Climate Change in Grade 10 Science - Applied

Description

Climate Change in Grade 10 Science (Applied) is one in a series of teacher’s guides developed to help Ontario teachers incorporate environmental education into the existing curriculum. This particular resource identifies where and how teachers can use Science 10 content and materials to support student learning about climate change. During the course of study, climate change connections are made to specific topics in chemistry, biology, physics and earth science. Students then apply the knowledge and skills they gain to complete two suggested climate change action projects. While the action projects are intended to be culminating tasks, they can be introduced early on in the course along with the resource’s ‘checklist of required knowledge’ that students use to track the key knowledge/concepts and skills they need to acquire in order to successfully complete the tasks.

Culminating Task One: Urban Sprawl and the Environmental Impact of Transportation Choices. This activity is based on a scenario in which a new subdivision is being planned for an existing town 100 miles outside of the city of Toronto. Prompted by negative feedback from current residents over potential damage from the development to sensitive ecosystems in the area and an increase in greenhouse gases from an anticipated increase in commuter traffic, the Provincial Government is asking the students to develop a transportation strategy that will address these concerns. Using knowledge and skills gained from the four strands of their Science 10 coursework along with independent research, students complete an environmental impact assessment of the planned subdivision and carry out a cost analysis of various commuter strategies. Based on their analysis, students will develop a transportation proposal that they then recommend to their local MPP in a formal letter that demonstrates how the actions they propose will address the concerns raised and assist in meeting the goals for greenhouse gas emissions as set out in the Kyoto Protocol.

Culminating Task Two: Forestry Management and Climate Change. Based on a brief description of harvesting practices taking place in a local Ontario forest, students take on the roles of different stakeholders concerned about the effects. Using knowledge and skills gained from their Science 10 coursework along with independent research, students develop a forest practice strategy from the perspective of the stakeholder they represent that will effectively address their concerns. Students then describe the action plan in a report that includes an explanation of how the steps they are recommending will benefit the forest ecosystem, slow the effects of climate change and help Canada meet its responsibilities with respect to Kyoto.

In addition to the checklist of required knowledge and skills, students are provided with a step by step description of the task requirements, a summary of the Kyoto Protocol, templates for completing environmental and cost analyses and an extensive list of web resources to support their completion of the task.

The resource helps teachers address in their planning the knowledge and skills students will need to complete the culminating task by providing focus questions to develop key climate change topics for each strand of the course. Ontario teachers in particular will benefit from a chart that identifies how provincial textbooks and blackline masters support the teaching of climate change in Science 10. Included in the teaching materials are a comprehensive list of resources, answer keys and detailed evaluation rubrics for assessing the different components of the students’ action projects. This guide is supported by a multimedia presentation entitled The Science of Climate Change. It is available on CD from the publisher at www.yorku.ca/fes/envedu/ecoschools.asp

General Assessment

Question	Response
How to develop attitudes?	Using climate change as a context for studying science will help students appreciate the practical value of science. The role play activities involved in the culminating tasks will help students explore a range of perspectives and attitudes. Having to make recommendations and develop plans of action requires students to take responsibility for their position. Students writing letters to their MPPs requires them to clarify their points of view.
What skills does this resource explicitly teach?	Students are taught how to assess an environmental problem. Students are taught how to write a formal letter. Students use climate change information and examples to practice a range of scientific skills taught in Grade 10 Science.
What important, related ideas/issues are not addressed in this resource?	Canada's past and current record on Kyoto.
What important ideas are implied by the resource, but not taught explicitly?	Canada has played and continues to play an active role in advancing the Kyoto Protocol.
To enhance this resource the following changes would be beneficial:	An out-of-doors component should be incorporated. Cooperative Learning opportunities should be included. First nation perspectives could be included in both tasks but especially in the role play activity in task number two.
To enhance this resource the following changes are strongly recommended:	Action projects should involve real as opposed to hypothetical impact on the community. Canada's record and current position on Kyoto needs to be accurately reflected. Clarify the specific requirements for the two reports students are to produce in culminating task number one.

Sustainability Education Principles

Principle	Rating	Explanation
Bias Minimization	Satisfactory	The resource equates success in addressing climate change with meeting the goals of Kyoto.
Multiple Dimensions of Problems & Solutions	Good	Specific attention is paid in both tasks to the social, economic and environmental dimensions of climate change.
Respects Complexity	Good	An outline/template is provided with both tasks to ensure students consider a range of perspectives that relate to the issues.
Action Experience	Poor/Not considered	The authentic actions involved in both tasks are hypothetical.
Action Skills	Satisfactory	Task one teaches letter-writing and problem analysis skills.
Empathy & Respect for Humans	Poor/Not considered
Personal Affinity with Earth	Poor/Not considered
Locally-Focused	Satisfactory	While the scenarios used in both culminating tasks are set in Ontario, they can be adapted by the teacher to other parts of Canada. The role play and authentic learning tasks help make the learning relevant and concrete.
Past, Present & Future	Satisfactory	The activities focus on the present. Little effort is made to connect current events with the past. The opportunities provided to students to take action contribute to a positive vision for the future.

