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Ontario

ontarioecoschools.org

ecological

LITERACYrevised 2011-12

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ConneCtions to Climate Change

through rich Performance tasks in grade 10 science (aPPlied & academic)

Acknowledgements

The Government of Canada’s Climate Change Action Fund provided major funding for Ontario EcoSchools. Please see back

cover for more information on all of the partners involved in the development of the program.

Ontario EcoSchools: Connections to Climate Change through Rich Performance Tasks in Grade 10 Science (Applied & Academic)

developer: Leesa Blake, Toronto District School Board Reviewers: Chantal Garnett, York Catholic DSB; Janet Dignem, Durham DSB; Lewis Molot, Faculty of Environmental Studies, York University Editor: Eleanor Dudar, Toronto District School Board

revision (2012): Kaitlin Doherty, Elanor Waslander

© 2004 York University Ontario schools, school boards, post-secondary institutions and government agencies may reproduce and adapt this publication in whole or in part for educational purposes without special permission from the copyright holder, as long as acknowledgement of the source is provided. No use of this publication may be made for resale or for any other commercial purposes whatsoever without prior permission in writing from York University. Please contact the Office of Research Administration 416-736-5055 for further information.

Every reasonable precaution has been taken to trace the owners of copyrighted material and to make due acknowledgement. Any omission will gladly be rectified in future printings.

designer: Comet art + design

Ontario EcoSchools: Connections to Climate Change through Rich Performance Tasks in Grade 10 Science (Applied & Academic) 1

Table of ConTenTsConnecting to Climate Change through Rich Performance Tasks in Grade 10 Science (Applied & Academic)

2 connecting to climate change through rich performance tasks in grade 10 science3 paths to developing ecological literacy5 Understanding climate change 6 climate change 1017 teaching with guiding Questions 8 resource overview

Section one: Background on graSP — a tool for uSing rich Performance taSkS10 graSP

Developing or Customizing Rich Performance Tasks

Goal

Scenario

Role

Audience

Presentation or Product

20 Pulling it all together: Presenting the task to Your Students

Assessment and Evaluation

22 learning activity: Scenario mapping

Section two: culminating taSkS 26 task 1. a case Study of the environmental impact of transportation choices

Rich Performance Task: Using Grasp as a Learning Strategy

Teaching and Learning Strategies

Prior Learning Required for this Task

Guiding Questions

Cluster of Expectations

Resources

Appendix 1.1 Checklist of Preparation: The Environmental Impact of Transportation Choices

Appendix 1.2 Summary of the Kyoto Protocol and beyond

Appendix 1.3 Student Task and Expectations: A Case Study of the Environmental Impact of Transportation Choices

Appendix 1.4 Environmental Impact Form

Appendix 1.5 Evaluation Rubric for Environmental Impact Form

Appendix 1.6 Evaluation Rubric for Flyer

42 task 2. forestry management and climate change Rich Performance Task: Using Grasp as a Learning Strategy

Teaching and Learning Strategies

Prior Learning Required for this Task

Guiding Questions

Cluster of Expectations

Resources

Appendix 2.1 Checklist of Preparation: Forestry Management and Climate Change

Appendix 2.2 Student Task and Expectations: Forestry Management and Climate Change

2 Ontario EcoSchools: Connections to Climate Change through Rich Performance Tasks in Grade 10 Science (Applied & Academic)

Science and EcoSchools

Connections to Climate Change in Grade 10 Science is one in the series of Ecological Literacy

Resources that make up the classroom component of EcoSchools. These resources offer teachers

a new lens for seeing the environmental learning possibilities in the Ontario curriculum.

Ontario EcoSchools resources have been developed to improve science and ecological literacy

about one of the most important global issues facing us. These resources are intended to

educate students so that they will understand the science of climate change. Students must

have this knowledge so that, as citizens, they can be part of the debate as government and

industry respond to the challenges and opportunities that a changing climate will bring.

Several of the main concepts of Grade 10 Science (Applied & Academic) can be linked to

understanding the phenomenon of climate change. Through science, we understand how

greenhouse gases are formed and how they contribute to changing levels of carbon dioxide in

the atmosphere. As students explore the chemical reactions that contribute to climate change,

they identify the factors that disrupt ecological balances within local and global ecosystems.

Atmospheric carbon changes the way energy is retained on Earth, as it changes the motion of

global wind and ocean current patterns.

In this resource, students use science to assess the environmental impact of either

transportation choices or contemporary logging practices. The purpose of each culminating task

is to have students suggest alternatives that will mitigate greenhouse gas emissions.


PathWaYS to develoPing ecological literacY

Improve Student Achievement through Ecological Literacy Learning In, About, and For the EnvironmentEvidence is growing which supports the connection between environment-based education and increased student achievement.1 Improving student achievement through ecological literacy can be developed in many ways. The Ontario Ministry of Education’s policy framework, Acting today, Shaping tomorrow, links ecological literacy to environmental education and defines it as “education about the environment, for the environment, and in the environment.” Teaching and learning in, about, and for the environment are powerful means to develop ecological literacy both in and outside of the classroom. (See diagram on page 4 for additional strategies.)

Inquiry-based LearningPart of developing ecological literacy is using inquiry-based learning to reveal our dependence on the healthy functioning of the Earth’s living systems, which give us clean air, water, soil, food, and all the other resources we depend on. As our understanding of the inter-relatedness and complexity of life deepens, we can find ways to live on Earth that take into consideration the well-being of all life on the planet. Ecological literacy allows us to understand this dependence and interrelatedness, as well as the urgency of developing protective, sustainable, and restorative relationships with the natural systems that are affected by our daily activities.

Systems ThinkingSystems thinking is an approach to learning that encourages students to think in terms of systems, and to recognize the world as an integrated whole with networks that define the way the parts function. One way students can use systems thinking is by connecting the dots in their learning, identifying interactions between the human and the natural world. Analyzing these interactions helps students understand some of the causes and consequences of human impact on the environment and vice versa. Through this process, students may discover that the whole is greater than the sum of its parts, thereby understanding how complex human and natural system interactions are.

Tools that support systems thinking include: Concept mapping: Visual representation of ideas that makes relationships explicit through arrows

and linking words. Consequence mapping: Visual tool for illustrating the many kinds of future effects related to a real or

imaginary event, issue, problem, or trend. Scenario mapping: Visual tool to help students show how an activity depends on resources from the

Earth and sun.

1Glenn, 2000. National Environmental Education and Training Foundation report; Lieberman & Hoody, 1998


ontario ecoschools

the ontario ecoschools program (www.ontarioecoschools.org) offers many additional program resources that can support student achievement through ecological literacy.

Through teaching and learning in, about, and for the environment and using a systems thinking, we can deepen students’ ecological literacy and empower them to become active, engaged citizens of the Earth.

“When students are engaged in their learning and social environment, they are better able to develop the skills and knowledge and grasp the opportunities that can help them reach their full potential, pursue lifelong learning, and contribute to a prosperous, cohesive society.”

