Outcomes - Teacher Websites at inetTeacher.com · Outcomes Focus for Learning Sample ... Students are expected to connect heat transfer to the water cycle in terms of the transfer

Outcomes

Focus for Learning Sample Teaching and Assessment Strategies

213-7

select and integrate

information from

various print and

electronic sources or

from several parts of

the same source

Students will be provided with samples of both historical and current weather information

that has been reported to the public through various sources, such as newspapers, weather

apps, websites, and radio clips. This can include information about temperature,

precipitation, humidity, atmospheric pressure, cloud cover, wind speed and direction.

Students are expected to select weather information and integrate it to answer the following

questions:

● How does weather data impact our daily lives and decision making?

● What weather information is important to you?

● What information is required to describe the climate of a region?

● How does the climate affect the ecology of a region?

● How does weather affect the types of industries found in a region?

● How does weather affect human health?

Students will use the historical and current weather data to develop operational definitions of

weather and climate. Students should understand that weather includes the conditions of the

atmosphere at a specific time and place while climate is the average weather conditions over

a long period of time. Students should be able to use these terms in communicating

information throughout the unit.

Students will be provided with data describing the climate of various regions along with

images and descriptions of living things in that region. Given this, they should be able to

match the location with the correct image or description. Students may apply prior

knowledge of ecosystems to describe how climate affects the ecosystem of a region.

Activation

Ask students to provide a description of the current

weather conditions and discuss what should be included

in their descriptions.

Connections

Several organisms have adaptations based on climate.

Given various images of such organisms, students may

identify the adaptation of the organisms and how it is

determined by climate. Such organisms may include: ● polar bear

● camel ● coniferous trees

● deciduous trees

● snowshoe hare

Students can research how climate affects the ecology

and adaptations of organisms in a certain area.

Consolidation

Collect current and historic weather data for a local

region and in groups interpret how this data can be used

to describe both the climate and ecology of our area.

Extension Given cross sections of tree trunks from a variety of

locations with different growing seasons and ask student

to identify differences in the climate of these locations.

For example, using two images of the cross section of a

tree trunk, one from the tropics and one from Canada,

students are expected to identify the difference between

the images and explain the reason for the difference.

They are expected to make connections between the

climate of the area and the biological characteristics of

the image.

331-1

using scientific theory,

describe and explain

heat transfers in the

water cycle

The intent of this outcome is to highlight the role of water in transferring energy.

The processes in the water cycle are addressed in the Weather Unit of Grade 5 and particle

theory of matter and heat transfer are addressed in the Heat Unit of Grade 7. Students have

also studied the movement of water through water cycle in the Water Systems Unit of Grade

8.

Students should:

Distinguish between the atmosphere, lithosphere, and hydrosphere

● Explain the methods of heat transfer (radiation, conduction, convection, advection)

● Describe how atmospheric pressure affects heat transfer

● Identify the effects of albedo on heat transfer

● Describe heat transfer within the water cycle

Students are expected to connect heat transfer to the water cycle in terms of the transfer of

thermal energy beginning with the Sun.

All energy available to Earth comes from the Sun. Students are expected to know

that the Sun’s energy reaches Earth through radiation. Upon entering the

atmosphere, radiation may be absorbed or reflected depending on the matter it comes

in contact with. Students are expected to know the factors that affect the absorption

or reflection of thermal energy (albedo). Students will rank the albedo of air, water,

land and different surfaces.

Thermal energy absorbed by the land and water is transferred to the air by

conduction (collision of particles in the ground and the air). As the particles in the air

are heated they gain kinetic energy and the air rises. Students should know how

pressure, temperature and density change with increasing altitude and how this relates

to heat transfer in the water cycle.

The intent of this outcome is not to focus on the layers of the atmosphere but rather

the atmospheric properties that affect the water cycle, and therefore weather

systems.

Activation

Teachers can ask students to explain in detail why we do

not run out of water on earth.

