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In this guided inquiry, students research the causes and consequences of climate change, brainstorm practical solutions to the problem and create a magazine to present their findings as a series of articles and photos. Teachers use classroom sessions to introduce the issue of climate change, organize student research teams and tasks and provide feedback and guidance. As homework, students carry out their research and use an online meeting platform such as Microsoft Teams to communicate with the other team members and collectively compile their findings.
Classroom Session 1: Teachers introduce the inquiry into climate change and organize the research teams and tasks.
Homework Session 1: Students teams conduct research and compile findings
Classroom Session 2: Student teams present their findings and magazine content is discussed.
Homework Session 2: Each team produces an article for publication.
Classroom Session 3: The magazine is put together and copied for distribution
This inquiry will support the study of climate change in all subject areas where it is addressed. It also offers an opportunity to use climate change as a context for meeting selected Language Arts and Media Studies outcomes.
While designed to be completed with both in-class and at home sessions, the use of the online discussion platform could deliver the classroom component as well.
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|
Students conduct their own research and form opinions based on scientific information and data. Suggested sources are reputable, data driven and reflect a number of different perspectives.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
Climate change is an issue that illustrates the interplay of social, economic and environmental factors. The student inquiry and analysis of causes, consequences and solutions will require systems thinking.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
The suggested sources of information collectively illustrate climate change as a complex issue.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
Students produce a product (print magazine) based on their learning. A suggested extension is to bring other groups of people into the discussion by publishing a digital, online magazine.
|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 magazine will reflect the students' own beliefs that the resource design has encouraged and facilitated.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Good|
The devastating impacts climate change has brought on developing nations in comparison to wealthy countries is referenced in some of the recommended sources for students to use in this inquiry.
|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|
Meeting their research requirements will connect students to the environmental impacts of climate change.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Teachers can ensure that students have access to information and sources that reflect national, provincial and even local issues and information on climate change.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
Student research will reveal longitudinal changes in the earth's temperature as well as in concentrations of carbon dioxide and greenhouse gases. The attention to finding solutions should offer students hope and optimism for the future.
|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|
Current and accurate information from a number of different perspectives is made available to support the student inquiry.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The combination of language arts, science and social studies skills provides an excellent opportunity for an integrated learning experience.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
With limited direction and feedback from the teacher, students conduct their own investigation.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
Student learning takes place through in-class whole and small-group discussion and on-line individual and collaborative research
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
While much of the student work involves researching and reporting, the magazine creation provides a concrete learning experience.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
The resource does not provide explicit assessment tools or direction.
|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.|
The goal of the student-produced magazine is to inform other students and community members.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Several of the suggested research sources provide students with information via case studies.
|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||Satisfactory|
Students determine the content and layout of the magazine.
|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.|