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What's Weather and Climate Got To Do with It?

A Unit on Air Quality, Our Health and the Environment

Elementary, Middle

Description

The resource "What's Weather and Climate Got to Do with It?" explores the relationship among climate, weather, and local air quality its effect on human health.  The students will learn about air pollutants and their sources, how weather interacts with those pollutants and the impact pollutants can have on us.

The resource is divided into two modules with a guiding PowerPoint presentation and teacher script included.

Module 1: The module consists of slides 2 -19 with a focus on air pollution, how it is monitored and solutions for air pollution problems. 

In the first activity the students will observe Monet's painting "The Thames Below Westminster" and write their observations. This will be followed by discussion questions.

The second activity consists of the students assigning a personal value to statements related to air quality by participating in a value line activity in which statements are read aloud and the students arrange themselves on a line of 1 to 5 to indicate their level of agreement.

Module 2 (slides 20-40) explores how patterns in climate can help predict air quality issues while also introducing the Air Quality Health Index. 

The first activity is a hands-on experiment to help students understand temperature inversions. Students will first observe a demonstration of typical atmospheric conditions, then hypothesize what will happen when this pattern is disrupted by a temperature inversion. Students will test their hypotheses by observing a simulation of a temperature inversion and contemplate how this condition could influence local air quality. There are accompanyng worksheets supporting each demonstration.

The second activity is a two-part, group activity during which students fill in the missing word in statements related to weather and climate. Afterwards, the students need to classify the statements as weather related or climate related.

The final activity sees the students cutting and glueing statements from the Air Quality Health Index Chart in the correct spots to complete their own chart. The class will then visit the Air Quality Health Index site to explore the forecast for the upcoming days.

As a final activity and to assess learning, the activity Air Quality Jeopardy is included.

General Assessment

What skills does this resource explicitly teach?

The resource explicitly teaches the students the rating system for the Air Quality Health Index that is used to rate the air quality in Canada.

Strengths

  • Easy to use resource with all materials included 
  • A good quantity and quality of background information is supplied to the teacher
  • Interesting activities that support a variety of learning styles
  • Suggestions are made for modifications to activities

Recommendation of how and where to use it

This resource is best suited to a science classroom for the grades of five to seven. The activities and discussions will help to attain curriculum outcomes related to the climate, weather and human systems (respiratory).

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.

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  • Alberta
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    • 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.
    • 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.
        • Space: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interaction
  • British Columbia
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    • Grade 5
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      • Science
        • Step 4Relevant matches
        • Science 5: Multicellular organisms have organ systems that enable them to survive and interact within their environment.
    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time
  • Manitoba
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    • Grade 5
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      • Science
        • Step 4Relevant matches
        • Earth Science
  • New Brunswick
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    • Grade 5
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      • Science
        • Step 4Relevant matches
        • Science 5: Living and technological Systems: Learning and Living Sustainably
  • Newfoundland & Labrador
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    • Grade 5
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      • Science
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        • Body Ststems
        • Weather
  • Northwest Territories
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    • Grade 5
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      • Science
        • Step 4Relevant matches
        • Science 5: Multicellular organisms have organ systems that enable them to survive and interact within their environment.
    • Grade 6
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      • Science
        • Step 4Relevant matches
        • Science 6: Multicellular organisms rely on internal systems to survive, reproduce, and interact with their environment.
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 5
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      • Science
        • Step 4Relevant matches
        • Science 5: Healthy Body
        • Science 5: Weather
    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Environmental Action
  • Nunavut
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    • Grade 5
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      • Science
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        • Earth and Space Systems: Weather
        • Life Systems: Human Organ Systems
  • Ontario
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    • Grade 5
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      • Science & Technology
        • Step 4Relevant matches
        • Earth and Space Systems: Conservation of Energy & Resources
        • Life Systems: Human Health and Body Systems
  • Prince Edward Island
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    • Grade 5
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      • Science
        • Step 4Relevant matches
        • Meeting Basic Needs and Maintaining a Healthy Body
        • Weather
  • Quebec
  • Saskatchewan
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    • Grade 5
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      • Science
        • Step 4Relevant matches
        • Human Body Systems
        • Weather
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 5: Multicellular organisms have organ systems that enable them to survive and interact within their environment.
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 6: Multicellular organisms rely on internal systems to survive, reproduce, and interact with their environment.
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time

Themes Addressed

Air, Atmosphere & Climate (3)

  • Air Pollution
  • Climate Change
  • Weather

Human Health & Environment (2)

  • Environmental Contaminants & Health Hazards
  • Quality of Life

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

This resource functions as an educational guide on air quality and health related to weather and climate change. It does allow the students to discuss air quality from a historical perspective with the observation of Monet's painting in the first activity. It allows the students to explore the issue and get a perspective on the importance of clean air for all.

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 Satisfactory

This resource has a strong focus on the environmental aspects of the issue while also addressing the social connections related to health and air quality. It does not discuss the economic trade-offs related to environmental regulation.

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 resource does respect the complexity of the scientific nature of the issue of air quality. It does not oversimplify the content and does explore the nuances of the environmental and scientific issues at play.

Respects Complexity:

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

Acting on Learning Poor/Not considered

The resource has a focus on educating the students on the issue of air quality and exposing them to the Air Quality Health Index.

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 Good

During the first module the students participate in a value line activity that allows them to identify and share their beliefs related to statements about air quality. For the remainder of the activities, there is more of a focus on developing knowledge rather than expressing beliefs.

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 Good

The students will develop an appreciation and awareness of the air quality issue via the activities; there are, however, no experiences that occur in nature.

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

As air quality is a topic that can be applicable to any community, the students will be able to identify with the issue and see the importance of having an Air Quality Health Index.

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 first activity in the resource helps to develop an understanding of the past. With the other activities an understanding of the present and the future is also supported.

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 various activities the students are encouraged to explore their own ideas, develop their own hypotheses and discuss their observations. The teacher's guide also encourages the teacher to adapt activities based on student responses.

Open-Ended Instruction :

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

Integrated Learning Satisfactory

This resource is designed primarily for use in the science classroom.

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

The resource encourages open-ended instruction with critical thinking, discussions and student-led reasoning in a variety of activities all while educating the students on the issue of air quality.

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

The activities are varied and suitable for different learning styles. The resource also makes suggestions for modifications that suit the physical space limitations, and the level of student knowledge.

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 Good

The hands-on nature of the temperature-inversion simulation allows the students to experience and gain an understanding of how air quality could be affected. Also the hands-on work with the air quality chart allows the students to look at the wording of the different levels to create a better understanding.

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 Very Good

The Final Jeopardy activity is meant to be an evaluation tool for the teacher.  The worksheets that are completed for several of the activities can used as an assessment tool as well.

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
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 Poor/Not considered

This is not part of this resource.

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

The over-arching topics and activities in the resource are set and do not allow the students to explore the topic in their own way.

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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