Ontario Ministry of Education, Reach Every Student: Energizing Ontario Education (2008), p. 12

• FocuS on local issues and actions

• FoSter hope through positive actions

• collaborate with interdisciplinary teaching strategies

• Promote active citizenship skills throughout student lives

• develoP systems thinking (change one part and affect the whole)

• enhance curiosity through inquiry-based, hands-on, and critical-thinking learning strategies

• exPlore the interconnectedness of political, economic, enviro, and social issues

• organize out-of-classroom experiences

• Schedule routine outings (e.g.,Walking Wed., season walks)

• engage in place-based learning by exploring local community features (natural, built)

in the environment

Developing a sense of place

about the environment

For the environment

How nature works in systems. Discovering interdependence

Examine human impact and advocate for change

Fo

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tr

at

eg

ieS

StrategieS For develoPing ecological literacY

5 Ontario EcoSchools: Connections to Climate Change through Rich Performance Tasks in Grade 10 Science (Applied + Academic)

Fundamental ConCepts: Carbon Budget and Radiation Balance

Fundamental concepts used to illustrate processes on earth: • The global carbon budget • The global radiation balance• Green technologies that reduce CO2 emissions

carbon BudgetThe carbon budget consists of sources of gaseous carbon emissions and sinks where carbon is sequestered from the atmosphere. Within a natural ecosystem, there are many sources and sinks. Some human activities (e.g., fossil-fuel-based industries, transportation) are sources of carbon emissions, while others (e.g., logging, filling in wetlands) destroy or impair the action of carbon sinks.

radiation BalanceEnergy from the sun drives the Earth’s weather and climate. This energy eventually leaves the Earth as heat. Certain atmospheric compounds, such as CO2, absorb this energy and retain it in the atmosphere. The global radiation balance is

the balance of incoming and outgoing thermal radiation. An imbalance is created when less energy is released from the Earth than absorbed. New solar radiation continues to arrive on Earth, and the resulting energy imbalance affects global climate patterns.

connecting the conceptsConnecting CO2 production to energy flow in the atmosphere and hydrosphere provides students with

an understanding of how small changes in the concentration of CO2 in the atmosphere can have significant consequences. Although weather variation within local areas is common, climate change creates greater potential risks. Climate change can have long-lasting effects on various economic sectors, such as forestry, tourism, and agriculture.

Throughout this course, CO2 production is linked to changes in energy flow on Earth, and to the choices we make as individuals and as nations. Heat transfer that affects the patterns of trade winds and ocean currents can lead to extreme changes to the Earth’s climate.

This resource highlights learning opportunities that engage students in choice. Choice and action help make the concept of climate change more relevant and meaningful to the adolescent student. In the culminating task, the students use research and analysis to apply what they have learned in the course to a plan of action in a specific context.

carbon cycle, 2007-2010 the University of waikatowww.sciencelearn.org.nz/Contexts/The-Ocean-in-Action/Sci-Media/Animations-and-Interactives/Carbon-cycle

Background: Climate Change 101

broken link? Google search Climate change Canada > Canada’s Action on

Climate Change > Climate Change 101

Source:Canada’s Action on Climate Change (www.climatechange.gc.ca)

Climate change is a long-term shift in overall weather conditions over time. It is measured by changes in temperature, precipitation, wind, snow cover, and other indicators. When we speak of climate change on a global scale, we are referring to changes in the climate of the Earth as a whole.

While the Earth’s climate is naturally variable, its average state is regulated by factors such as the Earth’s orbit around the sun and the natural greenhouse gas effect. In fact, the Earth would not be warm enough to sustain life without the natural greenhouse gas effect. The atmosphere is like a blanket, or greenhouse, trapping heat escaping from the Earth’s surface. The principal natural greenhouse gases are water vapour and carbon dioxide. By burning fossil fuels such as coal, oil, and natural gas, we release more carbon dioxide into this blanket. Changing land use, such as deforestation and the conversion of land to agricultural use, has also contributed carbon dioxide to this blanket.

Causes of climate change can be divided into two categories – those related to natural causes and those created by humans.

natural causesThe climate can be affected by natural factors that are external to the climate system, such as changes in volcanic activity, solar output, and the Earth’s orbit around the sun. It can also be affected by natural internal changes, such as variations in ocean currents, which can influence the climate for periods of decades.

Human causesClimate change can also be caused by human activities, such as the burning of fossil fuels and the conversion of land for forestry and agriculture. Since the Industrial Revolution began about 250 years ago, climate change due to human influences has increased significantly because of the combustion of fossil fuels (such as oil, natural gas, and coal) and,

to a lesser extent, because of changes in land-use practices. As a result, the amount of heat-trapping gas in the atmosphere has increased, enhancing the warming capability of the natural greenhouse effect.

It is this human-induced enhancement of the greenhouse effect that causes the most environmental concern, because it has the potential to warm the planet at a rate that has never been experienced in human history, causing glaciers to retreat, sea levels to rise, and climatic zones to shift. Depending upon emissions during the twenty-first century, most experts agree that average global temperatures could rise by one to six-and-a-half degrees Celsius over this century. In Canada, this could mean an increase in annual mean temperatures in some regions of more than double the increase in the global average.

But climate change is more than just a warming trend. Increasing temperatures will lead to changes in many aspects of weather, such as wind patterns, the amount and type of precipitation, and the types and frequency of severe weather events that may be expected to occur. Such climate change could have far-reaching and/or unpredictable environmental, social and economic consequences.

Adapted from A matter of degrees: a primer on global warming, from the Environmental Citizenship Series. Environment Canada, Ottawa, 1993.



This resource supplies Guiding Questions (and answers) as a tool for teachers to help students understand the many facets of climate change from a geographic perspective. Tips on how to use the Guiding Questions as both teaching and learning strategies follow:

Teaching with Guiding Questions

Student-led Inquiry Brainstorming: Teachers can use the

Guiding Questions as a start point for class brainstorming activities.

Individual research projects: Guiding Questions can be unpacked by students engaging in a research project. You can follow up with a presentation or report.

Group investigations: Splitting up the class into working groups, teachers can use the Guiding Questions as focal points for discussions that everyone contributes to.

Assessment Open-ended questions: Teacher can generate

open-ended questions for formal assessment.

Review material: The answers generated during a unit can be compiled into review material for summative tests or presentations.

Re-framing Course Content Ecological sustainability lens: By connecting

the course expectations to climate change and ecological sustainability, teachers can enhance the meaning of the expectations and support real-world context while developing students’ critical-thinking skills.

Real-world context: By exploring the current real-world context of climate change, students develop skills and an understanding of the complexity of a real-world issue.

guiding questions

resource overview How to use this resource

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This resource introduces rich performance tasks as a learning strategy to illuminate some of the main concepts in Grade 10 Science. Two culminating tasks are provided: A Case Study of the Environmental Impact of Transportation Choices and Forestry Management and Climate Change. These tasks give students an opportunity to integrate their learning and apply their knowledge to situations using rich performance tasks as a learning strategy. In both, students are asked to explore ways to reduce greenhouse gas emissions.

This resource includes:

Background on GRASP: a Tool for Using Rich Performance Tasks

GRASP Developing or customizing rich

performance tasks • Goal • Scenario • Role • Presentation or product • Audience

Pulling it all together: Presenting the task to your students

• Assessment and evaluation Learning activity: Scenario mapping

Culminating tasks: to help students explore how our individual and collective actions affect the Earth’s ecosystems and climate

An overview of the task’s applicability to GRASP

Teaching and Learning Strategies - outlining suggestions for student tasks

Prior learning – both fundamental skills and science background – required to complete the tasks

Guiding Questions which suggest ways to organize ideas as you plan your lessons with the culminating task in mind

Clusters of expectations (Academic & Applied) related to the Guiding Questions

Resources to support the task

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seCtion 1Connections to Climate Change through Rich Performance tasks in grade 10 science (applied & academic)

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Background on gRasP — a tool for Using Rich Performance tasks

This resource introduces rich performance tasks as a learning strategy. To best understand rich performance tasks, we will use the GRASP tool as a framework to organizing this learning strategy.

GRASP Adapted from “GRASP: A Tool for Developing Ecological Literacy through Rich Performance Tasks,” (2007), by Steve Bibla, Toronto District School Board. For more resources on teaching ecological literacy, visit www.ecoschools.ca (TDSB EcoSchools’ website).

What is a Rich Performance Task?The term “rich performance task” was made popular by Wiggins and McTighe in their groundbreaking textbook, Understanding by Design (1998). It has been chosen as a teaching and learning tool for this resource because it brings together so many elements of good curriculum design and effective teaching and learning strategies.

What is GRASP? GRASP stands for:

g goal: the goal of the task

R Role: the role of the student

a aUdienCe: the audience for the student’s work

s sCenaRio: the scenario that gives meaning to their work

P

PRodUCt: the product/performance to be evaluated


This section on GRASP provides tools to help teachers create engaging tasks to develop students’ ecological literacy. Teachers cast learning in realistic scenarios that involve role play and awareness of audience, and culminate in a persuasive presentation or product. The scenario sets the stage for critical thinking and problem-solving, with the goal usually being to reduce negative human impact on the environment.