Students can do an interactive review game, such as

“Around the Room Review” or “Jeopardy” reviewing

terms/concepts that should already be familiar. Include: ● atmosphere

● hydrosphere

● precipitation

● evaporation

● condensation

● conduction

● convection

● radiation

● particle theory

● cloud

● fog

Connection

Students could study the relationship between

evaporation and condensation by building their own

psychrometer

● Attach a piece of wet gauze over the tip of one

thermometer ● Leave one thermometer dry with no gauze ● Compare the temperatures on both thermometers ● Students can repeat the experiment with alcohol

(ethanol) Note: teachers may relate this activity to how sweating

cools the body

Students can complete the activity `The effect of

Atmospheric Pressure` from the Science 10 textbook

Convection moves warm air from close to the ground upward and cool air from

higher in the atmosphere downward. Advection moves the air horizontally. Together

convection and advection create convection currents.

Students should make the connection that the water cycle not only transports water

but also transfers and transports energy by the processes of convection/advection and

conduction, as well as changes of state, particularly evaporation and condensation.

A large amount of energy is needed to overcome the forces of attraction between

water molecules in the atmosphere in order for water to evaporate, while a large

amount of energy is released when water molecules condense.

Sample Performance Indicator:

Construct a diagram or flow chart to show the path of a unit of solar radiation as it travels

from the Sun to Earth’s surface and back into space.

Construct a diagram to trace the path of a water molecule through the water cycle and

describe the pressure and energy changes at each stage.

Consolidation

Students can complete the activity `The Role and

Transfer of Energy in the Water Cycle` from the Science

10 textbook

Extension

Students can identify how human activities can change

the albedo of Earth’s surface and hypothesize what

would happen to the climate of Earth if there is a change

in surface albedo.

331-3

Describe how the

hydrosphere and

atmosphere act as heat

sinks in the water cycle

212-1

Identify questions to

investigate that arise

form practical

problems and issues

The intent of this outcome is for students to:

identify the effects of albedo on heat transfer describe a heat sink and specific heat capacity

Students should investigate the relationship between albedo, heat sink, and the specific heat

capacity of a substance by completing an activity such as `Albedo and Surfaces`.

It is expected that students compare water’s ability to transfer energy to other materials and

recognized that the high specific heat capacity of water is an important factor that affects

weather systems.

Sample Performance Indicator:

Use the terms specific heat capacity and heat sink to explain why the Atlantic ocean is a good

heat sink and land is not. Explain how this affects the local weather.

Activation

Students can be presented with a weather forecast for an

area inland and an area near water (e.g.- Forecast for a

location in Newfoundland and one in Alberta for the

same week) then make comparisons and discuss

questions to investigate.

“Cloud in a bottle” demonstration to show the

relationship between pressure and

evaporation/condensation.

Demonstrate condensation, causing fog like conditions,

by using a canned air gas duster upside down. Students

may hypothesize reasons for the formation of fog.

Connection

Students may complete a lab activity, which

demonstrates the relationship between heat, water and

air. Students can conduct a lab activity: heat a tray of water, with

two beakers suspended above. One beaker will be filled with

ice and water, and the other with room temperature water.

Students can measure the amount of condensation on each

beaker qualitatively or quantitatively.

Students can do a review game such as “Quiz-Quiz

trade” or “Tic-Tac-Toe What Do you Know?”, to review

terminology from the Heat Unit of Grade 7 and Water

Systems Unit of Grade 8 (temperature, heat, specific heat

capacity)

Students may complete the lab activity `Albedo and

Surfaces` from the Science 10 textbook.

Students may investigate specific heat capacity by

selecting four different materials with different heat

capacities. Place each material in a hot water bath and

record the temperature over time, then place in a cold

water bath and repeat procedure.

Students can select data of average coastal temperatures

and compare to data for inland temperatures. (E.g. St.

John’s and Badger) and discuss how heat sinks affect

these local weather patterns.

