Climate Change in Grade 10 Science

Description

This resource comes with a Multimedia presentation: The Impacts of Climate Change and it is possible to order by filling up the form available inside the document.

Included in this resource are Big Ideas about climate change, Focus Questions, a choice of two culminating tasks (task 1: A Case Study of the Environmental Impacts of Transportation Choices and task 2: Forestry Management and Climate Change) and an annotated bibliography.

Teachers and background resources are also included. Together, these materials provide a wealth of ideas that teachers can draw on in all areas of their program. These resources foster an approach that links knowledge to choices that lead to a more sustainable way of life.

In task 1, students explore the chemical reactions that contribute to climate change, they identify the factors that disrupt ecological balances within local and global ecosystems. Students will prepare two reports that outline their findings about the environmental impacts, and write a letter to their local MPP. In this letter, they will suggest a plan of action that helps to meet the goal of the Kyoto Protocol to reduce greenhouse gas emissions. For the completion of this task, the following resources are available in the tool:

For students:

Checklist of Preparation - Urban Sprawl and the Environmental Impact of Transportation Choices to help the student keep track of the information and skills they need to prepare for the assignment.
Summary of the Kyoto Protocol provides an overview of the Protocol and its goals.

Student Task and Expectations: outlines the task and identifies the expectations covered.
Environmental Assessment and Cost-Benefit Analysis Form organize the students’ work to help ensure that they have all the information necessary to complete the task.

For teachers:

Environmental Impact—sample answers has been included to provide a sample of completed worksheets.

Cost-Benefit Analysis Report—sample answers
Sample Letter to MPP
Evaluation Rubric for Envi ronmental Assessment
Evaluation Rubric for Cost-Benefit Analysis
Evaluation Rubric for Letter to MPP

In task 2, students use science to assess the environmental impact of either urban sprawl or contemporary logging practices. The purpose of each culminating task is to have students suggest alternatives that will mitigate greenhouse gas emissions. Students will choose (or be assigned) one of the following roles: environmental activist, forester, forest manager, municipal official. Using this assumed perspective, they will complete a report that outlines how the practices they have described affect the value of the forest and the environment in terms of a specific ecosystem and the global climate. For the completion of this task, the following resources are available in the tool:

For students:

Checklist of Preparation-Forestry Management and Climate Change helps the student keep track of the information and skills they need to prepare for the assignment;
Summary of the Kyoto Protocol (see page 18) to provide an overview of the Protocol and its goals;
Student Task and Expectations-Forestry Management and Climate Change outlines the task and identifies the expectations covered.

For teachers:

Strand-by-strand Focus Questions to organize ideas and lessons to support the task;

Evaluation Rubric for Report.

General Assessment

Question	Response
How to develop attitudes?	The Eco Schools resources support student learning and action that address climate change. Along with focus questions, specific examples or case studies are provided as a starting place for developing appropriate topi cs, accompanied by teaching suggestions. In task 1, students explore the chemical reactions that contribute to climate change, they identify the factors that disrupt ecological balances within local and global ecosystems. Students will prepare two reports that outline their findings about the environmental impacts, and write a letter to their local MPP. In this letter, they will suggest a plan of action that helps to meet the goal of the Kyoto Protocol to reduce greenhouse gas emissions. In task 2, students use science to assess the environmental impact of either urban sprawl or contemporary logging practices. The purpose of each culminating task is to have students suggest alternatives that will mitigate greenhouse gas emissions. Students will choose (or be assigned) one of the following roles: environmental activist, forester, forest manager, municipal official. Using this assumed perspective, they will complete a report that outlines how the practices they have described affect the value of the forest and the environment in terms of a specific ecosystem and the global climate.
What skills does this resource explicitly teach?	Read and Analyse: problem, processes, factors, effects, costs and benefits. Research: find information on changing ecosystems, comparing biodiversity at different locations of the school grounds or neighbourhood, find and interpret data. Risk Analysis: identify and assess the costs and benefits of various activities or choices; assess the environmental impact of various transportation choices, such as public transit vs. bicycles as a way to get to school.
To enhance this resource the following changes would be beneficial:	No group work strategies are explicitly taught in the resource. Group work strategies could be taught for the writing of the letter to the MPP, how to come to a consensus… When introducing the topic of climate change, it may be interesting to start with an outdoor activity which look at the environment of the community and identifies elements contributing to climate change and climate change phenomenon.

