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We Fight Climate Change

Secondary

Description

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

 

General Assessment

What skills does this resource explicitly teach?

  • Using online tools to work collaboratively
  • Documenting sources of information
  • Writing technical articles
  • Magazine layout (matching written & photo content)

Strengths

  • The resource is built on student inquiry.
  • The on-line collaboration platform is an interesting tool students will no doubt enjoy.
  • There is a good deal of information provided to support the students' research efforts.
  • The learning experiences are engaging.
  • The approach is inter-disciplinary.

Weaknesses

  • Other than a link to a commercial digital design and construction site, little explicit support is provided to teachers or students with regards to the construction of the magazine.

Recommendation of how and where to use it

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.

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 10
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 30: : Energy and the Environment
  • British Columbia
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Composition 10: Engagement with writing processes can support creativity and enhance clarity of expression.
        • Creative Writing 10: Creative writers are observant of the world.
        • Creative Writing 10: The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Composition 11: Engagement with writing processes can support creativity and enhance clarity of expression.
        • Creative Writing 11: Creative writers are observant of the world
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
      • Science
        • Step 4Relevant matches
        • Earth Science 11: The transfer of energy through the atmosphere creates weather and is affected by climate change
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Creative Writing 12::Creative writers are observant of the world
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Climate change impacts biodiversity and ecosystem health
  • Manitoba
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Enhance the clarity and artistry of communication
      • Science
        • Step 4Relevant matches
        • Senior 2 Science: Weather Dynamics
    • Grade 11
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Current Topics in the Sciences 30S: Science, Technology, Society & the Environment
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interdisciplinary Topics in Science 40S: Science, Technology, Society and the Environment
  • New Brunswick
  • Newfoundland & Labrador
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    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Writing & Other Ways of Representation
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English 1201:Writing & Other Ways of Representing
        • English 1202: Writing & Other Ways of Representing
    • Grade 11
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 2200: Weather Dynamics
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 3205: The Atmosphere and the Environment
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Plan and focus an inquiry or research and interpret and analyze information and ideas, through a process
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Respect, support and collaborate with others
      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Climatology and Meteorology
        • Science 10: Energy Flow in Global Systems
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 30: Energy and the Environment
  • Nova Scotia
  • Nunavut
    • Step 2Select a grade level
    • Grade 9
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Manage ideas and information
      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Climatology and Meteorology
        • Science 10: Energy Flow in Global Systems
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 30: Energy and the Environment
  • Ontario
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Composition: Expressing Ideas and Creating Texts
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English: Writing
      • Science
        • Step 4Relevant matches
        • Science (Academic):Earth and Space Science: Climate Change
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science (Univ/College Prep.) Scientific Solutions to Contemporary Environmental Challenges
        • Environmental Science (Workplace Prep.) Human Impact on the Environment
      • Geography
        • Step 4Relevant matches
        • Forces of Nature: Physical Processes and Disasters (Univ./College Prep.): The Physical Environment: Sustainability and Stewardship
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Global Connections
        • Living in a Sustainable World (Workplace Prep.) Ecosystems and Human Activity
        • The Environment & Resource Management (Univ./College Prep) : Ecological Systems: Interactions and Interdependence
        • The Environment & Resource Management (Univ/College Prep.) Community Action
        • The Environment & Resource Management (Workplace Prfeparation)
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Writing & Other Ways of Representing
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • ENG 421A: Writing & Other Ways of Representing
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 621A: Environmental Challenges and Successes
      • Geography
        • Step 4Relevant matches
        • Geography 621A Global Issues : Inquiry- What are the issues?
        • Geography 631A Global Issues: What are the issues?
  • Quebec
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Produces texts for personal and social purposes
    • Grade 10
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Environmental Science & Technology: The Earth and Space
        • Science & Technology: The Earth and Space
        • Science and the Environment: The Earth and Space
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 9
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 20: Student-Directed Study
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth Science 30: Student-Directed Study
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Composition 10: Engagement with writing processes can support creativity and enhance clarity of expression.
        • Creative Writing 10: Creative writers are observant of the world.
        • Creative Writing 10: The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Composition 11: Engagement with writing processes can support creativity and enhance clarity of expression.
        • Creative Writing 11: Creative writers are observant of the world
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
      • Science
        • Step 4Relevant matches
        • Earth Science 11: The transfer of energy through the atmosphere creates weather and is affected by climate change
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Creative Writing 12::Creative writers are observant of the world
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Climate change impacts biodiversity and ecosystem health

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Sustainability Education Principles

Principle Rating Explanation
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:
  • 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

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.

  • 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

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

  • 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 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.  

  • 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 Satisfactory

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. 

  • 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 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.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

Current and accurate information from a number of different perspectives is made available to support the student inquiry.

Open-Ended Instruction :

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

Integrated Learning Good

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

  • 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 Good

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.   

  • 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 Satisfactory

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.

  • 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

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

  • 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
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

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.
Peer Teaching Satisfactory

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.

  • 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

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.

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