Consolidations Students can be asked to write a letter, blog, email, or

social media message to someone from the mainland

who has never visited Newfoundland. They will describe

the climate of the province and how it is affected by its

proximity to water. This should include the terms

temperature, heat sink, heat transfer, specific heat

capacity.

Extension Students can design an experiment to determine how salinity

affects the heat capacity of water

331-2, 331-4

Describe and explain

heat transfer in the

hydrosphere and

atmosphere, its effects

on air and water

currents, and on the

development, severity,

and movement of

weather systems

Students should understand how the Earth’s curvature, tilt and orbit affects weather.

Students will study air masses and will be expected to:

Describe the formation of an air mass

Describe the major air masses that affect North America

Recognize that air masses are dependent on the heat sink they are near (i.e. air will be

warmer or cooler, depending on the heat sink)

outline the differences in high pressure systems versus low pressure systems with

respect to their:

o formation

o impact on weather

Recognize that as air masses circulates around the globe they distribute energy to

other areas via convection currents. For example, a warm air mass above the equator

will move north, to a cooler region. The air cools and falls and then returns to the

equator

Refer to the movement of air from an area of high pressure to low pressure as wind

Describe Earth`s global wind systems (prevailing winds, jet streams) with respect to

their:

o Formation

o Impact of weather

Students should have prior knowledge of the Coriolis Effect and are expected to apply that

knowledge to prevailing winds. To illustrate this effect students should complete an activity

such as “Deflection of Wind Due to the Coriolis Effect”

Activation The teacher could perform a demonstration of heat

transfer within an air current by creating a convection

current using a lighter and an empty tea bag (one that

contains a string).

Procedure:

1. Remove the staple and string from the tea bag

and empty out any tea so a hollow cylinder

remains.

2. Place the bag on a piece of Al foil on the lab

bench and light the top of the bag.

3. Students will observe what happens as the tea bag

burns (they should see the lit bag rise and then

fall) and apply their prior knowledge about heat

transfer to describe what happens.

Demo:

https://www.youtube.com/watch?v=TKF30KxwM8g

Connection

Students will place a colored ice cube in a clear glass

container filled with salty warm water and observe what

happens. Relate the concept of air currents to water

currents to predict heat transfer within the atmosphere

and hydrosphere.

Deflection of Wind Due to the Coriolis Effect Activity:

Using circular pieces of paper, students can label north,

south, east and west on the top, bottom, right and left of

the paper respectively. Students will then label an area

of high pressure with H and an area of low pressure with

L, separated by at least 10 cm. Students will then

attempt to draw a line from high pressure to low pressure

as another student rotates the paper counter-clockwise.

Consolidations Using a map of the globe, identify regions that are likely

to have a cold, dry climate and a warm, damp climate.

This process of heat (energy) transfer not only occurs in the atmosphere but also in the

hydrosphere, as demonstrated in ocean currents.

Students are expected to explain:

o The causes of ocean currents:

1. Convection currents

Water at the equator absorbs the intense, direct rays of the sun and becomes heated

This warm water is less dense than cold water and moves away from the equator

towards the poles. The warm water is replaced by cold water from below

(originating from the polar regions). This creates a convection current near the

surface. This is responsible for the formation of major ocean currents such as the

Gulf Stream and the Labrador Current which affect weather systems in

Newfoundland & Labrador.

2. Prevailing winds and the Coriolis effect

Ocean currents tend to follow the prevailing winds blowing at the surface and that the

Coriolis Effect also deflects ocean currents

3. Earth’s rotation

Because of Earth’s eastward rotation currents on the west sides of oceans tend to be

narrow and fast moving and those on the east sides of oceans are wide and slow

moving

4. Shapes of the Continents

Where currents encounter a landmass they are deflected away from the path produced

by the prevailing winds. Exception: Antarctic Circumpolar Current

5. Heat Capacity of water

Oceans act as huge heat sinks so they heat up slowly and, once heated, cool down

slowly

6. Amount of salt

When seawater evaporates, the salt left behind makes the remaining water denser.

This dense seawater sinks and creates a deep water current.

