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Climate Trackers

Elementary

Description

Climate Trackers is one activity in the WWF's comprehensive toolkit that explores the impacts of humans and climate change on the future of polar bears and the Arctic. In this introductory lesson, students will:

  • define weather and climate and learn how they differ.
  • explain how a region's climate plays a role in livelihoods within the community and environment. 
  • predict the future of Arctic sea ice based on climate models and trends
  • make connection between the effects of climate change in the Arctic and local peoples' everyday lives.

General Assessment

What skills does this resource explicitly teach?

In this activity, students will learn to make predictions based on models and trends. 

Strengths

  • An Educator's Guide with important information on polar bears is provided as well as additional background informaton.
  • A polar bear classroom presentation is provided and ready to use. 
  • This lesson is part of 6 different activities on polar bears, each one designed for a different subject area. 
  • A list of the important vocabulary is included
  • There is a list of extended learning options. 
  • The lesson is well explained and easy to follow. 

Weaknesses

  • Evaluations and rubrics are not provided. 
  • Differentiated leaning activities  are not included. 

Recommendation of how and where to use it

This lesson would be best used in grades 3 to 5.  It would complement any discussion of Earth Systems, climate, and using maps. 

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 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions
      • Social Studies
        • Step 4Relevant matches
        • Citizenship: Understanding local, national, and global issues empowers individual and collective action toward an inclusive society.
    • Grade 4
      • 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.
      • Social Studies
        • Step 4Relevant matches
        • Citizenship: Understanding local, national, and global issues empowers individual and collective action toward an inclusive society
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.
        • Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions
  • British Columbia
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment
  • Manitoba
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitat and Communities
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth Science
        • Weather
  • New Brunswick
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Our Local Environment : Learning and Living Sustainably
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 5:Living and technological Systems: Science Literacy
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats
      • Social Studies
        • Step 4Relevant matches
        • Exploring Our World
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Weather
      • Social Studies
        • Step 4Relevant matches
        • Societies: Environment
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: Habitats
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 4: Physical Environment
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 5: Weather
      • Social Studies
        • Step 4Relevant matches
        • Societies:Environment
        • Social Studies 5
  • Nunavut
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Connecting With the World: The Land: Place & People
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Systems: Habitats & Communities
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth and Space Systems: Weather
  • Ontario
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Life Systems: Habitats and Communities
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats
      • Social Studies
        • Step 4Relevant matches
        • Exploring Our World
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Weather
  • Quebec
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats and Communities
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Weather
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Ecosystems (2)

  • Habitat Loss
  • Wildlife Protection

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

By having students engage in activities like creating climate timelines and predicting future trends based on climate models, the lesson promotes critical thinking. Students are encouraged to analyze data, consider various factors, and draw their own conclusions rather than simply accepting information at face value.

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

The "Climate Trackers" lesson effectively addresses the environmental, economic, and social dimensions of climate change by engaging students in activities that explore the impact of climate on ecosystems, local and global economies and community lifestyles. 

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

This lesson employs scientific data and climate models, encouraging students to analyze and interpret complex information. This practice fosters a deeper understanding of climate patterns and their long-term impacts promoting scientific literacy and critical thinking.

Respects Complexity:

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

Acting on Learning Satisfactory

Action opportunities are included in the extended learning options. For example, students could start a class fundraiser to protect polar bears and other wildlife and their habitats. 

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

The "Climate Trackers" lesson provides students with opportunities to identify, clarify, and express their own beliefs and values through discussions and reflexion activities. 

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 Satisfactory

In learning about the loss of habitat, students will foster an appreciation and concern for the natural world. 

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
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

The "Climate Trackers" lesson promotes an understanding of the past by using historical climate data and case studies, gives a sense of the present through real-time data analysis and current climate condition discussions, and fosters a positive vision for the future by engaging students in predictive modeling and solution-oriented discussions to inspire proactive climate action.

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

Throughout the lesson, students will have the chance to discuss, reflect and form their own perspectives. There is not one right answer provided.

Open-Ended Instruction :

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

Integrated Learning Satisfactory

In this resource, content from science courses as well as social studies courses is readily identifiable. 

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 are provided with many questions in the activities and discussions provided.

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 addresses well the needs of visual, auditory and kinesthetic learners. However, it does not include 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

This resource addresses a real-world issue. However, all activities take place inside the classroom. 

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

Students will work in groups in this lesson. 

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 Poor/Not considered

This lesson includes a discussion that could be used as an assessment. However, no assessment tools, suggestions or rubrics are 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 Poor/Not considered

This is not a focus of this resource. 

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 Good

This lesson uses Arcrtic events to help students visualize how climate change is affected by human activity. 

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 Poor/Not considered

This lesson is not structured to provided students with these opportunities.

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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