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Description
The activities in this lesson are meant to accompany the storybook "What in the World is Happening to our Climate?". The lesson plan consists of three distinct activities:
Activity 1: Weather Adds Up to Climate
In this hands-on activity that runs the entire school year, the students learn the difference between weather and climate by making weather observations and graphing the collected data.
Activity 2: Seashores on the Move
In this activity, the students will gain an understanding of the effects of sea level rise on coastal communities. They will build a model of a coastal community, make predictions of flooding risks then test their predictions and finally plan for changes to keep their communities safe from flooding.
Activity 3: We're All Part of the Solution! In this three part activity the students will learn about greenhouse gases, use a carbon footprint calculator to evaluate the greenhouse gases they are emitting and develop ideas for home, school and community to reduce emissions.
General Assessment
What skills does this resource explicitly teach?
This resource explicitly teaches the following skills:
- temperature measurement
- groups skills and cooperation
- carbon footprint calculations
Strengths
This is a strong resource with age appropriate materials. It has the following strengths:
- background information for the teacher
- easy to follow layout with all of the necessary handouts
- interesting and engaging activities
- interesting extension activities
- a positive focus on the past, present and future
- an engaging storybook to help set the focus for the lessons and activities
Weaknesses
This is a very strong resource. The only weakness that is obvious is the lack of assessment tools.
Recommendation of how and where to use it
This resource would work well in an elementary classroom as a booster to curriculum content.
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
- Kindergarten
- Grade 1
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- Math
- Step 4Relevant matches
- Geometry: Shapes are defined and related by geometric attributes.
- Measurement: Attributes such as length, area, volume, and angle are quantified by measurement.
- Science
- Step 4Relevant matches
- Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
- Grade 2
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- Math
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- Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating.
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- Math
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- Measurement: Attributes such as length, area, volume, and angle are quantified by measurement.
- Statistics: The science of collecting, analyzing, visualizing, and interpreting data can inform understanding and decision making.
- Grade 4
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- Math
- Step 4Relevant matches
- Measurement: Attributes such as length, area, volume, and angle are quantified by measurement
- Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating.
- Statistics: The science of collecting, analyzing, visualizing, and interpreting data can inform understanding and decision making.
- British Columbia
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- Science
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- Science: Daily and seasonal changes affect all living things.
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- Concrete items can be represented, compared, and interpreted pictorially in graphs.
- Objects and shapes have attributes that can be described, measured, and compare
- The regular change in increasing patterns can be identified and used to make generalizations
- Science
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- Science 2: Water is essential to all living things and it cycles through the environment
- Grade 3
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- Math
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- Standard unitsare used to describe, measure, and compare attributes of objects’ shapes
- The likelihood of possible outcomes can be examined, compared, and interpreted
- Science
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- Science 3: Wind, water, and ice change the shape of the land.
- Grade 4
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- Math
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- Regular changes in patterns can be identified and represented using tools and tables
- Manitoba
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- Shape & Space
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- Science
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- Rocks, Minerals, and Erosion
- New Brunswick
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- Shape and Space
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- Health Education
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- Explore Your World: Diversity and Social Responsibility
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- Explore Your World: Diversity and Social Responsibility
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- Explore Your World: Diversity and Social Responsibility
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- Health Education
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- Explore Your World: Diversity and Social Responsibility
- Math
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- Shape and Space
- Science
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- Explore Your World: Diversity and Social Responsibility
- Social Studies
- Step 4Relevant matches
- Explore Your World: Diversity and Social Responsibility
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- Math
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- Shape and Space
- Statistics and Probability
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- Math
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- Shape and Space
- Statistics and Probability
- Newfoundland & Labrador
- Northwest Territories
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- Ontario
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- Kindergarten
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- Math
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- Mathematic Behaviours: Overall Expectations
- Science & Technology
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- Problem Solving and Innovating: Overall Expectations
- Grade 1
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- Spatial Sense
- Science & Technology
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- Earth and Space Systems: Daily and Seasonal Changes
- Grade 2
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- Data
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- Earth and Space Systems: Air & Water in the Environment
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- Earth and Space Systems: Soils in the Environment
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- Life Systems: Habitats and Communities
- Prince Edward Island
- Quebec
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- Math
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- Measurement
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- Measurement
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- Earth and Space
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- Measurement: Estimating and Measuring
- Statistics & Probability
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- Earth and Space
- Living Things
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- Math
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- Measurement: Estimating and Measuring
- Statistics & Probability
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- Earth and Space
- Living Things
- Saskatchewan
- Yukon Territory
- Step 2Select a grade level
- Kindergarten
- Grade 1
- Grade 2
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Concrete items can be represented, compared, and interpreted pictorially in graphs.
- Objects and shapes have attributes that can be described, measured, and compare
- Science
- Step 4Relevant matches
- Science 2: Water is essential to all living things and it cycles through the environment
- Grade 3
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Standard unitsare used to describe, measure, and compare attributes of objects’ shapes
- The likelihood of possible outcomes can be examined, compared, and interpreted
- Science
- Step 4Relevant matches
- Science 3: Wind, water, and ice change the shape of the land.
- Grade 4
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Regular changes in patterns can be identified and represented using tools and tables
Themes Addressed
Air, Atmosphere & Climate (3)
- Climate Change
- Ozone Depletion
- Weather
Citizenship (1)
- Ecological Footprint
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Good | With the help of the storybook. "What in the World is Happening to our Climate?", the lesson does allow the students to explore and consider the different viewpoints of the effects of climate change on people who live in different parts of the world. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Good | The lessons and storybook do a very good job of addressing the environmental and social aspects of the issue of climate change. The economic dimension is not really reflected but could be addressed by the teacher in class discussions. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Good | |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Good | |
| 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 | Poor/Not considered | This lesson does not focus on this concept. |
| 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 lesson does not focus on this concept. |
| 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 | |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Good | As the students will be collecting weather data for their area throughout the school year, this gives the resource a local focus. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Very Good | This is a strength of this resource. |
| 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 | Good | The activities allow for the students to learn and explore the topics. Activity 2 also allows the students to investigate their own ideas and test their model for flooding and then explore suggestions for improvement. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Good | Activity 1 blends numeracy with the collection and graphing of data with the topic of Science. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Satisfactory | As the content is directed at younger students this component does need to be more directive in nature. |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Very Good | |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Good | As the students will collect weather data throughout the year in order to gain an understanding of climate versus weather; this allows them to have a direct experience in a real world context. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Very Good | Activity 1 provides the students with a rubric for "Scientist Working Together" which emphasizes the skills that are essential to group work as well as a tool for self-assessment and allows room for feedback that can be put into action by the student. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Poor/Not considered | The resource does not provide any tools or suggestions for assessment. |
| 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 lesson. |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Poor/Not considered | The lesson does not provide any 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 | Poor/Not considered | As the lesson plan is intended for younger students it needs to be more directive in nature. |
| 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. | ||