Draw a diagram to illustrate the movement of air in the

atmosphere and explain the effects that air currents have

on the land.

Explain how air and water currents act as conveyer belts

of energy.

Extension

Predict what would happen if tidal action ended.

Determine areas that have differing salinities and

propose a reason for this difference. Hypothesize how

differing salinities would impact the weather of various

regions.

Incorporate Bernoulli’s Principle into the analysis of heat

transfer in the hydrosphere and atmosphere.

Research the process of upwelling and make a

connection between the nutrient rich Grand Banks

o Effects of Ocean Currents

1. Creation of rain forests

Warm currents heat the air above them which increases the air’s ability to carry

moisture

Creates rain forests on the east side of continents

Eg: Brazilian rain forest of eastern South America

2. Creation of deserts

Cool currents cool the air above them which decreases the ability of the air to hold

moisture

Creates deserts on the west side of continents

Eg: desert area in Peru of western South America

3. Moderation of temperature

A coastal area will tend to have cooler summers and milder winters than an inland

location at the same latitude due to the moderating effect of a large body of water ie.

it prevents the extremes in temperature

Eg. St. John’s is warmer in winter than Ottawa because of the warm moist air brought

northward by the Gulf Stream

115-2

Illustrate how science

attempts to explain

natural phenomena.

The purpose of science is to try to provide explanations for events in our natural world. The

intent of this outcome is for students to provide several examples of how science attempts to

explain natural weather and climate phenomena.

Students will learn how scientists explain the following natural phenomena:

● Thunderstorms ● Blizzards ● Hurricanes ● Tornadoes

Activation

Show video clips of a variety of natural weather

phenomena. In small groups students may classify these

phenomena on degree of severity and discuss their

reason for classification. Upon classifying the severity,

students may discuss the data that is used to describe

these events.

Storm tracker/chaser series on tornadoes/hurricanes from

the Weather Network may be used.

Connection

Students may compare weather features on a typical day

versus on a storm day in tornado alley and also analyze

surface maps of radar and satellite imagery to compare

what is seen when a tornado is present to a normal day.

Using cooperative jigsaw, students may research one

natural weather phenomena and present their findings to

a small group.

Consolidation Using a choice board, students may illustrate how

science explains natural weather phenomena. Options

may include poster board, PowerPoint, newspaper

article, oral presentation, song, video, brochure, blog,

cartoon strip, and social media page.

Extension

Predict why the occurrence and severity of natural

phenomena is changing throughout the world. (For

example, hurricanes in higher latitude areas)

Students could investigate other natural phenomena such

as monsoons, floods, droughts, El Nino/La Nina, heat

waves

214-3

Compile and display

evidence and

information, by hand or

computer, in a variety

of formats, including

diagrams, flow charts,

tables, graphs and

scatter plots.

Use various weather instruments to collect weather data for a given time span and display it

in an appropriate format. Students should effectively and accurately use instruments to

measure weather data. They should be familiar with which instruments are used to measure

the different components of weather. Students will collect data according to the instruments

available for use. Students could also make use of weather station data if present at their

school.

In groups, students will collect weather data for a particular location over a five day period.

Students will use a variety of instruments such as thermometers, anemometers, barometers,

rain gauges, and hygrometers such as a psychrometer. Readings will be taken daily at the

same time. The weather data may include:

● temperature ● precipitation ● cloud cover ● pressure ● humidity ● wind speed ● wind direction

For each set of data, students will organize it into a table and then display it in a graph.

In addition, the same information (temperature, precipitation, etc.) should be compiled from

weather reports for the local area from other sources such as the local newspaper,

Environment Canada, The Weather Network and Weather apps.

Other weather data should also be collected including electronic or paper versions of weather

maps, as well as satellite and radar images for the same local area over the same time span.

Sample Performance Indicator:

Decide on an appropriate display format and then display given weather data.

Activation

Students may be provided with weather reports from

their local area from sources such as Newspaper,

Weather apps, Environment Canada, and The Weather

Network. Students would identify the types of data that

are presented to the public using these sources.

