout the lesson, students' prior knowledge of the subject is shared. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Very Good | This resource asks learners to examine what is causing climate change, the implications of these changes in the present, and asks students to find solutions for 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 | Students are encouraged to share their opinion and take a stand on various climate change issues. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Very Good | From this lesson plan, one is able to easily cover elements of mathematics, science and social sciences curriculum. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Good | |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Good | The variety of activities ensures that this resource meets the needs of visual, auditory and kinesthetic learners. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Satisfactory | Students must place themselves in the shoes of the National Research Council to approve a study on climate change. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Good | Students work in teams and even share their knowledge with other students. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Very Good | Rubrics are available to evaluate students' learning at different times during activities. |
| 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 | Good | Students must teach small group learning to their classmates. |
| 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 | Students are studying real data from Canada on climate change. |
| 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 | Students choose how they want to represent information and what study they want to explore more deeply. |
| 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. | ||
