activity 3: adaptation and mitigation - canadian geographic · - build alternative physical...
TRANSCRIPT
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Activity 3: Adaptation and Mitigation SummaryInthisactivity,studentscollaboratetodefineandidentifytheconceptsofadaptationandmitigationastheypertaintoclimatechange.TheyalsofurthertheirunderstandingofhowCanadaishelpingbiodiversityadapttoclimatechange.Duration:60to75minutesLearningoutcomesAfterparticipatingintheactivity,studentswillbeableto:• Defineanddifferentiatebetweenthe
conceptsofadaptationandmitigationastheypertaintoclimatechange,
• Identifyexamplesofadaptationandmitigationmeasures,
• Discusstheimportanceofusingbothadaptationandmitigationmeasurestofightagainstclimatechange,and
• Identifyresourcesandprocessesthatecosystemsprovide(ecosystemservices)
CompetencyoutcomesDuringthisactivity,studentswilldeveloporimprovetheseabilities:• Collaboration• Inference• Research• Criticalthinking
Set-upandmaterialsq Computer,tablet,ordictionary(oneperteam)q ColourprintoutofteacherBLMAdaptationandMitigationGoals,cutintostripsq CopiesofstudentBLMAdaptationorMitigation?studentworksheetq CopiesoftheClimateChange:AdaptationandMitigationinfographicq AdaptingtoOurChangingClimateinCanadaposter
Whattodo
1. FollowingtheConceptualMapactivity,writethisquestionontheboard:
Whyshouldhumanshelpbiodiversitythriveandsurvive?
2. Launchadiscussionontheecologicalservicesthatnatureprovidesandinvitestudentstoputasmanyexamplesaspossibleontheboard.Examplesmayinclude:• Resourcessuchastimber,food,fuel,andbioproducts,
Tip:CheckoutNaturalResourcesCanada’snewposter,AdaptingtoOurChangingClimateinCanada.Itwillhelpstudentslearnmoreaboutourchangingclimate,theimpactsit’shaving,andhowCanadiansareadapting.Requestyourcopyusingtheonlineorderformorbycalling1-800-387-2000(Product#M174-13/2016).Alternatively,youcandownloadtheweb-accessibleversion.
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• Ecologicalprocessessuchascarbonstorage,nutrientcycling,waterandairpurification,erosioncontrol,cooling,shade,pollination,seeddispersal,wastedecomposition,andmaintenanceofwildlifehabitat,and
• Socialandculturalbenefitssuchasrecreation,traditionalresourceuses,andspirituality.
3. Synthesizethebenefitsofecologicalservicesbyproposingthatit’sinourbestintereststodoeverythingwecantohelpbiodiversitythriveandsurviveinthefaceofclimatechange.
4. Tolaunchthediscussiononadaptationandmitigation,watchthevideo:Climatechangeadaptation:It’stimefordecisionsnow(GIZonline)–www.youtube.com/watch?v=FO46sPwm4xk.
5. OntheblackboardorSmartBoard,write“AdaptationMeasures”(ononeside)and“MitigationMeasures”(ontheotherside).
Brainstormingphase:Askstudentsiftheyknowwhatthesewordsmean(synonyms,resemblances)andwritetheirideasundereachheading.
Researchphase:AskstudentstofindtwoorthreewordsrelatedtotheseconceptsusingtheInternetorthedictionary.
Validationphase:Synthesizetheresultsandworkwithstudentstodefinetheconcepts.
6. Providestudentswiththefollowingexamplesofadaptationmeasuresandmitigationmeasureswithrespecttobiodiversityandnature.Workwithstudentstorefinetheirdefinitionsfurther.
Adaptationmeasures:
- Plantdifferenttypesofcropstorespondtochanginggrowingseasonsandtemperatures.- Researchnaturalalternativestodeteranypestsmigratingnorthwardsfromattackingtreesand
crops.- Buildalternativephysicalcorridorstohelpfishmigratewhenriversarereduceddueto
evaporation.