Connection

Students may review graphing techniques including how

to scale, label and title graphs given a set of weather

data.

Students may compare local conditions on a weather

report to data from sources such as Radar, Satellite, and

Weather Maps for the purpose of evaluating how

weather data is displayed by various sources.

Consolidation

Students would choose a different sets of weather data

from a source, compile it in a table, and display each set

of data in the format that best communicates the results

to the public.

Resources

http://www.roads.gov.nl.ca/cameras/default.stm http://weather.gc.ca/analysis/index_e.html http://weather.gc.ca/radar/index_e.html?id=ERN http://weather.gc.ca/satellite/index_e.html#goes_east

331-5

Analyze meteorology

data for a given time

span and predict future

weather conditions

using appropriate

methodologies and

technologies

215-5

Develop, present and

defend a position or

course of action, based

on findings

Students will use all weather information collected from the previous activity to interpret

weather conditions for the local area. Students will compare their data to that complied from

local weather reports. Students should interpret the data and look for trends or see the

connections that may exist. For instance, students may begin to question the correlation

between temperature, pressure and precipitation. They will then formulate a prediction for

weather conditions for the next 48 hours to develop a short-range forecast.

Students are expected to be able to recognize and interpret symbols seen on weather maps

including:

Cold front

Warm front

Stationary front

Occluded front

Isobars

Low pressure system

High pressure system

Regions of high winds and bad weather

Students will interpret current weather conditions to help with making predictions. Some

factors that should be considered are as follows:

● Increased precipitation is found at areas of low pressure ● Clear, sunny skies are associated with areas of high pressure ● Cooler temperatures are associated with southerly winds ● Temperature is usually cooler at night ● Wind speed is greater with closer isobars ● Heavy precipitation with approaching fronts ● A front could be approaching when there are quick changes in temperature or

pressure (normal atmospheric pressure 101.3 kPa)

Once students make their predictions, they can continue to track the weather data as before

and compare their predictions to the actual weather.

Students will make connections comparing weather conditions and dynamics in various parts

of the world. The weather changes observed locally can be compared to a larger picture of

global weather patterns. Students will explain and make conclusions about large scale

energy transfer on the development and movement of weather systems.

Activation

Ask students to watch forecast on local television, radio

reports and create a list of weather features in this

forecast.

Connection

CBC News: Here & Now “What’s the weather?”

assignment

“Interpreting Weather Maps” Activity from Science 10

textbook

Students can investigate how the availability of data to

the public has changed. In the past, weather data was

only available to scientists and now climate data is

widely available to the public.

Consolidation

“Using Weather Maps for Short Term Forecasting “

Activity from Science 10 textbook

Compare weather models and complete a forecast using

“Poor Man’s Ensemble Activity” http://meteocentre.com/models/models.php

http://spotwx.com/ Extensions

Explain diurnal temperature cycles (heating during the

day and cooling during the night) and provide reasons

why the diurnal cycle does not always occur, such as

when strong southerly winds occur overnight.

214-10

Identify and explain

uncertainty in

interpreting data used

to predict weather and

analyze how the

accuracy of predictions

can be enhanced.

117-6

Analyze why scientific

and technological

activities take place in

a variety of individual

and group settings

The accuracy of weather forecasting has changed due to advancements in technology, but the

degree of uncertainty in a particular forecast is not only limited by the devices used to collect

data, including which weather model(s) is/are analyzed, but also on the interpretation of that

data.

Not all weather models give the exact same information. In addition, even when the same

weather data is used, that data may be interpreted differently by different forecasters. Thus

various forecasts may result.

Students are expected to identify and explain uncertainty related to gathering weather data

and presenting conclusions based on this data. For example, the location of a low pressure

system may appear in different locations on different models, resulting in less confidence

when reporting on the area of precipitation.

