In the Manitoba Grade 5 Science Weather cluster we learn that daily weather conditions are not the result of random occurrences, but of global systems that can be predicted on a short-term and a seasonal basis. Through observations and measurements, students investigate the properties of air and other aspects of daily weather. Students learn to interpret public weather reports and investigate the usefulness of various ways of predicting the weather. Understanding the meaning of severe weather forecasts and the preparations to ensure personal safety are emphasized. Students recognize the role of technology in increasing scientific understanding of weather while appreciating the limitations in accurately predicting long-term weather trends. They also investigate factors that influence climate in Manitoba and across Canada.

Learning Outcomes:

1. Use appropriate vocabulary related to their investigations of weather.
2. Describe how weather conditions may affect the activities of humans and other animals.
3. Differentiate between weather and climate
4. Identify factors that influence weather and climate in Manitoba and across Canada, and describe their impacts.
5. Recognize that climates around the world are ever changing, and identify possible explanations.

The 7 Climate Change posters available are titled:

1. Degrees of Variation: Climate Change in Nunavut
2. The Tides of Change: Climate Change in Atlantic Canada
3. A Change in the Wind: Climate Change in Quebec
4. Weathering the Changes: Climate Change in Ontario
5. Temperature Rising: Climate Change in Southwestern British Columbia
6. The Winds of Change: Climate Change in the Prairie Provinces
7. Taking the Chill Off: Climate Change in the Yukon & Northwest Territories

The posters are available from the Geological Survey of Canada:

1. 601 Booth Street, Ottawa, Ontario K1A 0E8
2. 3303-33rd Street NW, Calgary, Alberta T2L 2A7
3. 101-605 Robson Street, Vancouver, B.C. V6B 5J3

Or by calling:

1. 1-800-622-6232 (allow 4 - 6 weeks delivery)
2. 1-888-252-4301

Or order on-line at the following Web site:

1. http://adaptation.nrcan.gc.ca/posters/order_e.php

Explore the Web site to view the posters, and to get more information on climate change:

Ordering the posters, and having them laminated will allow you to use this resource in your classroom many times. Another option is to photocopy the poster into manageable 8.5 x 11" sheets for access in booklet form.

The posters carry much of the necessary information, and capacity to address the Manitoba Grade 5 Cluster, particularly outcomes 5-4-17 and 5-4-18. This is a excellent resource for grade 5 science teachers in Manitoba.

Activating Strategies:

Introduction to the topic of climate change, its potential impacts, and interest in the posters can be facilitated with a variety of activation activities:

1. Videos: A number of videos to prompt interest in the topic are available: Students view a video on climate change to introduce them to the concept. These videos are listed as S2 resources but also have a possibility with grade 5 students as an introductory activity.
   1. What's Up With the Weather? Nova, 2 hours. Original broadcast April 18, 2000. $19.95 U.S.
   2. Warnings from the Ice. Nova, 1 hour. Original broadcast April 21, 1998. $19.95 U.S.
   3. Chasing El Niño. Nova, 1 hour. Original broadcast Oct. 13, 1998. $19.95 U.S.
   4. Einstein Revealed. Nova, 2 hours. Original broadcast Oct. 1, 1996. $19.95 U.S.
   5. Planet Earth: The Climate Puzzle. WQED Pittsburgh, PA. Metropolitan Pittsburgh Public Broadcasting, Inc., 1986.
2. Articles: Students search through newspapers and other sources to identify and collect articles related to climate change, and build a "Climate Change in the News” display. Ongoing research and reports on climate change offer numerous articles to prompt student inquiry. Suggestions include:
   1. Suzuki, David. "Let Kyoto take wing: Ottawa signed the accord. Now, let it keep its promise with budget incentives for a green, 21st century economy, says environmentalist DAVID SUZUKI.” Globe and Mail. 17 Mar 2004. A19.
   2. Stipp, David. "The Pentagon's Weather Nightmare: The climate could change radically, and fast. That would be the mother of all national security issues.” Fortune, 9 Feb 2004. Time, Inc. Vol. 149, i3, p100.
   3. Jaccard, Marc. "Cool your jets: Let the market fight emissions: Forget about Kyoto. Here's a better way.” Globe and Mail. 31 Mar 2004. A19.
   Assigned reading for individual students or groups, with the task of reporting main points or the "Climate Change in the News” display may facilitate a discussion on climate change to set the stage for work on the NRC regional posters.
3. Guest speakers: Students can use active listening skills with a guest speaker(s) on climate change to activate their prior knowledge of the concept.

Acquiring Strategies:

Student groups of 3 are ideal to provide enough elbowroom to work on the posters. If desired, two groups of 3 can operate on one poster at a given time.