Developing or Customizing GRASP Performance TasksThis section describes the process of developing a GRASP performance task using the culminating tasks outlined in this resource as an example. Teachers are encouraged to modify the culminating task to best suit their classroom context. Opportunities to engage in local authentic scenarios should be sought out to add real-world context to the culminating tasks, which will increase the value of the learning activity.

The GRASP tool is described in two ways: Generally – for those who are interested

in exploring the process of creating rich performance tasks for their classroom and who wish to adjust the culminating task.

Specifically – in relation to the culminating task with tips for teaching and learning strategies to deepen student learning during the culminating task.

section 1

BeneFitsgRasP elements woven together have proven

to be powerful tools that help focus curriculum

planning and teaching. a meaningful classroom

program – where everyone can point to why

we’re doing what we’re doing – has immense

benefits for student learning.

extensiongRasP is used in the context of the

culminating tasks in this resource, but has

wider applications if teachers wish to use the

model to develop more rich performance

tasks for students.


goals for culminating tasks

Overall Recommend one or more ways to reduce the

impact of human interaction on the natural environment

Uncover the dependence of human systems on the environment

Understand our relation to the natural environment

Transportation task: Understand the costs and benefits of transportation choices

Forestry task: Outline and recommend good forestry strategies for a local forest to help maintain the carbon budget, reduce global climate change, and support Canadian policies on climate change

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tiPthe Cluster of expectations listed in each

culminating task can act as a compass to

guide you as you engage in the scenario. as

students pursue the task, they may need to

be reminded that part of their job is to see

the task in terms of human interaction with

the natural environment.

toolVeRBs FoR CReating/adjUsting the goal

a powerful verb goes a long way toward

setting the tone for an exciting project!

Powerful verbs can awaken students’ desire to

achieve at higher levels, particularly if the rich

performance task is authentic, that is, a task

with real roles and real audiences.

goal: how can the goal help students improve their ecological

literacy by uncovering the dependence and/or impact of humans and

human systems on the natural environment?

Advertise

Apologize

Argue

Brag

Build

Clarify

Consult

Convince

Criticize

Decide

Defend

Design

Entertain

Evaluate

Expose

Justify

Implicate

Instruct

Organize

Persuade

Plan

Plead

Promise

Proclaim

Reprimand

Research

Sell

Test

Uncover

Use

Here are some verbs to consider:

g


From Goal to Scenario: After setting the goal, it may be beneficial to decide on the scenario in which student learning will be embedded, since the scenario often includes the roles and sets the context for learning. For this reason, the sections are not presented in the order they appear in the acronym GRASP.

scenarios for culminating tasks

Transportation task: Various stakeholders have been asked to create a proposal that will reduce the environmental impacts of the current transportation system within your municipality. These stakeholders, representing a variety of interests, have been invited to attend and present their proposals at your municipal/city/town meeting.

Forestry task: A local forest provides timber for a pulp mill and softwood lumber for construction. The old-growth forest was harvested in the 1800s, mostly for white pine. Spruce and balsam have been cut for pulp, but the construction boom in Southern Ontario has increased the value of logs

that can be transported to that market for building construction. Local residents are concerned that cutting too much timber will reduce the value of the forest and hurt local ecosystems, which are also valuable for tourism. Some people are also concerned that increased cutting will contribute to climate change. The Ministry of Natural Resources requires that forest managers be certified for ISO 14001 Standards. Several people in the area have been asked to outline and recommend good forestry practices that will help maintain the carbon budget, slow climate change, and help meet Canada’s policies on climate change and goals to reduce greenhouse gas emissions.

Description: The scenario is any situation in which human activity takes place. If you choose to adjust the scenario described in the culminating task, it is important to make sure it still includes some interaction between human systems and natural systems. Almost any scenario can be probed to reveal our dependence on nature.

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sCenaRio: how can the scenario be used to improve students’

ecological literacy?s


TOOL: Questions to consider when creating/adjusting the scenario

How can the scenario help us understand our relation to nature?

• The student’s relation to nature is hard to measure, or indeed to “teach.” Put simply, we can build a basis for ecological literacy by allowing students to directly experience nature.

• Strategies: walk in a ravine, class trip to an outdoor education centre, create and maintain a school garden

• Connections: Students’ feelings about their relation to nature can find expression through writing and the arts – drama, dance, music, visual arts.

How can the scenario reveal our impact on nature?

• Human-nature interconnections can be unearthed by asking how the activity in this scenario has an impact on nature. Scenarios that highlight the human-impact dimension of ecological literacy challenge students to use their problem-solving skills.

• Strategies: Encourage students to ask the following to uncover their impact on nature:

• In my role, can I do anything, either directly or indirectly, to reduce my impact on the Earth’s resources (air, water, soil, metals, fuels, energy)?

How can the scenario reveal our dependence on nature?

• You may choose a scenario to help students clearly see how the role they assume depends on nature. Once you ask students to point out what the specific links are, you will see that this is not as self-evident as it may sound. This will stimulate students’ ecosystems thinking. This mode of thinking is about breaking down the very big concept of nature into energy flows, matter cycles, and life webs.

• Strategies: Encourage students to ask the following to uncover their dependence on nature:• In this scenario, how do I use energy?• How do I use matter?• How does my activity in this scenario

draw on the “goods and services” of nature?

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tiPoften one question will be more apt for a particular

scenario than the others. don’t expect students to

provide the same amount of detail in their answers

to all three questions. the culminating task scenarios

are mostly related to Question 2 and Question 3.

toolsee the scenario mapping section

for additional information, and for

learning strategies to introduce the

scenario to your students.


roles for culminating tasks

Transportation task: Environmental activist (bike union), rural farmer, urban citizen, transport company employee, public transportation provider, suburban resident and commuter (depending on class size, additional roles can be added)

Forestry task: Environmental activist, forestry company, forest manager, First Nations group, pulp and paper company, local resident (depending on class size, additional roles can be added)

Description: Almost any role can develop ecological literacy, or an understanding of human-nature interconnections. We all use energy and matter in the activities that make up our lives.

Helping students understand their roles: Buehl (2001) recommends that teachers help students understand their roles on a deeper level by asking them to brainstorm the important characteristics of their roles in groups. The following questions are included as BLM R.1 Understanding Your Role:

What perspective or point of view does my role take in the scenario?

What attitude does my role have? What special knowledge and skills does my

role have?

How can I give my role personality? Where would I look to find out more about

this perspective? In what specific ways do who I am and what

I do in this situation touch nature and the environment?

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Role: how can the role that a student assumes develop his or her

ecological literacy?R


FOR ExAmPLE: Scenario: Students studied the impacts of a proposed development project situated between two rivers.

Conclusion: The students concluded that the development should proceed. This exercise surprised students and teachers alike, highlighting how difficult it is to limit growth.

Questions to contend with when students are exploring their roles: In what ways were the different groups’

criteria for decision making similar and different? Is it possible that they used the same criteria, but on different scales of space (local vs. global) and time (short term vs. long term)?

What might the longer term and global effects be?

Who in this generation benefits from the decision to allow development on the land? Who in this generation does not benefit, and why? Who might benefit or suffer in future generations? Should the answers to any of these questions influence my decision? Why or why not?

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Tool: Sample roles to create/adjust roles

Archeologist

Architect

Astronaut

Author

Biographer

Carpenter

Cartoon character

Caterer/chef

Chemist

Chiropractor

Clinical nurse

Computer analyst

Computer technician

Dental hygienist

Dentist

Detective

Draftsman

Editor

Elected official

Electrician

Engineer in...