By analyzing a global weather model, students are expected to be able to justify why weather

predictions take place in a variety of settings. Weather data is gathered by individual groups

using appropriate technologies and then shared among groups in order to help accurately

predict weather. If only local observations are taken into account, the accuracy of weather

predictions is limited. Thus, local meteorologists will usually analyze weather models from

different sources (Canadian, European and U.S. models) in producing a weather forecast.

Connection

Students may compare satellite, radar and the results of

various computer models to show how current weather

forecasting is evolving.

116-1

Identify examples of

where scientific

understanding was

enhanced or revised as

a result of the invention

of a technology

Before modern forecasting technology, we relied on features of cloud formations, features of

the sun and moon, behaviour of animals, to help forecast the weather.

Weather lore was an attempt to explain natural phenomena. The unwritten wisdom of early

farmers, fishers and hunters was evident in their ability to be able to read signs from mother

nature and predict weather in order to guide their actions. Before many technologies existed,

weather sayings were used to explain and predict weather.

This STSE outcome illustrates the relationship between science and technology. More

specifically, it explains how science is advanced through development of new technology.

With the invention of weather related technologies, our scientific understanding of weather

has changed. For example:

● Thermometers and anemometers have given rise to quantitative weather record-

keeping ● Barometers allowed scientists to connect lowering pressure with inclement weather ● Weather balloons informed scientists on atmospheric phenomenon ● Radar allowed us to visualize weather systems on a larger scale ● Infrared satellite imaging provided global heat maps which added to our

understanding of global warming and climate change ● Numerical weather models have allowed forecasters to predict the path of weather

systems ● Buoy data has informed scientists of wave, current, salinity and temperature data

Activation

Students can brainstorm local folklore related to weather.

Examples of weather lore:

● “In like a lamb, out like a lion” ● “Red sky at night, sailor’s delight; Red sky by

morning, sailors take warning.” ● “Wind from northeast isn’t fit for man or beast” ● Sun or moon halos indicate coming rain (or

snow) and the larger the halo, the closer the

proximity of the precipitation ● Sheila’s brush

Students may match folklore phrases with the correct

description of the natural phenomena.

Connections

Students can determine the appropriate technology used

to explain the natural phenomena.

Consolidations

Students may use research inquiry to evaluate the

accuracy of local, weather-related folklore.

(www.ngb.chebucto.org/Articles/folk-lore.shtml)

Students may illustrate how the accuracy of weather

forecasting has improved as a result of the invention of a

specific weather technology.

Extension

By tracking the accuracy of various weather models over

a period of days, infer why one weather model is more

accurate than another. Identify the parameters that

achieved increased accuracy within the model

117-10

Describe examples of

Canadian contributions

to science and

technology

Students should research and describe several Canadian contributions to meteorology and

oceanography. (Meteorology is the study of the atmosphere; oceanography is the study of

the oceans).

Examples may include but are not limited to: ● Earth’s atmospheric circulation model by Andre (needs accent) Robert

● One of the best numerical weather models in the world created by Environment

Canada

● The meteorological station, MET, made by the Canadian Space Agency and provided

to NASA for the Phoenix mission to Mars – Page 60 of NS Science 10 book ● The impact of tropical cyclones on Atlantic Canada as studied by the Canadian

Hurricane Centre ● The Canadian Ice Service provides accurate and timely information about Canada’s

navigable waters.

● Canada’s largest center for ocean research, the Bedford Institute of Oceanography,

helps makes decisions on environmental protection, health and safety, fisheries, etc.

Attitude: Value the role and contribution of science and technology in our understanding of

phenomena that are directly observable and those that are not. (436)

Connection

Using cooperative jigsaw, students may research one

Canadian contribution to meteorology or oceanography.

Consolidation

Using a choice board, students will present several

Canadian contributions to meteorology and

oceanography. Options may include PowerPoint, oral

presentation, video, cartoon strip, and social media post.

Extension Analyze current research topics to predict future weather

contributions and discoveries.