Pedagogical Approaches

Principle	Rating	Explanation
Open-Ended Instruction	Good
Interdisciplinary and Multidisciplinary Learning	Good
Discovery Learning	Satisfactory	The culminating tasks provide limited opportunity for inquiry learning.
Values Clarification	Good	The letter writing and decision-making activities require students to clarify their personal feelings and points of view. The problem solving activity guides students through a range of perspectives.
Differentiated Instruction	Satisfactory	Some attention is paid to both cognitive and affective domains.
Experiential Learning	Satisfactory	Although the action projects involve hypothetical tasks, the role play, decision-making and letter writing activities offer some authentic learning experience.
Cooperative Learning	Poor/Not considered
Assessment & Evaluation	Good	The resource offers suggestions and strategies for evaluation and provides detailed rubrics to assess student performance in the culminating tasks.
Peer Teaching	Poor/Not considered
Case Studies	Satisfactory	Both tasks deal with hypothetical scenarios based on real events or problems.
Locus of Control	Poor/Not considered

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
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Science 14:Investigating Matter and Energy in the Environment
  - Science (Applied)
    - Step 4Relevant matches
    - Investigating Matter and Energy in the Environment
British Columbia
- Step 2Select a grade level
- Grade 10
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Earth and Space Science: Heat Transfer in Natural Systems
    - Life Science: Sustainability of Ecosystems
    - Physical Science: Chemical Reactions and Radioactivity
    - Physical Science: Motion
Manitoba
- Step 2Select a grade level
- Grade 10
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Chemistry in Action
    - Dynamics of Ecosystems
    - In Motion
    - Weather Dynamics
New Brunswick
- Step 2Select a grade level
- Grade 10
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Chemical Reactions
    - Motion
    - Sustainability of Ecosystems
    - Weather Dynamics
Newfoundland & Labrador
- Step 2Select a grade level
- Grade 10
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Science 1206: Chemical Reactions
    - Science 1206: Motion
    - Science 1206: Sustainability of Ecosystems
    - Science 1206: Weather Dynamics
Northwest Territories
- Step 2Select a grade level
- Grade 9
  - Step 3Select a subject
  - Science (IOP)
    - Step 4Relevant matches
    - Understanding Our Environment
- Grade 10
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Science 14:Investigating Matter and Energy in the Environment
Nova Scotia
- Step 2Select a grade level
- Grade 10
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Science 10: Motion
    - Science 10: Sustainability of Ecosystems
    - Science 10: Weather Dynamics
    - Science 10:Chemical Reactions
Nunavut
- Step 2Select a grade level
- Grade 10
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Science 14: Investigating Matter and Energy in the Environment
  - Science & Technology
    - Step 4Relevant matches
    - Understanding Our Environment
Ontario
- Step 2Select a grade level
- Grade 9
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Biology: Sustainable Ecosystems
  - Science (Applied)
    - Step 4Relevant matches
    - Biology: Sustainable Ecosystems and Human Activity
- Grade 10
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Chemistry: Chemical Processes
    - Earth and Space Science: Climate Change
  - Science (Applied)
    - Step 4Relevant matches
    - Chemistry: Chemical Reactions and Their Practical Applications
    - Earth and Space Science: Earth's Dynamic Climate
Prince Edward Island
- Step 2Select a grade level
- Grade 10
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Science 421A: Chemical Reactions
    - Science 421A: Motion
    - Science 421A: Sustainability of Ecosystems
    - Science 421A: Weather Dynamics
    - Science 431A: Ecosystems
    - Science 431A: Physics
    - Science 431A: Weather Systems
    - Sciene 431A: Chemical Reactions
Quebec
- Step 2Select a grade level
- Grade 10
  - Step 3Select a subject
  - Biology
    - Step 4Relevant matches
    - Balance in Nature
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
    - Science 10: Physical Science: Chemical Reactions
    - Science 10: Physical Science: Motion in Our World
Yukon Territory
- Step 2Select a grade level
- Grade 10
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Life Science: Sustainability of Ecosystems
    - Physical Science: Chemical Reactions and Radioactivity
    - Physical Science: Motion

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Climate Change in Grade 10 Science - Applied

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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 - Applied

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

A project of

with support from