Expert in …

Filmmaker

Firefighter

Flight attendant

Food technologist

Historian

Inventor

Midwife

Museum curator

Nutritionist

Mathematician

Optometrist

Paramedic

Pharmacist

Photographer

Physician

Physiotherapist

Pilot

Police officer

Programmer

Psychologist

Reporter

Statistician

Technician

Tour guide

Tutor

Veterinarian

Web designer

Welder

Zookeeper

enViRonmental PeRsPeCtiVeFrom every environmental angle, the effects

were great. in their roles as environmentalists

and scientists thinking in the long term, students

decreed that the development be shelved.

hoUsing, FinanCe, and eConomiC PeRsPeCtiVeWhen the same students were in roles

such as ministers of housing, finance,

and economic development, the project

took on a different complexion.


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What perspective or point of view does my role take in the scenario?

Where would I look to find out more about this perspective?

How can I give my role personality?

What attitude does my role have?

What special knowledge and skills does my role have?

In what specific ways do who I am and what I do in the situation touch nature and the environment?

Understanding Your Role

Role

aUdienCe

sCenaRio

name


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audience for the culminating task

Transportation task: City council is making decisions on the future design of the city for transportation choices.

Forestry task: The Ministry of Natural

Resources is reviewing the forestry planning for a local forest, and stakeholders have been invited to present their suggested forestry management plans.

Description: The real audience for a performance task is always the teacher. But the presumed audience for a task can enhance the interest of the task and the nature of the assessment. It is also possible to invite a particular audience – for example, students from another grade or school, senior citizens, or parents – to witness the products or presentations, and participate in a discussion afterwards.

aUdienCe: What specific audience, real or fictional, will provide

a focus for and enhance the students’ work?a

tiPCompleting a rich performance task for different audiences requires attention to appropriate levels

of language and content. asking students to tailor their product or performance to the specific

needs of an audience will help them focus their thinking and writing.

discussion topicConsider the different approach that students will take if their audience is: An adult or a child A novice or an expert

Friendly or unfriendly Real or imaginary

It is worthwhile to discuss with students the effect that the wrong tone of voice can have on an audience. This could also be the place where cultural differences with regard to communication norms are shared and explored.


product or performance for culminating tasks

Transportation task/Forestry task: Product: A flyer in which students

demonstrate their achievement by employing the following strategies:

• Scenario mapping • Analysing perspectives • Cost-benefit analysis

Performance: Role play in which students engage in a presentation of their perspective with supporting evidence, background research, and understanding of the role they play.

Description: The choice of product or performance may flow naturally from the scenario that gives the performance task its context. Or, you may first wish to think of the skills that you want your students to acquire, shape the task to that end, and then build the scenario. For some tasks, it is beneficial if all students create the same product or performance. For other tasks, providing students with choice honours their strengths and provides an avenue to express creativity. You may need to remind them that, in some way, they need to address the human-nature interconnection, and its benefits and/or consequences as part of their product or performance.

Tool: Products and performances for creating/adjusting the taskAction plan Pamphlet Sales pitch

Advertisement Photo essay Science exhibit

Announcement Poster Structure

Children’s book Recommendation Supported opinion

Complaint persuasive essay Telephone

Display Poster Dialogue

Editorial Proposal TV script

Invention Prototype Video

Memo Radio broadcast Written debate

Model Report

News story Resume

PRodUCt or PeRFoRmanCe: What will the

students’ product or performance be?P

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Pulling it all together: Presenting the task to your students

Present the task to tap into students’ skills, creativity, and desire to make a difference. Once you have identified the goal, role, audience, scenario, and product for your students’ rich performance task, the assignment still needs to be written in a way that will intrigue, excite, and motivate students. Describe the scenario in enough detail and with enough context to help students understand the relevance of their role and the task. (Don’t forget to mention that there should be an exploration of the human-nature relationship, whether direct or indirect.)

Be creative!

Presenting the task in a creative way sets the tone for your students right from the very beginning as they adopt their role. Assigning the task in the form of a letter of agreement tells the students that they are embarking on a course of learning that may be different from what they are accustomed to.

tools for along the way - enriching student learning

Field trips: A rich performance task benefits from a rich experience common to all students, such as an excursion to a site related to the scenario, or listening to a guest speaker who is knowledgeable about the topic. These experiences add authenticity and help to make the task special.

Reflection: As work towards the rich performance task is completed, it is important to help students reflect on their progress toward the goal through focused discussions, journaling, and/or concept mapping. These kinds of activities will help you assess whether the learning is occurring as desired.

Planning for next year and collaboration: After the rich performance task is completed, spend a few moments preparing for change. Keep samples of student work to share with your future students. List the strengths and weaknesses of the task, and think about the changes that you would like to make the following year. Share the results of your project with others in your department and ask them for their insights. Invite a teacher with responsibility for the same course or grade to further develop and/or use the rich performance task.

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assessment and evaluation

Identifying criteria together: It is ideal to develop assessment/evaluation criteria for the task with your students. The students will benefit from this process, and be better equipped to monitor their own progress and assess the quality of their work. As always, it is important to consider the assessment accommodations that are required so that all students can demonstrate their learning.

Provide samples: If the outcome is a product, for example, a brochure, it is best to provide students with samples of brochures in order to engage them in a discussion of the criteria for evaluation of a brochure. In general, ensure that students have seen exemplars of the product so that they understand the criteria by which you will judge their work.

Practice performance: If the outcome is a performance in role that will be assessed or evaluated, elementary teachers should give careful attention to the prior experience students have or will need. Techniques and strategies related to role play must be taught before any assessment is made of a role-play performance, with many opportunities given to students to practice what they know and can do. For secondary teachers, the communication criteria in the Achievement Chart provides sufficient flexibility for assessment and evaluation of students writing or speaking in role, for a specific purpose and audience.

Formative Opportunities Peer or teacher feedback: Provide

opportunities for students to respond to constructive feedback from you and their

peers by making self-adjustments to enrich and polish the form, content, and delivery of their presentations.


1seCTion

Adapted from Certification Toolkit 2011–12, “Scenario Mapping” (p. 123–125), produced by the Toronto District School Board. For more resources on ecological literacy, visit www.ecoschools.ca.

Scenario mappingScenario mapping is a visual tool to help students show how an everyday activity depends on resources from the Earth and energy from the sun.

What is this learning strategy for?Scenario mapping asks students to focus on and brainstorm the resources required to carry out a particular human activity. It begins by looking at the people who are involved in the activity, and then proceeds to identify the resources that these people depend on.

How do I use this learning strategy?This strategy can be used before engaging in the GRASP section of the culminating task. You can map out the two scenarios for the culminating task with the class or ask students to work in teams.

Introducing the strategy: View Annie Leonard’s short video The Story of

Stuff (www.storyofstuff.com) to take a deeper look at the life cycle of our consumer economy.

Take a look at life cycle posters to introduce systems thinking (available from Environmental Protection Agency [EPA] at www.epa.gov/epawaste/education/mad.htm).

tools for systems thinkingall maps or webs allow us to uncover or

discover connections that are hidden or

ignored. once made visible by mapping,

this connection-making is a main

building block for learning to think in

systems terms, or systems thinking.

learning activity


Getting started: In groups of three or four, ask students to

brainstorm a given scenario, answering the questions:• Who are the people in this scenario?• What technologies and machines do these

people use to do their jobs?• Where do the resources to make these

technologies and machines come from?

For example: Choose an activity that is very familiar to your

students, for example, using the Internet. Ask students to assume the role of friends

using the Internet to chat.• People: friends• Technologies and machines: computers,

modems, electricity, virtual world• Resources: computers (plastic, glass,

metals, semiconductors); electricity (coal, uranium, natural gas, silicon, moving water, air); virtual world (depends concretely on natural resources from the Earth and sun)

section 1

section 1


scenario mapping: operating a Bakery depends on the sun and the earth

Use these words to complete this map: sun, water, flour,

metals, oil, sunlight, earth, farmers.

name


seCtion 2Culminating tasks


Two culminating tasks are outlined in the pages that follow. Students will need up to 10 to 15 hours to complete the assigned task. Teachers are welcome to use these tasks as lessons or culminating tasks assigned a percentage of the final grade. Expectations are outlined in this section.

