Specific Learning Outcomes

NOTE: The following are taken directly from the Pan-Canadian Science Framework document. They are nationally recognized learning curriculum outcomes.

Science, technology, society, and the environment (STSE): 115-2, 115-6 , 118-2

Skills: 212-1, 212-4, 213-6, 215-1, 215-5

Knowledge: 331-5, 331-6

Attitudes: 440, 445, 447, 448, 450

EXPLORATION

1. Introduce the climate change poster (or posters) to the class.
2. Ask the students to take a few minutes to write down five things that they know or have read/heard about climate change. Have them consider the following questions:
    
   • What is weather?
   • What is climate?
   • What is global warming?
   • What is the greenhouse effect? And what are greenhouse gases?
   • Why do you think that climate change and global warming is in the news so much today?
   • What are some potential national, regional, and local issues?
   • What are some social and cultural implications of climate change?
   • What is 'wrong' with the current trend in global warming?
   • Why is climate change an issue for us today when climate has changed in the past, and can be expected to change now and in the future?
3. Ask the students for their ideas that they listed in number two. Generate a list on the blackboard or flip chart. Once you are done listing the ideas, organize them into categories or themes, such as impacts on agriculture, forestry, why climate is changing now, etc.
4. Briefly introduce each of the panels illustrated on the poster. Ask the students to identify those commonalities between their contributions and those found on the poster. (Depending upon the size of class, teachers may choose to prepare brief overheads for each panel to assist in the introduction of each theme. Alternatively, teachers may choose to have the students came up in groups to review the poster and various themes.) Divide the students into groups on the basis of the categories or themes they have identified. Have each group select a theme for research.
5. Each group will complete research on their particular theme, as it relates to climate change. (The level of research will depend upon the time you wish to spend on this activity.) Students can use the information from the poster for a basic level of research. The groups can also use both the poster and the school library. Finally, an in-depth level of research could be undertaken using the Internet and other technical research opportunities such as print and electronic materials available from Environment Canada, Natural Resources Canada, David Suzuki Foundation, etc.
6. As the students carry out their research, ask them to consider how climate change will affect their theme on a local level. For example, they may have explored the impact of climate change on agriculture. If any of the students are from farming communities, what impact would climate change have on their local farm? Would a small increase in temperature affect plant species able to grow? If there is no direct impact, there certainly would be an indirect effect at the grocery store, reflected in increased prices or unavailability of certain products. Students would need to consider fertilizer use and nitrous oxide, livestock, feedlots and methane production, reduction of watershed, spring runoff, and droughts.
   
   DEVELOPMENT
   
   
7. Explain to each group the concept of a Futures Wheel. This is a versatile tool used to study implications and relationships in any situation. It reveals the many effects on interrelationships of a single decision or situation. It can be used to highlight these interactions and more clearly understand the relationships among them. (An example Futures Wheel has been enclosed for your reference as Attachment A.)
8. Have each group describe their own central statement on climate change and begin to explore the results using the Futures Wheel. Example questions might be.
    
   • Tree species extend their ranges northward and to higher elevations.
   • Polar bears spend more time on shore, rather than out on sea ice.
   • White-tailed deer populations will increase significantly.
   • Permafrost begins to thin over the next 50 years.
   Students can explore the impacts of their central statement by listing at least five first-level implications and project out at least three levels of implications.
9. Have each group work co-operatively to present and explain their Futures Wheel. They must be prepared to defend their decisions or judgments they have reached in their Futures Wheel and demonstrate that relevant arguments can arise from different perspectives They must also be prepared to answer questions from their peers.

LESSON EXTENSIONS

1. Challenge the class to create a new climate change poster. Each group will be responsible for the text and graphics describing their researched theme or category. Using the results of the Futures Wheel and questions, have each group create the text and graphics for a separate panel and together create a new class climate poster.

   (There is an opportunity for your class to compete in a national poster contest. The winning poster from each province or territory will be posted on the NRCan website.)

2. Have your class prepare a climate change information session for an audience. Students can present their findings from their research, as well as describe their projections for climate change on their Futures Wheels. The audiences may include other classes at the school; elementary students in local schools also studying climate change; community/parent information night; etc.

   This can also be linked with Earth Day, National Forest Week, or other community environmental education initiatives.