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A Climate Change Webquest - Campaign to Save Our Resources!
Campaign to Save Our Resources! Teacher’s Guide
Introduction
This webquest was developed by Parks Canada for the Teacher Resource Centre.
Your feedback is important to us: if you have any questions or comments about
this webquest, please contact Education Specialist Lise Boiteau (Lise.Boiteau@pc.gc.ca).
Learners
This lesson is designed for middle years and high school students, with the focus on social studies and science curriculum objectives. The focus of this lesson is not the science of climate change, but rather on the social, environmental, and economic consequences of human activity and consumption.
Students will also be expected to demonstrate skills such as:
- active listening
- brainstorming
- oral communication
- collaborative learning
- content reading
- writing
- presentations
- using information and communication technologies
Process
Each member of the group will keep a journal of their work on the campaign. Access to online resources will be needed so that each student can read the webquest and download his or her journal. This lesson is intended to take place over several classes, with work being completed both in and outside of class.
Step 1: Get the facts
This is the research phase of the project. Students should have a chance
to form their groups and meet for the first time to decide what their
research topics are going to be. Students should then be allowed class time
for individual research, both in the library and online. They do not need to
be limited to the resources provided in the webquest.
Step 2: Get inspired
This is the brainstorming phase of the project. Students will need access
to online resources to be able to look at various campaigns and record their
reactions. Individual campaign journal work can be assigned as homework. Class
time should be allotted for sharing of research and group brainstorming activity.
Step 3: Get to work
This is the practical phase of the project. Class time should be allotted
for groups to work on their campaign. Students may also require some assistance
in terms of supplies or other resources to help create their campaign product.
Step 4: Get their attention
This is the class presentation phase of the project. Class time should be
allotted for the groups to present their work to their peers, and for peers
to ask questions/provide feedback. Feedback sessions should be relatively structured
to keep students focused.
Resources required
Access to the internet for all students
Access to other research tools (e.g. library materials)
Photo or video editing software (Windows Movie Maker is simple to use and
comes standard with most Windows installations)
Arts supplies (optional; students should be encouraged to create their products
digitally if the goal is increased communications technology skills)
Curriculum Links:
| Prov. | Grade-Subject-Unit | Learning Outcome |
|---|---|---|
| MB | Grade 7 Social Studies 7.4.5 Living in the Global Village |
KL-026 Identify human activities that contribute to climate change. |
| KL-027 Describe social, environmental, and economic consequences of climate change. | ||
| KP-044 Identify ways in which government decisions may affect human impact on the natural environment. | ||
| VE-017 Be willing to consider the consequences of their consumer choices. | ||
| SK | Grade 7 Social Studies (2009) Canada & Our Pacific and Northern Neighbours |
DR7.2 Appraise the impact of human habitation on the natural environment
in Canada, and in a selection of Pacific Rim and northern circumpolar countries. b. Explore the effects of humans and their technology on the natural environment in Canada. d. Trace examples of current effects of climate change on the movement of people and hypothesize about the potential effects of climate change on the movement of peoples in the future. |
| AB | Grade 7 Science (2003) Unit A: Interactions and Ecosystems (Social & Environmental Emphasis) |
Students will: 1. Investigate and describe relationships between humans and their environments, and identify related issues and scientific questions identify examples of human impacts on ecosystems, and investigate and analyze the link between these impacts and the human wants and needs that give rise to them |
| AB | Grade 7 Science (2003) Unit A: Interactions and Ecosystems (Social & Environmental Emphasis) |
Students
will: 4. Describe the relationships among knowledge, decisions and actions in maintaining life-supporting environments. - identify intended and unintended consequences of human activities within local and global environments. - analyze a local environmental issue or problem based on evidence from a variety of sources, and identify possible actions and consequences. |
| AB | Grade 7 Science (2003) Unit C: Heat and Temperature (Social & Environmental Emphasis) |
Students will: 4. Analyze issues related to the selection and use of thermal technologies, and explain decisions in terms of advantages and disadvantages for sustainability. identify and evaluate different sources of heat and the environmental impacts of their use. identify positive and negative consequences of energy use, and describe examples of energy conservation in their home or community. |
| QC | Secondary Cycle 1 Science & Technology |
The Earth and Space: General characteristics of the Earth |
| QC | Secondary Cycle 2 Science & Technology |
Climate Change |
| ON | Grade 10 SNC2D Science Earth and Space Science: Climate Change |
D1.1
analyse current and/or potential effects, both positive and negative, of