Planning Notes According to your planning, distribute the

Checklist of Preparation (Appendix 1.1 or 2.1) at or near the beginning of the course or its conclusion.

As students work through the course of study, remind them to use the checklist periodically to track the key ideas and skills

they are acquiring in readiness for the culminating task.

Where possible, provide students with assessment opportunities to practice the skills needed, such as the GRASP tool, assessing costs and benefits and proposing courses of action for change.

Culminating tasks 2seCTion


Task 1

a Case study oF the enviRonmental impaCt oF tRanspoRtation ChoiCes

overview

Transportation uses energy, energy creates pollution, pollution changes ecosystems and alters the climate. Many things are transported: goods, garbage, food, services, etc. Transportation is a human system that depends on, and has impacts on, natural systems. As our lives have become global, this impact has also grown to a global scale. Increased access to transportation has increased our mobility.

According to Environment Canada, transportation accounted for 26% of Canada’s estimated greenhouse gas emissions in 2005, an increase of 33% from levels reported for 19901. The Council of Energy Ministries reports that transportation energy demand is expected to grow substantially — 90% between 1990 and

2030 — far outpacing growth in other sectors2. At this rate, by 2050, transportation will overtake industry to become Canada’s highest energy-consuming sector.

In addition to the increased demand for energy, increased transportation has numerous environmental impacts, including marginalization of land, land consumption, habitat loss/destruction, and air/water/land pollution.

For more information, visit www.nrcan.gc.ca/publications/energy-efficiency/council-energy-ministers/878.

section 2

broken link? Google search NRCAN > Publications and reports > Moving Forward

on Energy Efficiency in Canada

1 Environment Canada, Greenhouse Gas Division. National Inventory Report 1990–2005: Greenhouse Gas Sources and Sinks in Canada. Ottawa: Environment Canada, 2007 (Cat. No. En81-4/2005E, Table 3-4).

2 Extrapolated from Ministry of Natural Resources data.


rich performance task: using grasp as a learning strategy

For background on rich performance tasks and using GRASP as a learning strategy, please see Section One of this resource, beginning on p. 9.

g goal To understand the costs and benefits of transportation choices

R Role Students will take on various roles, representing different perspectives:

Environmental activist (bike union), rural farmer, urban citizen, transport company

employee, public transportation provider, suburban resident and commuter (depending

on class size, additional roles can be added)

a audience City council, making decisions on the future design of the city’s transportation choices

s scenario Various stakeholders have been asked to create a proposal that will reduce the

environmental impacts of the current transportation system within your municipality.

These stakeholders, representing a variety of interests, have been invited to attend

and present their proposals at your municipal/city/

town meeting.

P Product or Performance

Product: A flyer in which students have demonstrate their achievement by employing

the following strategies:

• Scenario mapping

• Analysing perspectives

• Cost-benefit analysis

Performance: Role play in which students engage in a presentation of their perspective

with supporting evidence, background research, and understanding of the role they

were playing.

section 2


teaching and learning strategies: student tasks

Students will choose (or be assigned) to small groups representing one of the following stakeholders: municipal councillor, environmental activist, rural farmer, urban citizen, transport company employee.

Students will research Canada’s past and current action on climate change.

Students will complete an Environmental Impact Form (Appendix 1.4).

Then, students will choose (or be assigned) one of the following roles: farmer, transport company employee, reporter, municipal councillor, environmental activist.

Using this assumed perspective and GRASP, they will recommend a proposal for action

for a strategy to reduce the environmental impacts of transportation in their municipality. They will create a flyer to act as a cover page that could be sent to members of city council, lobbying for a strategy that will: • Support their position • Describe the impacts on a specific ecosystem • Describe the impacts on the global climate• Support the goal of local, national, or

international climate change policies to reduce greenhouse gas emissions

appendices

The following student worksheets have been developed to support this task: Appendix 1.1 Checklist of Preparation: A

Case Study of the Environmental Impact of Transportation Choices helps the students keep track of the information and skills they need to prepare for the assignment.

Appendix 1.2 Summary of the Kyoto Protocol and Beyond provides an overview of the protocol and Canada’s steps towards mitigating climate change.

Appendix 1.3 Student Task and Expectations: A Case Study of the Environmental Impact of Transportation Choices outlines the task and identifies the expectations covered.

Appendix 1.4 Environmental Impact Form organizes the students’ work to help ensure that they have all of the information necessary to complete the task.

Assessment and evaluation resources include: Appendix 1.5 Evaluation Rubric for Environmental Impact Form Appendix 1.6 Evaluation Rubric for Flyer

section 2


prior learning required for this task

The task requires that the student have a basic understanding of one of the main goals of Canada’s policies addressing climate change (including the Kyoto Protocol, which Canada ratified as well as declined) — that is, to reduce greenhouse gas emissions (to 6% below 1990 levels by the 2008–2012 period). This is the context within which the research, analysis, and application is pursued. See Appendix 1.2 for a one-page student summary of the Kyoto Protocol and Beyond.

Fundamental Skills Read and Analyse Students need to be able to read material and identify/classify key ideas: • Problem • Processes • Factors • Effects

Students can practice these skills by completing concept and scenario mapping (outlined in Section One) activities, or other graphic organizers that help them find and classify information.

section 2

Research Students need to be able to find information on the ecosystem of interest. This may require map-reading skills. From this material, students need to identify biotic and abiotic factors. Activities that support this learning require students to find and interpret data. As students learn about ecosystems, they should work with the same text and electronic resources that will be available for the summative task.

Systems Analysis Students need to be able to identify parts of a system and connections between or among systems. In particular, students need to be able to identify relevant outputs from human systems that act as inputs into one or more other (natural or social) systems.


section 2

questions learning concepts

How is the carbon cycle related to climate change? What are the consequences of changing the carbon balance? How does the production of CO2 affect the carbon cycle?

Any model of the carbon cycle for an ecosystem can act as a model for a carbon budget for the planet. This accounting framework measures carbon stocks and fluxes (inputs and outputs) that identify carbon sources and carbon sinks. A balance of sources and sinks means that global levels remain the same. Activity that disturbs this balance can then be identified.

How does CO2 change the amount of heat in the atmosphere?

Heat is an important abiotic factor that helps relate the specific details of an ecosystem to the macrocosm of the planet. Increased energy in the atmosphere affects both wind and water patterns, which in turn affect weather and climate patterns.

What is the global radiation balance?

Explain the global radiation balance in terms of energy arriving from the sun and energy leaving the planet and going to outer space. Then consider how changes to the atmosphere caused by greenhouse gases affect this balance of incoming and outgoing energy. The greenhouse gases absorb outgoing radiation, so less energy leaves the Earth. The solar radiation arriving is almost constant, so the imbalance increases and high levels of energy are retained.

How does CO2 concentration in the atmosphere affect the global radiation balance?

With a net change of more energy in the atmosphere, the transfer of energy changes, affecting both trade-wind patterns and ocean-current patterns. Climate change is a consequence of these energy changes.

What is the flow of energy in the atmosphere and hydrosphere?

Heat transfer is studied in terms of changes in the hydrosphere. This is where heat transfer takes places and where the consequences develop.

Consider the consequences of shifting wind patterns and current patterns. This is like climate modeling, and allows students to consider possible future scenarios.

gUiding QUestions See Teaching with Guiding Questions in Section One for information on how to incorporate the following material into your lesson planning.


section 2

earth and space science: climate change (academic)

Overall D1 analyse some of the effects of climate change around the world, and assess the effectiveness of initiatives that attempt to address the issue of climate change;

D2 investigate various natural and human factors that influence Earth’s climate and climate change;

D3 demonstrate an understanding of natural and human factors, including the greenhouse effect, that influence Earth’s climate and contribute to climate change.