Mitigationmeasures:
- Increasetheamountoffoodgrownlocallytoreducethegreenhousegasemissionscausedbytransportingfoodoverlongdistances.
- Plantmillionsoftreestoabsorbandtrapcarbondioxidefromtheatmosphere.- Feedcattleseaweedinsteadoftraditionalhayandgrainstoreducethemethanecontentofcow
belchingandflatulence.
7. Asawhole-classactivity,askstudentstohelpyouclassifytheAdaptationandMitigationGoalsaseither“Adaptation”or“Mitigation.”
8. HandouttheAdaptationorMitigation?studentworksheet.
9. Assigntwomeasuresperpairofstudentsandaskthemtojustifywhethertheyfallunder“Adaptation”or“Mitigation.”
10. Askeachpairtojoinanothergrouptocompareanswers.
11. Asaclass,decidewhereeachexampleshouldbeclassifiedandwhy.HandouttheClimateChange:AdaptationandMitigationinfographictocompareanswers.
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Tip:YourclassanswersmayvaryfromtheClimateChange:AdaptationandMitigationinfographic.Theimportantpartforassessmentpurposesisthatstudentsareabletojustifytheirchoicebasedonthegoalsofadaptationandmitigation.
Extension
• ReturntotheMindMapactivity(p.16)andaskstudentstoassignadaptationstotheirconsequences.
• Discusswithstudents:Whenitcomestoadaptationormitigation,isonemoreimportantthantheother?Aretheresomemeasuresthataddressbothatthesametime?
• Tapintoanyfirst-handknowledgeandmakeconnectionstotheirlivesoutsidetheclassroombyinvitingstudentstosharetheirstories.Somestudentsmayhaveexperiencedclimatechangeimpacts,largeorsmall(e.g.,recurrentflooding;earlierspringsmeltruns).Theymayalsohavewitnessedadaptationmeasures(e.g.,theirvillagemayhavebeenrelocated;theymaygosmeltfishingearlierintheseason).
• Discuss the implications of assisted migration with respect to the disruption of the receivingecosystem.
• Talkaboutwhetherfishers,likefarmers,maybeabletoadapttheirpracticestoadapttoclimatechange.
• Discusswhethergeneticmodificationcouldhelpsomespeciesadapt.Watchthefollowingvideoasanintroduction:
WhatcangenomicsdoforCanada'sforestrysector?(NRCan)www.nrcan.gc.ca/forests/video/17158
• Readthefollowingarticleandjustifywhetherthisisanexampleofadaptationormitigation:
P.E.I.farmerassistsinnear-eradicationofmethanefromcowfartswww.cbc.ca/news/canada/prince-edward-island/pei-cow-farting-1.3856202
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Activity3–TeacherBLM:AdaptationandMitigationGoals
Cutoutthegoalsandworkwithstudentstoassigneachtoeitheradaptationormitigation.
Improvetheabilityofanimalsandplantstothriveunderdifferentclimateconditions.
Buildresiliencetoextremeweatherandclimatechanges.
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Increasethecapacityofspeciestoadapt.
Cutdowngreenhousegasemissions.
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Trapgreenhousegasemissions.
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Name: Date:
Activity3–StudentBLM:AdaptationorMitigation?
Whattypeofmeasuredoeseachexamplebelowrepresent:adaptationormitigation?Justifyyouranswers.
Adaptation MitigationCreateorincreaseprotectednaturalareas.
Connectprotectedareasbychangingthelandscapeorwaterscapetoeasemigrationandmovement.
Physicallydisplacespecieswithintheirrangeormovethemtoanewterritory.
Restoredamagedecosystems.
Improveaccesstowater.
Involvecitizensinmonitoringclimatechangeimpacts.
Investinresearchonthebiologyandecologyofplantsandanimals.
Increasesourcesofrenewableenergy.
Improveindustrialprocessesonnearbyfarmsandindustries.
Createcommunityandhomegardensforfoodproductionandtocreatehabitat.
BearinCagebyGanKhoonLayfromtheNounProjectMicroscopebyAksharPathakfromtheNounProjectWheatbyAleksandrVectorfromtheNoundProject