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On the next slide, a series of teacher suggestions have been provided outlining a day-to-day approach on addressing this theme with the students.

Please feel free to use all or some of the activities provided when teaching your class.

Many of the activities provided can be completed as a whole class, small group, or individually.

Some slides have “Loopback Opportunities” stated within the speaker notes. These are suggested connections to meet cross-curricular expectations.

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Assessment of Learning:

Interactions in the Environment PBL

This project can be introduced at the start of the Near the completion of this unit, we have attached the following project-based task for groups of students to choose from.

Climate Change PBT

Call to Action Rubric

Prototype Rubric

Climate Action TED Talk PBL

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Suggested Sequencing of Activities

Step 1

Show students the provocation on slide 5

Have students observe the image and record observations and inferences (I see/ I think)

Question “Write-storm” (use your own brainstorming strategy, or Question Formulation Technique)

have them write down as many questions as possible
Prompt: “Don’t stop to analyse or judge your questions! Just write!”

Go through and sort questions into open and closed questions

Prompt: “Both have value - closed questions are good for quick knowledge and closed questions will enhance inquiry and research”

Slides 10-12 contain additional or alternative provocations for QFT

Step 2

Slides 13-17 contain a series of infographics regarding impacts on quality of life. Students can explore, discuss, summarize, and ask questions about the info graphics in groups or as a class

Step 3

Slides 18-20 contain specific climate change activities that can be completed as a whole class, within groups, or individually.

Slide 18: Changing Forests Google Earth Video
Slide 19: Climate Change and the NHL (Change Makers research task)�

Step 4

Slide 21 has additional questions to explore or consider with your students. They could be used for Quick Writes or discussions

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Climate Change

Learning Goals

A1.1 - Observe, infer
A1.2 - Questioning and planning
E1.2 - impacts (society/environment) related to climate change

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Types of Questions

Both types have value.

are answered with a one-word response such as yes or no or another single word.

Ex. What form of energy is least expensive?

require more explanation.

Ex. What are the costs involved in producing wind energy?

Close-ended questions:

Open-ended questions:

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Once students have questions…

Mild 🌶️	Medium 🌶️🌶️	Spicy 🌶️🌶️🌶️
Questioning to Develop Curiosity Decide on the top 10 questions as a class and have students answer their favourite three. Students are then instructed about climate change and factors.	I Observe, I Infer, I Wonder Decide on the top 10 questions from the “I Wonder” document as a class. This can drive your teaching or student inquiry.	QFT - Question Formulation Technique Students use the equipment and available research tools to investigate the questions with teacher support as needed with the eventual goal of learning more about climate change and impacts.

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Ask as many questions as you can.
Do not stop to judge, discuss, edit, or answer any question.
Write down every question exactly as it was asked.
Change any statements into questions.

Question Formulation Technique

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Minds On

Learning Goals:

A1.1 - Observation and Inference
A1.2 - Developing questions
B 1.1 - environmental impacts / causes of environmental issues
E1.2 - Impacts of climate change

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Analyse and Access Prior Knowledge

Learning Goals:

B1.2 - Positive and negative aspects of human intervention into ecosystems
E1.2 - Impacts of climate change on society
B2.4 - Energy in ecosystem (related to human consumption)
B2.5 - Cycling of matter (food consumption and waste)

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Impacts on Quality of Life

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Changing Forests Google Earth Video and Task

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NHL Green

Change Makers Culminating Activity

The NHL is using innovative technologies to inspire communities to lower emissions, reduce waste, etc.

As a class, you can preview the NHL’s stance and their environmental commitments from 2010-2022. Students may also enjoy doing a self-directed research project on Andrew Ference who advocates for sustainability.

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