Specific D1.1 analyse, on the basis of research, various ways in which living things and natural systems have been affected by climate change (e.g., the effect of loss of permafrost on northern roads and housing; the effect of longer growing seasons in some regions on farmers; the effect of warming oceans on coral reefs), and communicate their findings [IP, PR, AI, C]

D1.2 analyse ways in which human actions (e.g., burning fossil fuels, implementing tree-planting programs) have increased or decreased the production of greenhouse gases [AI, C]

D2.1 use appropriate terminology related to Earth’s dynamic climate, including, but not limited to: anthropogenic, atmosphere, carbon footprint, carbon sink, climate, greenhouse gases, hydrosphere, and weather [C]

D2.2 investigate the principles of the natural greenhouse effect, using simulations, diagrams, and/or models, and compare these principles to those of an actual greenhouse [PR, AI]

D2.3 use a research process to investigate a source of greenhouse gases (e.g., decaying garbage, animal digestive processes, burning biomass) and its effect on a region of Canada (e.g., melting of the polar ice cap in the Arctic, shrinking of glaciers in the Rockies) [IP, PR, AI]

D2.9 compare different perspectives and/or biases evident in discussions of climate change in scientific and non-scientific media (e.g., with reference to knowledge, beliefs, and values) [AI, C]

D3.1 describe the principal components of Earth’s climate system (e.g., the sun, oceans, and atmosphere; the topography and configuration of land masses) and how the system works

D3.4 identify natural phenomena (e.g., plate tectonics, uplift and weathering, solar radiance, cosmic ray cycles) and human activities (e.g., forest fires, deforestation, the burning of fossil fuels, industrial emissions) known to affect climate, and describe the role of both in Canada’s contribution to climate change

ClUsteR oF exPeCtations

earth and space science: earth’s dynamic climate (applied)

Overall D1 analyse effects of human activity on climate change, and effects of climate change on living things and natural systems;

D2 investigate various natural and human factors that have an impact on climate change and global warming;

D3 demonstrate an understanding of various natural and human factors that contribute to climate change and global warming.

Specific D1.1 analyse current and/or potential effects, both positive and negative, of climate change on human activity and natural systems (e.g., loss of habitat for Arctic mammals such as polar bears and loss of traditional lifestyles for Inuit as Arctic ice shrinks; famine as arable land is lost to desertification; an increase in water-borne disease and human resettlement as coastal lands are flooded; expansion of the growing season in some regions) [AI, C]

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





section 2

background on the carbon budgetThis is a very helpful site that puts the idea of the

carbon budget in the climate change context, with

specific reference to the Mississippi Valley.

http://geochange.er.usgs.gov/pub/carbon/fs97137/

alberta’s carbon budgetThis two-page article by the Pembina Institute

explains Alberta’s carbon budget deficit.

www.pembina.org/pub/113

pembina institute — backgrounder on sustainable transportationwww.hastebc.org/files/sustainable-transportation-

bg.pdf

explore the impact of climate change on our great lakes regionThis excellent site from the Union of Concerned

Scientists has links to many PDF files. The focus is to

link climate change to ecosystems in the region with

an overall view of climate models, extreme weather,

and actions we can choose.

www.ucsusa.org/greatlakes

• Interactive maps: Migrating Climates

www.ucsusa.org/greatlakes/winmigrating/

glwinmig_intro.html

• Climate Change Impacts on Water Resources

www.ucsusa.org/greatlakes/glimpactwater.html

great lakes climate backgroundThis site provides basic information about climate

in the Great Lakes region.

www.epa.gov/glnpo/atlas/glat-ch2.html

impact of climate change on the great lakes regionThis site offers a more detailed look at the impact of

climate change on the Great Lakes region.

www.ucsusa.org/greatlakes/pdf/temperature.pdf

chemical components of diesel exhaustThis site lists many of the components of diesel

exhaust. Each chemical listed links to a chemical

sampling information page.

www.osha.gov/SLTC/dieselexhaust/chemical.html

health risks from exhaust chemicalsThis site identifies health risks from exhaust chemicals.

www.nutramed.com/environment/carschemicals.htm

background on transportation influence on urban sprawlChapter 14 of the Victoria Transport Policy Institute’s

Transportation Costs and Benefit Analysis

guide focuses on land use impacts. It provides a

comprehensive and detailed account that can be used

as background information by teachers who want

to have a better understanding of the connections

between urban sprawl and transportation modes. In

particular, the Environmental Degradation section

(pages 5–9) is directly relevant to the culminating

task outlined above.

www.vtpi.org/tca/tca0514.pdf

ResoURCes


section 2

As you work through the course of study, remember to use the checklist periodically to track the key ideas and skills you are acquiring as you prepare for the final assignment.

appendix 1.1 Checklist of Preparation: a Case study of the environmental impact of transportation Choices

CheCklist oF PRePaRation: i Can… identify biotic and abiotic factors

in an ecosystem

research information about an ecosystem

find and interpret data about ecosystems

compare the exhaust production of different fuels (gas, diesel, electric, hydrogen)

describe extreme weather events for a specific area

find and analyse different transportation choices

assess the environmental impact of different methods of transportation


section 2

appendix 1.2 summary of the kyoto Protocol and Beyond

Countries around the world have recognized that climate change affects us all. The volume of greenhouse gases produced by human activity, added to the gases occurring naturally in the atmosphere, has led to extreme weather events, temperature changes, and the melting of the Arctic ice caps.

In December 1997, Canada and more than 160 other countries met in Kyoto, Japan, and agreed to targets to reduce greenhouse gas emissions. The agreement that set out those targets, and the options available to countries to achieve them, is known as the Kyoto Protocol. Canada’s former target was to reduce its greenhouse gas (GHG) emissions to 6% below 1990 levels by the period between 2008 and 2012.The goal of Kyoto remains to reduce the total emissions of industrialized countries to 5.2% below 1990 levels even though Canada is no longer committed to these targets.

The Government of Canada and the provincial/territorial and municipal governments worked together to achieve reductions in greenhouse gases as outlined in the Kyoto Protocol. Investment in new technologies helped business operate in a more efficient way and Canadians have benefited by having a cleaner environment. The Kyoto Protocol allows the presence of carbon sinks to count toward a country’s commitment to reduce greenhouse gases. A “sink” is any process that removes greenhouse gases from the atmosphere. For example, forests form a carbon “sink” through the process of photosynthesis – trees and other plants take up carbon dioxide (CO2) and break it down. The oxygen (O2) is released and the carbon (C) becomes part of the tree.

The Kyoto Protocol also allows countries to buy carbon credits from other countries. This means that countries that reduce their greenhouse gas emissions by more than is required under Kyoto can sell their unused carbon credits to countries that find it difficult or expensive to reduce emissions.1 This is called emissions-reduction trading. In other words, countries that have “overperformed” (met and exceeded their target for reduction) may sell their “unused right to pollute” to countries that have failed to meet their emissions reduction target. Canada believes that a solution that uses the market has a part to play in achieving an overall reduction of greenhouse gases globally.

In 2012, Canada removed itself from the Kyoto Protocol, thereby releasing it from any commitments it had previously made. Canada is still active in addressing climate change, but this marked a clear change in how Canada takes action and is held accountable to making effective change to reduce greenhouse emissions. To see what Canada is currently doing to address climate change visit: www.climatechange.gc.ca

Based in part on information found at www.climatechange.gc.ca For a glossary of terms, please see the Resources section at the end of this document.

1 While it may appear strange that one country can buy the right to pollute from another country, remember that the total emissions of participating countries selling and buying carbon “credits” are to reach the agreed upon targets between 2008 and 2012. Some believe that allowing countries to pay others in order to keep polluting is wrong; others say that it is a way of encouraging those who can to make greater reductions while penalizing those who don’t.


appendix 1.3 student task and expectations: a Case study of the environmental impact of transportation Choices

purpose: Assess the environmental impact of different transportation choices and propose a transportation strategy that addresses your municipality’s traffic congestion.

Background: You have been invited to present at a consultation meeting to address transportation development in your municipality. Various stakeholders have been invited to present their suggestions for the city to help it reduce the environmental impact of the transportation choices available to residents. Your city/town has a budget to develop new infrastructure over the next ten years to address this issue. Stakeholder proposals will be considered during the development of the new sustainable transportation plan for the city/municipality.

section 2

g goal To understand the costs and benefits of transportation choices.