Resources

Office of Climate Change website

http://www.exec.gov.nl.ca/exec/ccee/

115-6

Explain how scientific

knowledge evolves as

new evidence comes to

light

214-17

Identify new problems

that arise from what

was learned

This outcome relates to global warming and climate change and the potential resulting

problems for the environment, society and economy now and for the future.

When scientists talk about climate change, they discuss all aspects of weather and not just

temperature; precipitation, wind and storms also relate to climate change.

Students are expected to

Trace the evolution of global warming and how it has resulted in climate change.

Identify human activities that are believed to contribute to climate change Briefly describe the impacts of climate change on ecosystems and weather systems

Students should complete an activity to study the change in global temperatures over a long

period of time. From this activity students will realize that the planet is warming and that

recent changes in global average temperatures are occurring at a faster rate than they have in

the past. This activity should lead to a discussion of why the global temperature is increasing

and the impact on ecosystems.

Activation

Show the “Six Degrees can Change the World”

documentary from National Geographic. Students may

analyze the impact that each degree of temperature

change has on global weather patterns and ecosystems.

Connections

Students can compare average global temperatures over

long periods of time to investigate the rate and types of

changes.

Students can complete an activity in which they collect

information on the types and levels of airborne pollutants

in the atmosphere in their geographic area using the

“Pollution Watch”: http://www.pollutionwatch.org

Students may complete the “Calculating Carbon

Emissions” Activity in BC Science 10 textbook.

Students may use the “Individual Carbon Calculator” to

determine their own carbon footprint.

http://www.turnbackthetide.ca

Students may participate in Let’s Talk Science Curiocity

Action Project “Energy4Travel”

Consolidation By analyzing visuals of a glacier over a period of time,

explain how the rate of glacier melt has changed our

understanding of global warming. Identify the impacts that arise from global warming.

Students may infer problems that may result from

changing global temperatures. In making predictions for

the future, students may make an art project, physical

model, written report, PowerPoint.

Extension

Explain how the increased presence of icebergs impacts

local ecosystems.

Resource

National pollutant release inventory

http://www.ec.gc.ca/inrp-npri

http://www.turnbackthetide.ca

http://www.explorecuriocity.org

213-6

use library and

electronic research

tools to collect

information on a given

topic

214-11

provide a statement

that addresses the

problem or answers the

question investigated in

light of the link

between data and the

conclusion

Students are expected to use library and electronic sources to collect information about the

effect of global warming and climate change on a certain geographical region and how

changes in weather patterns can impact, both short and long term, the environment, economy

and society for a particular area.

Examples of topics for students to research include:

● Bonavista or any other coastal community in Newfoundland ● Northwest passage ● Inland regions of Canada ● Atlantic ocean ● Prairie provinces in Canada ● Highly industrialized regions/cities

● Great Barrier Reef

● Newtok, Alaska

● The Alps

● Mumbai, India

● Island Nations

Connection

Students may watch a video on ice caps melting and set

up a classroom debate on the impact of global warming

on ecosystems.

“Disappearing Arctic Ice” (video) CBC: The National

(http://www.cbc.ca/player/Embedded-

Only/News/ID/2282025985/)

Students can list the sources of pollution for their

geographic region

Consolidation

Students may develop strategies and solutions to help

reduce the impact of pollutants locally and globally

Students may complete research on the impact of climate

change on a specific geographical location, local or

global, and present their findings to a small group.

114-6

Relate personal

activities and various

scientific and

technological

endeavours to specific

science disciplines and

interdisciplinary

studies.

Students will relate specific science disciplines to climate change and its causes and specific

science disciplines that contribute to our understanding of climate change.

Students are expected to relate climate change to the study of ecology, motion and chemical

reactions. Climatologists study weather patterns over a long period of time and changes in

these patterns as well as global temperatures.

This can be related to the chemistry and physics unit in which students can make a

connection between the work of chemists, biologists, and physicists all coming together and

being required to help understand climate change and its impacts.

Connection

Students may brainstorm what science disciplines are

involved in the study of climate change and its effects.