1. As a class, students view the layout of the climate change posters, and review and discuss the importance of headings and key works in their search for information.
2. Students work in small collaborative groups to complete the "What is Climate Change? Scavenger Hunt” BLM as an introduction to the climate change posters, and to develop their understanding of what climate change is. Student groups have 10-15 minutes at each poster to locate the required information. They continue to switch posters at the timed intervals, until they have gathered information from all seven posters. As a class, students build and maintain a word wall where vocabulary and terminology related to climate change is posted and shared. Time: ~ 70 to 105 minutes
3. Students work through the subsequent blackline masters to obtain further information regarding the causes, and consequences of climate change for each region of Canada, as well as what actions Canadians can take to slow the rate of climate change. Students use headings and keywords on the blackline masters to guide them in locating information on the posters. Students continue to identify climate change vocabulary and terminology found in their studies of the posters that can be discussed with the class, and added to the class word wall.
4. Several strategies for completing the 7 worksheets include:
   1. Assigned groups study one region at a time, completing the blackline masters for each poster. Time ~ 7 hours
   2. A jigsaw strategy is used where collaborative groups divide their members so each group member is responsible for a specific poster or posters. Each group member completes the blackline master for their assigned region, and then returns to their home group to share the information obtained. Time ~ 4-5 hours
   3. Each student is responsible for either the Causes, Consequences, or Action portion of the blackline masters to gather information from al posters. Groups then meet to share the information gathered. Time: ~4-5 hours

Applying Strategies:

1. Students write a letter to their family telling them about the causes of climate change and its consequences. They can congratulate their family on the positive actions they are currently taking, and can suggest further changes their family could make to help in slowing the rate of climate change. A class letter could also be written to the principal to encourage changes at the school level as well.
2. Students prepare a presentation of their climate change learning, which addresses what climate change is, the causes, the consequences, and the actions people can take to make a difference to climate change. This could be done individually, or as a collaborative group. (Presentation projects might include: creating a multimedia presentation, class Web site, climate change brochure, artistic representation through art, drama, or music, a children's book or game, a news article or letter to the editor.) When presentation projects are complete, students orally and visually share their work with the class, school and/or community.

Suggestions for Assessment/Evaluation:

1. Assessment of climate change poster blackline masters (group or individual).
2. Observation and assessment of collaborative group processes and skills.
3. Assessment of letters, climate change project work and oral presentations.

Suggestions for Follow-up Activities/Supplemental Materials:

Web sites:

1. Nova Teachers provides access to the videos listed above, in addition to excellent resources accessible under the following headings:
   • Program Overview
   • Viewing Ideas
   • Classroom Activity (some excellent student handouts included)
   • Ideas from Teachers
   • Related Nova Resources
   • Interactive for Students
2. Temperature Rising. Poster and activities, related links on poster 5, British Columbia.
3. Canadian weather and climate data.
4. National Climate Data and Information Archive.
5. Environmental Health Perspectives Online. Climate change impacts on human health explored.
6. Order climate change posters on-line
7. Climate change posters on-line

Articles:

1. "With or without Kyoto, Canada needs a plan.” Editorial. Globe & Mail. 4 Dec 2003. A24.
2. Chase, Steven and Tuck, Simon. "Ottawa looks at big outlays for clean gas.” Globe & Mail. 13 May 2003. A1.
3. Pearce, Fred. "Kyoto changes may drive deforestation.” New Scientist. 22 Mar 2003. Vol 177, i2387, p15(1).
4. "Is Kyoto Dead?” The Economist. 6 Dec 2003. Vol 369, i8353, p73US.
5. "Climate Change's Impacts on Wildlife.” National Wildlife. June " July 2002.
6. "Climate Change Impacts on Agriculture.” Environment. March 2000. Vol 42, i2, p3.
7. Regush, Nicholas. "Microbes on the March.” Canadian Geographic. September/October 2000. p62 " 29.
8. Marchese, John. "Forecast: Hazy.” Discover. June 2001. p45 " 51.
9. "Greenhouse Effect, R.I.P.” Discover. August 2001. p17 " 18.
10. Zimmer, Carl. "The El Niño Factor.” Discover. January 1999. p98 " 106.
11. Hayden, Thomas. "What's Up With the Weather?” Newsweek. 31 Jan 2000.
12. Wood, Chris. "Wild Weather.” Macleans. 25 Jan 1999.
13. Nash, Madeleine. "Will We Control the Weather?” Time. 10 Apr 2000.  p72 " 74.

For Winnipeg Teachers:

1. Fort Whyte Centre: Weather and Climate Change Lab
   • 4 - 5 hour interactive program
     
   • $8.00 per student (10 " 75 students)

Videocassette and print material:

1. Kouth, Jude L. Global Warming and the Greenhouse Effect [videocassette]. Mississauga, ON: McIntyre Media, 2001.
2. International Institute for Sustainable Development. Sila Alangotok: Inuit Observations on Climate Change [videocassette].
3. Drew, David. Earth in Danger. Crystal Lake, IL: Rigby Education, 1990