Environmental activist (bike union), rural farmer, urban citizen, transport company

employee, public transportation provider, suburban resident and commuter (depending

on class size, additional roles can be added)

a audience City council, making decisions on the future design of the city’s transportation choices.

s scenario Various stakeholders have been asked to create a proposal that will reduce the

environmental impact of the current transportation system within your municipality.

These stakeholders, representing a variety of interests, have been invited to attend and

present their proposals at your municipal/city/town meeting.


Product: A flyer in which students demonstrate their achievement by employing the

following strategies:






were playing.


section 2

Assignment: Complete an Environmental Impact Form. You will then choose (or be assigned) one of the roles outlined above. Using this assumed perspective, propose a strategy to reduce the environmental impacts of transportation. Create a flyer to act as a cover page that could be sent to members of city council, lobbying for a strategy that will:

• Support your position • Describe the effects on a specific ecosystem • Describe the effects on the global climate • Support the goal of local, national, and international policies to reduce greenhouse gas emissions

expectations: Use this list of expectations, along with Appendix 1.1 Checklist of Preparation, to help complete your assignment.

Academic Expectations

D1. analyse some of the effects of climate change around the world, and assess the effectiveness of initiatives that attempt to address the issue of climate change;

D2. investigate various natural and human factors that influence Earth’s climate and climate change;

D3. demonstrate an understanding of natural and human factors, including the greenhouse effect, that influence Earth’s climate and contribute to climate change.

Applied Expectations

D1. analyse effects of human activity on climate change, and effects of climate change on living things and natural systems;

D2. investigate various natural and human factors that have an impact on climate change and global warming;

D3. demonstrate an understanding of various natural and human factors that contribute to climate change and global warming.


appendix 1.4 environmental impact Form (1)

Problem: What transportation activities do you think change the environment?

ecosystem: Which ecosystem[s] is [are] affected by this activity?

What factors are changed by this human activity?

abiotic factors Biotic factors

how does this activity contribute to climate change?

section 2


appendix 1.4 environmental impact Form (2)

list factors from this human activity that affect the environment

What impact does climate change on have on your local ecosystem?

What impact does climate change have on a global scale?

Weather systems affected Risk related to this activity

attach relevant data or document to this report

section 2


appendix 1.5evaluation Rubric for environmental impact Form

description level 1 level 2 level 3 level 4

Knowledge/Understanding Understanding of concepts

Concepts are simple, with gaps

Concepts are mostly simple and complete

Ideas are developed with some depth

Concepts are complete and developed with insight

Knowledge/Understanding Facts and terms used accurately and connect to concepts presented

Facts and terms are presented with limited accuracy and loosely connect to the concepts presented

Facts and terms used accurately and appropriately for the concepts presented

Facts and terms are used accurately and they connect and support concepts presented

Facts and terms effectively support the ideas presented so that the concepts are understood more easily

InquiryAnalysis and interpretation of data

Limited analysis and interpretation of data

Moderate analysis and interpretation of data

Considerable analysis and interpretation of data

Thorough analysis and interpretation of data

CommunicationAccurate use of scientific terminology, symbols, conventions, and SI units

Limited accuracy of scientific terminology, symbols, conventions, and SI units

Moderate accuracy of scientific terminology, symbols, conventions, and SI units

Considerable accuracy of scientific terminology, symbols, conventions, and SI units

A high degree of accuracy of scientific terminology, symbols, conventions, and SI units

CommunicationUse of information technology for scientific purposes

Researches appropriately, using the given resources

Researches appropriately using the given resources and useful additional sites

Researches appropriately using the given resources and additional sites that are effective

Researches appropriately using given sites and a variety of additional sites that are highly effective

Making Connections Assessment of impacts of science and technology on the environment

Identifies how an ecosystem is at risk as a result of a specific activity

Explains how an ecosystem at risk is affected as a result of a specific activity

Explains how an ecosystem can be affected by particular aspects of the specific activity

Explains the impact of different elements of the specific activity on particular aspects of an ecosystem

section 2


appendix 1.6evaluation Rubric for Flyer

description level 1 level 2 level 3 level 4

Knowledge/Understanding Understanding of concepts presented

Concepts presented are simple, with gaps

Concepts are mostly simple and complete

Concepts are developed with some depth

Concepts are complete and developed with insight

Knowledge/Understanding Understanding of relationships between concepts

Concepts presented are simple, with gaps

Concepts presented show simple connections

Concepts have clear connections presented

Concept connections support and develop concepts thoroughly

Communication Communication of information and ideas

Information and ideas are vague and presented with doubt

Information and ideas are complicated or difficult to understand

Information and ideas are presented clearly and understandably

Information and ideas are presented simply, clearly and are easyto understand

Communication Communicates with a purpose for the given audience

Audience and purpose inconsistent

Audience and purpose consistent

Clear and consistent sense of audience and purpose

Strong, clear sense of audience and purpose

Communication Use of flyer form

Text and graphics show limited command of the flyer form

Text and graphics show moderate command of the flyer form

Text and graphics show considerable command of the flyer form

Text and graphics show extensive command of the flyer form

Making Connections Proposing courses of practical action in response to problems identified

Extends analyses of problems into courses of practical action with limited effectiveness

Extends analyses of problems into courses of practical action with moderate effectiveness

Extends analyses of problems into courses of practical action with considerable effectiveness

Extends analyses of problems into courses of practical action with a high degree of effectiveness

section 2


rich performance task: using grasp as a learning strategy

For background on rich performance tasks and using GRASP as a learning strategy, please see Section One of this resource, beginning on p. 9.

Task 2

FoRestRy management and Climate Change

g goal To outline and recommend good forestry strategies for a local forest to help maintain

the carbon budget, reduce global climate change, and support Canadian policies on

climate change.


Environmental activist, forestry company, forest manager, First Nations group, pulp and

paper company, local resident (depending on class size, additional roles can be added).

a audience The Ministry of Natural Resources is reviewing the forestry planning for a local forest,

and stakeholders have been invited to present their suggested forestry management

plans.

s scenario A local forest provides timber for a pulp mill and softwood lumber for construction. The

old-growth forest was harvested in the 1800s, mostly for white pine. Spruce and balsam

have been cut for pulp, but the construction boom in Southern Ontario has increased

the value of logs that can be transported to that market for building construction. Local

residents are concerned that cutting too much timber will reduce the value of the forest

and hurt local ecosystems, which are also valuable for tourism. Some people are also

concerned that increased cutting will contribute to climate change. The Ministry of

Natural Resources requires that forest managers be certified for ISO 14001 Standards.

Several people in the area have been asked to outline and recommend good forestry

practices that will help maintain the carbon budget, slow climate change, and help meet

Canada’s policies on climate change and goals to reduce greenhouse gas emissions.









were playing.

Culminating tasks 2seCTion


section 2

teaching and learning strategies: student tasks

Students will choose (or be assigned) one of the following roles: Environmental activist, forestry company, forest manager, First Nations group, pulp and paper company (depending on class size, additional roles can be added). Using this assumed perspective, they will research and complete a report that outlines how the practices they have described affect the value of the forest and the environment, in terms of a specific ecosystem and the global climate.

The report is to explain how each choice connects to slowing climate change, thus helping to meet Canadian policies to reduce greenhouse gas emissions. A copy of rough work and a list of sources should be included to support the report’s recommendations.

The report should answer the following questions:

• What are good forestry practices? • How does the chosen method of harvesting

and regrowth affect global climate? • How do these practices reduce the

environmental impact on local ecosystems?

appendices

The following student worksheets/resources support this task:

Appendix 2.1 Checklist of Preparation: Forestry Management and Climate Change helps the students keep track of the information and skills they need to prepare for the assignment.

Appendix 1.2 Summary of the Kyoto Protocol and Beyond (see page 35) provides an overview of the protocol and Canada’s steps towards mitigating climate change.