Sustainability Education Principles

Principle	Rating	Explanation
Bias Minimization	Very Good	The resource includes a variety of links to other resources on the topic and allows the teachers the freedom to select the most appropriate approach for their classroom.
Multiple Dimensions of Problems & Solutions	Very Good	The background information includes a variety of issues and website links for additional information. The activities are also well-rounded in that they provide opportunities to explore many issues regarding Transportation and Forestry.
Respects Complexity	Very Good	In task 1, students will prepare two reports that outline their findings about the environmental impacts, and write a letter to their local MPP. In this letter, they will suggest a plan of action that helps to meet the goal of the Kyoto Protocol to reduce greenhouse gas emissions. In task 2, students will complete a report that outlines how the practices they have described affect the value of the forest and the environment in terms of a specific ecosystem and the global climate.
Action Experience	Good	Some activities that are suggested engage students in authentic experiences such as the writing of two reports that outline students’ findings about the environmental impacts, and write a letter to their local MPP. In this letter, they will suggest a plan of action that helps to meet the goal of the Kyoto Protocol to reduce greenhouse gas emissions. The resource also includes link to website containing some ideas for students to take positive actions in their community.
Action Skills	Good	Students write a letter to their local MPP. In this letter, they will suggest a plan of action that helps to meet the goal of the Kyoto Protocol to reduce greenhouse gas emissions. The guide also includes some links and suggestions to ways that students can take actions in their communities.
Empathy & Respect for Humans	Poor/Not considered
Personal Affinity with Earth	Good	The resource discusses Climate Change and offers good background information and it suggests some outdoor activities. When introducing the topic of climate change, it is introduced with an activity which looks at the environment of the community and identifies elements contributing to climate change and climate change phenomenon.
Locally-Focused	Good	The resource encourages teachers to look at Climate Change at a local/regional scale before moving on to a bigger picture. For instance, students are encouraged to analyze the effect of gas emission in the Toronto area. However, for other provinces, the teacher may want to first use a case study related to their province.
Past, Present & Future	Good	The resource includes background information and links to find out more on the history of Climate Change. The activities look at the current phenomenon of Climate Change related to transportation and forestry and do empower students to develop a better understanding of these concepts and that they can make a difference.

