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This lesson examines the difference between mitigation and adaptation in addressing climate change. Beginning with a discussion of the different risks due to our changing climate students come up with their own ideas for effective action that they will compare to current climate solutions identified in a 'card sorting' activity.
Working in pairs, students must determine whether the solution presented on each card (supplied) is an example of mitigation, adaptation or both. They must also explain how each practice reduces risks posed by climate change. With an understanding of the differences between the two strategies students then consider the concept of scale by ranking all of the solutions in order - from those an individual can accomplish to those demanding the involvement of many different groups.
As a culminating activity students revisit their original ideas for addressing climate change to categorize them as examples of mitigation, adaptation or both and to reflect on the need for both approaches.
While focusing closely on mitigation vs adaptation, the lesson also provides students with background information concerning the causes and consequences of anthropogenic climate change.
The lesson and core activity focus specifically on mitigation and adaptation as solutions. As such it would best serve as one component in the study of climate change.
Students should have an understanding of the science behind climate change prior to engaging in this lesson. Links to the necessary background are included.
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|Consideration of Alternative Perspectives||Good|
There is no bias towards a single approach to climate action. Students are required to evaluate each proposed solution.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
In assessing each adaptation and mitigation strategy proposed students are made aware of the multiple dimensions that characterize both problem and solution.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The lesson respects the complexity of climate change and its challenges by identifying what is involved in mitigation & adaptation and illustrating the need for both.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
Based on what they have learned, students are required to propose mitigation and adaptation strategies to address climate change in their own communities.
|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
Respecting student observations, analyses and recommendations are core components of the lesson design.
|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 addressed in the lesson.
|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|
The comparison of the impacts of global warming at 1.5 and 2 degrees and the card sorting activity, connect students to the natural world and the threats posed by climate change.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Efforts made to draw on the students' ideas and experiences along with the task of identifying solutions to climate change impacts in their community create a local focus to the learning.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
Some attention to evidence of and changes in global warming over time is provided in the introduction.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Students are asked to consider and rank according to scale all of the 'answers' to global warming that are presented in the lesson They determine which, if any of these will be most effective in addressing climate issues in their own community
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
While reading, analyzing and sharing ideas are requirements in completing the lesson, the content is primarily related to science.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students are presented with a task (sorting actions as examples of mitigation or adaptation) which they complete by investigating and sharing ideas with their classmates.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The lesson design includes, whole group, small group and individual activities and instruction.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Poor/Not considered|
There are no hands-on activities or direct experiences provided.
|Experiential Learning: |
Authentic learning experiences are provided
Much of the learning occurs in cooperative settings. Skills for sharing and building on the ideas of others are explicitly taught.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
An assessment activity is included.
|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.
Case studies are included to provide more detail and authentic examples of the mitigation and adaptation strategies provided in the card sorting 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 is not provided for in the lesson.
|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.|