Appendix 2.2 Student Task and Expectations: Forestry Management and Climate Change outlines the task and identifies the expectations covered.


section 2

prior learning required for this task

Fundamental Skills Read and Analyse Students need to be able to read material and identify/classify key ideas: • Problem • Processes • Factors • Effects • Costs

BenefitsStudents can practice these skills by completing concept mapping and scenario mapping (outlined in Section One) activities or other graphic organizers that help them find and classify information.

Research Students need to be able to find information on forest management practices. This may

require map-reading skills. From this material, students need to identify how different strategies affect Canada’s carbon budget, and the various ecosystems that are part of or near the forest. Activities that support this require students to find and interpret information.

Systems analysis Students need to be able to identify parts of a system and connections between or among systems. In particular, students need to be able to identify human choices that act as inputs to the forest, affecting not only local ecosystems, but also the potential for future human activities in the area and the long-term yield of forest products.


section 2

gUiding QUestions See Teaching with Guiding Questions in Section One for information on how to incorporate the following questions into your lesson planning.

questions learning concepts

Sources, Sinks, and Budgets What are the sources and sinks for carbon in a forest and in the world?

Any model of the carbon cycle for an ecosystem can act as a model for a carbon budget for the planet. This accounting framework measures carbon stocks and fluxes (inputs and outputs) by identifying carbon sources and sinks. A balance of sources and sinks means that global levels remain the same. Activity that disturbs this balance can then be identified.

What roles do forests play in the global carbon budget?

How does the role of a forest change as it ages or is cut for timber?

Forests play a role in the carbon budget. As sinks, a growing forest sequesters CO2 from the atmosphere. Harvesting forests reduces this activity, but can lead to renewed growth and, hence, renewed sequestering.

Impact of Fire:How do forest fires affect the carbon budget?

What is the impact of forest fires on an ecosystem?

How does ash affect an ecosystem?

Forest fires both deforest the environment and increase CO2 levels in the atmosphere.

How does changing the concentration of CO2 in the atmosphere affect the amount of energy in the atmosphere?

Changes to the atmosphere caused by greenhouse gases affect the balance of energy input and energy output for the planet. This is called the global radiation balance. Changing this balance changes the transfer of energy through wind patterns and ocean-current patterns. Climate change is a consequence of these energy changes.

How do forests contribute to reducing the energy imbalance in the atmosphere by removing atmospheric carbon?

How might the change in the distribution of forest fires caused by climate change affect the pattern of forest fires?

Heat transfer is studied in terms of changes in the hydrosphere, where heat transfer takes place and where the consequences develop. Deforestation removes heat sinks and affects the water cycle.

Forest composition (boreal or mixed deciduous) is related to climate. If global climate changes, the distribution and survival of some forests will change. Such changes will also affect fire patterns. Consider the consequences of shifting wind patterns and ocean-current patterns. This is like climate modeling.


section 2

earth and space science: climate change (academic)

Overall D1. analyse some of the effects of climate change around the world, and assess the effectiveness of initiatives that attempt to address the issue of climate change;



Specific D1.1 analyse, on the basis of research, various ways in which living things and natural systems have been affected by climate change (e.g., the effect of loss of permafrost on northern roads and housing; the effect of longer growing seasons in some regions on farmers; the effect of warming oceans on coral reefs), and communicate their findings [IP, PR, AI, C]

D1.2 analyse ways in which human actions (e.g., burning fossil fuels, implementing tree-planting programs) have increased or decreased the production of greenhouse gases [AI, C]

D2.1 use appropriate terminology related to Earth’s dynamic climate, including, but not limited to: anthropogenic, atmosphere, carbon footprint, carbon sink, climate, greenhouse gases, hydrosphere, and weather [C]

D2.2 investigate the principles of the natural greenhouse effect, using simulations, diagrams, and/or models, and compare these principles to those of an actual greenhouse [PR, AI]

D2.3 use a research process to investigate a source of greenhouse gases (e.g., decaying garbage, animal digestive processes, burning biomass) and its effect on a region of Canada (e.g., melting of the polar ice cap in the Arctic, shrinking of glaciers in the Rockies) [IP, PR, AI]




ClUsteR oF exPeCtations


forests and forestry Ontario’s Forests – Committed to Sustainable Forest

Management. The Ontario government’s main page

about forestry with many links.

http://ontariosforests.mnr.gov.on.ca/

algonquin forestry authorityAlgonquin forestry information.

www.algonquinforestry.on.ca/

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earth and space science: earth’s dynamic climate (applied)

Overall D1. analyse effects of human activity on climate change, and effects of climate change on living things and natural systems;



Specific D1.1 analyse current and/or potential effects, both positive and negative, of climate change on human activity and natural systems (e.g., loss of habitat for Arctic mammals such as polar bears and loss of traditional lifestyles for Inuit as Arctic ice shrinks; famine as arable land is lost to desertification; an increase in water-borne disease and human resettlement as coastal lands are flooded; expansion of the growing season in some regions) [AI, C]

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




ResoURCes


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As you work through the course of study, remember to use the checklist periodically to track the key ideas and skills you are acquiring as you prepare for the final assignment.

appendix 2.1 Checklist of Preparation: Forestry management and Climate Change

CheCklist oF PRePaRation: i Can… identify biotic and abiotic factors

in an ecosystem

research information about an ecosystem and forest management

describe how forests change over time

find and interpret data about ecosystems

identify the products of vehicle exhaust

describe how weather can affect conditions for forest fires

identify how climate change may affect forest fires in the future

determine how different transportation choices produce more or less Co2


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appendix 2.2 student task and expectations: Forestry management and Climate Change

g goal To outline and recommend good forestry strategies for a local forest to help maintain

the carbon budget, reduce global climate change, and support Canadian policies on

climate change.


Environmental activist, forestry company, forest manager, First Nations group, pulp

and paper company, local resident (depending on class size, additional roles can be

added).

a audience The Ministry of Natural Resources is reviewing the forestry planning for a local forest

and stakeholders have been invited to present their suggested forestry management

plans.

s scenario A local forest provides timber for a pulp mill and softwood lumber for construction.

The old-growth forest was harvested in the 1800s, mostly for white pine. Spruce

and balsam have been cut for pulp, but the construction boom in Southern Ontario

has increased the value of logs that can be transported to that market for building

construction. Local residents are concerned that cutting too much timber will reduce

the value of the forest and hurt local ecosystems, which are also valuable for tourism.

Some people are also concerned that increased cutting will contribute to climate

change. The Ministry of Natural Resources requires that forest managers be certified

for ISO 14001 Standards.

Several people in the area have been asked to outline and recommend good forestry

practices that will help maintain the carbon budget, slow climate change, and help meet

Canada’s policies on climate change and goals to reduce greenhouse gas emissions.









were playing.


Academic Expectations

D1. analyse some of the effects of climate change around the world, and assess the effectiveness of initiatives that attempt to address the issue of climate change;



Applied Expectations

D1. analyse effects of human activity on climate change, and effects of climate change on living things and natural systems;



student task: You will choose (or be assigned) one of the roles listed above. Using this assumed perspective, you will complete a report that outlines good forestry practices, and describes how they affect the value of the forest and the environment in terms of a specific ecosystem and the global climate.

The report is to explain how each choice connects to slowing climate change, thus helping to meet the goal of Canada’s policies to address climate change and reduce greenhouse gas emissions. A copy of your rough work and a list of sources should be included to support the report’s recommendations. Your report should answer these questions: a) What are good forestry practices? b) How do these practices reduce the environmental impact on local ecosystems? c) How does this management strategy affect global climate?

expectations: Use this list of expectations, along with Appendix 2.1 Checklist of Preparation, to help you complete your assignment.

section 2

This resource is an adaptation of the EcoSchools Climate Change in Grade 10 Science produced

by the Toronto District School Board (TDSB). The TDSB has donated this resource to the

Ontario EcoSchools Program as part of its in-kind contribution to the project.

current project partners

www.ontarioecoschools.org02/12

connections to climate change - ecoschools canada€¦ · 2 ontario ecoschools: connections to...

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