Pedagogical Approaches

Principle	Rating	Explanation
Open-Ended Instruction	Very Good	The resource starts with suggestions of focus questions for the students to inquire about and offers various website links. Teaching suggestions are included and allows students to explore the topic on their own, to become experts and to share their knowledge with their peers. The two main tasks also allow the students to come up with their own reflection and solution on the topic.
Interdisciplinary and Multidisciplinary Learning	Good	Activities are related to science, language arts and technology, and allow the students to reflect on a variety of perspectives and to create links between various phenomenons affecting Climate Change.
Discovery Learning	Good	It is suggested that students are to work in teams on various focus questions and they are offered various website links to inquire for more information. Teaching suggestions are included and allows students to explore the topic on their own, to become experts and to share their knowledge with their peers.
Values Clarification	Good	Students are encouraged to look at Climate Change at a local/regional scale making it more relevant to their life and increasing the probability that they will take the issue at heart.
Differentiated Instruction	Good	The guide includes a wide range of possible activities that students could do as well as links to additional resources for more suggestions of activities. It is therefore the teacher who is in charge of selecting a variety of activities that will suit the different learning style of the students.
Experiential Learning	Good	A wide variety of authentic experiences are suggested in the teacher’s guide as well as on the websites suggested inside the guide. Students will prepare two reports that outline their findings about the environmental impacts, and write a letter to their local MPP. In this letter, they will suggest a plan of action that helps to meet the goal of the Kyoto Protocol to reduce greenhouse gas emissions. However, the second task is a simulation as students adopt a role and complete a report that outlines how the practices they have described affect the value of the forest and the environment in terms of a specific ecosystem and the global climate.
Cooperative Learning	Satisfactory	Students work in group and are encouraged to act as experts on the topic but no group work strategies are explicitly taught in the resource.
Assessment & Evaluation	Very Good	The resource includes the Curriculum Expectations for the province of Ontario. For students the guide includes for task one a Checklist of Preparation, Student Task and Expectations that outlines the task and identifies the expectations covered, an Environmental Assessment and Cost-Benefit Analysis Form organize the students’ work to help ensure that they have all the information necessary to complete the task. For teachers task two includes sample answers to provide a sample of completed worksheets and Evaluation Rubric for Environmental Assessment, Cost-Benefit Analysis and MPP letter. Task two includes for students a Checklist of Preparation-Forestry Management and Climate Chang, Student Task and Expectations-Forestry Management and Climate Change outlining the task and identifying the expectations covered. For teachers: an Evaluation Rubric for Report.
Peer Teaching	Satisfactory	The two main tasks include activities that appear primarily individual and there is no presentation or group project.
Case Studies	Very Good	Though it is left to the teacher to select local case study, the resource includes many suggestions of topics and websites for case studies and teachers are encouraged to move from local to global.
Locus of Control	Good	The resource allows some freedom for teachers to decide on the content and the activities that will be done in class and students can select questions or topics which they would like to explore further.