climate change on human activity and natural systems D1.2 assess, on the basis of research, the effectiveness of some current individual, regional, national, or international initiatives that address the issue of climate change and propose a further course of action related to one of these initiatives D2.1 use appropriate terminology related to climate change D2.3 analyse different sources of scientific data for evidence of natural climate change and climate change influenced by human activity D3.4 identify natural phenomena and human activities known to affect climate, D3.8 identify and describe indicators of global climate change |
| ON | Grade 10 SNC2P Science Earth and Space Science: Earth's Dynamic Climate |
D1.1 analyse, on the basis of research, various ways in which living things
and natural systems have been affected by climate change and communicate
their findings D2.4 conduct an inquiry to determine how different factors (e.g., an increase in surface temperature, an increase in water temperature) affect global warming and climate change D3.6 identify the natural and human causes of climate change in the world and, in particular, how Canada contributes to climate change D3.7 identify indicators of global climate change |
| NB | Grade 8 Science (2002) Unit 1: Earth & Space Science: Water Systems on Earth |
113-10 provide examples of problems that arise at home, in an industrial
setting, or in the environment that cannot be solved using scientific or
technological knowledge. 311-9 describe the interactions of the ocean currents, winds and regional climates. 311-12 describe factors that affect glaciers and polar icecaps, and describe their consequent effects on the environment. |
| NB | Grade 12 Environmental Science 122/123 (1997) Unit 3: Pollution |
Students will develop an understanding of the following major topics : Greenhouse gases and their effects on the atmosphere Major Concept : Atmospheric Pollution Students should be able to : identify trends that suggest the Greenhouse Effect may be contributing to climate change |
| PEI | Grade 8 Science (2003) Unit 1 – Earth and Space Science: Water Systems
on Earth STSE |
113-10 provide examples of problems that arise at home, in an industrial
setting, or in the environment that cannot be solved using scientific or
technological knowledge 210-16 identify new questions and problems that arise from what was learned 311-9 describe the interactions of the ocean currents, winds and regional climates 311-12 describe factors that affect glaciers and polar icecaps, and describe their consequent effects on the environment |
| NS | Grade 8 Science (1998) Unit : Earth & Space Science: Water Systems on Earth |
113-10 Provide examples of problems that arise at home, in an industrial
setting, or in the environment that cannot be solved using scientific
or technological knowledge Analyzing and interpreting 210-16 Identify new questions and problems that arise from what was learned 311-9 Describe the interactions of the ocean currents, winds and regional climates 311-12 Describe factors that affect glaciers and polar icecaps, and describe their consequent effects on the environment |
| NFL | Grade 8 Science Unit 1: Earth & Space Science: Water Systems on Earth | 113-10 provide examples of problems that arise at home, in an industrial
setting, or in the environment that cannot be solved using scientific or
technological knowledge 311-9 describe the interactions of the ocean currents, winds and regional climates 311-12 describe factors that affect glaciers and polar icecaps, and describe their consequent effects on the environment |
| NFL | Grade 11 Environmental Science 3205 (Draft 2008) Unit 5: The Atmosphere and the Environment – Climate Change |
5.17 identify that climate change can have a catastrophic affect
on the Earth. Include: (i) natural sources of green house
gases; (ii) anthropogenic sources of greenhouse gases. 5.18 describe the impacts of climate change in Canada on wildlife and natural ecosystems. Include: (i) types of vegetation; (ii) shifting ecosystem boundaries; (iii) biodiversity of species; (iv) adaptation of species 5.19 describe the impacts of climate change in forests 5.20 describe the impacts of climate change in Canada on agriculture. Include: (i) length of growing season; (ii) extreme weather events; (iii) types of crops; (iv) precipitation variability 5.21 describe the impacts of climate change in Canada on fishery. Include: (i) water temperature effects; (ii) species distribution; (iii) growth rates 5.22 describe the impacts of climate change in Canada on coastal zones (sea level changes and areas of human habitat). Include: (i) coastal erosion; (ii) flooding due to expansion of ocean water caused by melting ice; (iii) tectonic subsidence to rebound; )iv) Newfoundland and Labrador locations at risk 5.23 describe the impacts of climate change in Canada on extreme weather events. Include: (i) frequency; (ii) intensity; (iii) vulnerable areas in Newfoundland and Labrador 5.24 describe the impacts of climate change in Canada on human health. Include: (i) heat stress; iii) migration of diseases 5.25 describe efforts made to address climate change Include: (i) individual (ii) industries (iii) provincial governments (iv) federal governments (v) international agreements such as the Rio declaration and the Kyoto Protocol |
| BC | Grade 10 Science (2008) Earth and Space Science: Energy Transfer in National Systems |
Evaluate possible causes of climate change and its impact on natural systems. |
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