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 9
  - Step 3Select a subject
  - Environmental and Outdoor Education
    - Step 4Relevant matches
    - Commitment to Action
    - Environmental Investigations
- Grade 11
  - Step 3Select a subject
  - Forestry
    - Step 4Relevant matches
    - Making a Difference
    - Managing Alberta Forests
- Grade 12
  - Step 3Select a subject
  - Forestry
    - Step 4Relevant matches
    - Issues in Forestry
British Columbia
- Step 2Select a grade level
- Grade 11
  - Step 3Select a subject
  - Sustainable Resources
    - Step 4Relevant matches
    - Forestry
- Grade 12
  - Step 3Select a subject
  - Geography
    - Step 4Relevant matches
    - Resources and Environmental Sustainability
    - Weather and Climate
  - Sustainable Resources (Forestry)
    - Step 4Relevant matches
    - Forest Ecology
Manitoba
- Step 2Select a grade level
- Grade 12
  - Step 3Select a subject
  - Geography (Global)
    - Step 4Relevant matches
    - World Geography: A Human Perspective - Unit IV - World Resources, Energy, and Environment
New Brunswick
- Step 2Select a grade level
- Grade 10
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Sustainability of Ecosystems
    - Weather Dynamics
- Grade 11
  - Step 3Select a subject
  - Geography
    - Step 4Relevant matches
    - Physical Geography 110: Meteorology
Newfoundland & Labrador
- Step 2Select a grade level
- Grade 10
  - Step 3Select a subject
  - Geography
    - Step 4Relevant matches
    - Canadian Geography 1202: Natural Resources
  - Science
    - Step 4Relevant matches
    - Science 1206: Sustainability of Ecosystems
    - Science 1206: Weather Dynamics
- Grade 11
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Science 2200: Ecosystems
    - Science 2200: Weather Dynamics
- Grade 12
  - Step 3Select a subject
  - Geography
    - Step 4Relevant matches
    - World Geography 3200/3202: World Climate Patterns
Nova Scotia
- Step 2Select a grade level
- Grade 10
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Science 10: Sustainability of Ecosystems
    - Science 10: Weather Dynamics
- Grade 12
  - Step 3Select a subject
  - Geography
    - Step 4Relevant matches
    - Global Geography: Global Factory: For Whose Benefit?
    - Global Geography: Our Fragile Planet: A Geographical Perspective
    - Global Geography: Perilous Processes: Our Planet at Risk
Nunavut
- Step 2Select a grade level
- Grade 11
  - Step 3Select a subject
  - Biology
    - Step 4Relevant matches
    - Ecosystems and Population Change
  - Science & Technology
    - Step 4Relevant matches
    - Understanding Our Environment
Ontario
- Step 2Select a grade level
- Grade 9
  - Step 3Select a subject
  - Geography
    - Step 4Relevant matches
    - Geography of Canada: Global Connections
    - Geography of Canada: Human-Environment Interactions
  - Geography (Applied)
    - Step 4Relevant matches
    - Geography of Canada: Global Connections
    - Geography of Canada: Human-Environment Interactions
- Grade 11
  - Step 3Select a subject
  - Environmental Science
    - Step 4Relevant matches
    - Environmental Science (Univ/College Prep.) Scientific Solutions to Contemporary Environmental Challenges
    - Environmental Science (Univ/College Prep.) Sustainable Agriculture and Forestry
    - Environmental Science (Workplace Prep.) Human Impact on the Environment
    - Environmental Science (Workplace Prep.) Natural Resource Science and Management
  - Geography
    - Step 4Relevant matches
    - Geographics: The Geographer’s Toolkit (Workplace Prep) Human-Environment Interactions
    - Physical Geography: Patterns, Processes, and Interactions(Univ./College Prep.) Human-Environment Interactions
    - The Americas: Geographic Patterns and Issues (Univ./College Prep.) Human-Environment Interactions
- Grade 12
  - Step 3Select a subject
  - Geography
    - Step 4Relevant matches
    - Geomatics :Geotechnologies in Action (Univ./College Prep.) Global Connections
    - Geomatics :Geotechnologies in Action (Univ./College Prep.) Human-Environment Interactions
    - The Environment & Resource Management:Human-Environment Interactions
    - World Geography: Urban Patterns & Interactions (College Prep.) Human-Environment Interactions
    - World Geography: Urban Patterns & Interactions (College Prep.) Methods of Geographic Inquiry and Communication
  - Geography (Applied)
    - Step 4Relevant matches
    - The Environment & Resource Management: Human-Environment Interactions
  - Geography (Global)
    - Step 4Relevant matches
    - World Geography: Human Patterns & Interactions (Univ. prep) Human-Environment Interactions
    - World Geography: Human Patterns & Interactions (Univ. prep) Methods of Geographic Inquiry and Communication
Prince Edward Island
- Step 2Select a grade level
- Grade 10
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Science 421A: Sustainability of Ecosystems
    - Science 431A: Ecosystems
Quebec
- Step 2Select a grade level
- Grade 9
  - Step 3Select a subject
  - Geography (Quebec & Canada)
    - Step 4Relevant matches
    - Forest Resources & Agriculture
- Grade 11
  - Step 3Select a subject
  - Geography (Organisation of the Modern World)
    - Step 4Relevant matches
    - The World of Tomorrow
  - Geology
    - Step 4Relevant matches
    - Natural Resources
Saskatchewan
- Step 2Select a grade level
- Grade 10
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Science 10: Earth and Space Science: Weather Dynamics
    - Science 10: Life Science: Sustainability of Ecosystems
- Grade 11
  - Step 3Select a subject
  - Social Studies
    - Step 4Relevant matches
    - Social Studiees 20:World Issues - Environment
Yukon Territory
- Step 2Select a grade level
- Grade 11
  - Step 3Select a subject
  - Resource Sciences Forests
    - Step 4Relevant matches
    - Forest Ecology
    - Forest Management
    - Forest Resources

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Climate Change in Grade 10 Science

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

A project of

with support from

Climate Change in Grade 10 Science

Share

Send to a Friend

Print this Resource

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

A project of

with support from