Interdisciplinary Approach to Incorporating Climate Change in Your Classroom

Interdisciplinary Approach to Incorporating Climate Change in Your Classroom

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Description: Interdisciplinary teaching is a method, or set of methods, used to teach a unit across different curricular disciplines. For example, the seventh grade Language Arts, Science and Social Studies teachers might work together to form an interdisciplinary unit on rivers.

 
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Contents:
The future of our planet lies in the hands of your students. We appreciate your interest in
taking action and leading discussions about climate change in your classroom.

What you will find in this packet:

Lesson 13: The Stabilization Wedges Game

Please feel free to contact the Climate
Change Team at WWF if you have any further questions at (202)293-4800

Climate Change should not be limited to science classes. There are lessons here suitable for
Math, Change should not be limited to Social Studies, History, Technology, and Geography
Climate Economics, Theater, Civics,science classes. There are lessons here suitable for English, classes
Math,encourage Theater,pick and choose lessons that you believe Geography classes.
We Economics, you to Civics, Social Studies, History, Technology, and will be best for your classes. H

our lessons you to pick for which disciplines they are most appropriate. However, please
We encourage separatedand choose lessons that you believe will be best for your classes. Here are feel fr
peruse all the lessons and disciplines they are most appropriate. However, please feel free to
our lessons separated for which incorporate any into your classroom which you believe your student
enjoy.
peruse all the lessons and incorporate any into your classroom which you believe your students will
enjoy.

Science Classes
Humanities Classes
Social Science Cla
Science Classes
Humanities Classes
Social Science Classes
1. Communities of Living
1. Climate Change Pretest
1. Communities of Liv
1. Communities of Living
1. Climate Change Pretest
1. Communities ofThings
Living
Things
Things
2. Our Unique Atmosphere
Things
2. Our Unique Atmosphere
2. Climate Change and
2. Climate Change an
2. Climate Change and
2. Climate Change and
3. Emissions of Heat
People
People
3. Emissions of Heat
People
People
Trapping Gases
Trapping Gases
3. Write On!
3. Climate Change in
3. Write On!
3. Climate Change in My
4. Communities of Living
Communities of Living
4.
City
City
Things
4. The4. The Great Climate
Great Climate
Things
4. Climate
Change Change Debate
Debate
4. Climate Change and Change an
5. Climate Change in
5. Climate Change in My My
Disease
5. Witness Witness Oral Disease
City
5. Climate ClimateOral
City
History
5. The Forecaster
History Project Project
5. The Forecaster
6. Climate Change
6. Climate Change and and
Disease
6.
Disease
6. Energy Watch Energy Watch
7. Climate Change
7. Climate Change and and
Ecosystems
Ecosystems
8. The Forecaster
8. The Forecaster
9. Energy Watch
9. Energy Watch
10. Car Quest
10. Car Quest
11. The Stabilization
11. The Stabilization
Wedges Game
Wedges Game
12. The Great Climate
12. The Great Climate
Change Debate

Change Debate

7. Car Quest 7. Car Quest
8. Write On! 8. Write On!
9. The Stabilization Stabilization
9. The
Wedges Game
Wedges Game

10. The Great10. The Great Climat
Climate
Change Debate
Change Debate

11. Climate Witness Oral Witness O
11. Climate
History Project

History Project

s

Subjects
Current Events
Science, Current Events

ed Time
Estimated Time

evel

es

s

Grade Level
6-12

Lesson 2: 2: Our Unique Atmosphere
Lesson Our Unique Atmosphere

son Two:
Lesson Two:
Unique Atmosphere
Our Unique Atmosphere

Objectives

Materials

Lesson designed by Elizabeth K. Andre for the Will Steger Foundation.

Lesson designed by Elizabeth K. Andre for the Will Steger Foundation.

1

1

bjects

Subjects
nces, Social Studies, Geography, Environmental Education, Language arts, Theater
Sciences, Social Studies, Geography, Environmental Education, Language arts, Theater

mated Time
Estimated Time
45-minute class period
One 45-minute class period

de Level

Grade Level
6-12

ectives

Objectives
Students will be able to explain how changingchanging weather patterns, a changing balance of
• Students will be able to explain how weather patterns, a changing balance of
competitors, and changesand the availability of food and shelter can increase uncertainty
competitors, in changes in the availability of food and shelter can increase uncertainty
for communities of living things.
for communities of living things.

Lesson 4: 4: Communities of Living Things
Lesson Communities of Living Things

esson Four:
Lesson Four:
ommunities of Living Things
Communities of Living Things

Students will be able to give able to give examples of these uncertaintiesdisruptions from the
• Students will be examples of these uncertainties and and disruptions from the
Arctic communities. communities.
Arctic
Students will predict how continued warming warming maycommunities of living things with
• Students will predict how continued may affect affect communities of living things with
which they arewhich they are familiar.
familiar.

erials

Materials

The following readings should be made to the class:
following readings should be made available available to the class:
• Reading 1:
Reading 1: Polar Bears Polar Bears
• Reading 2: Ice-edge
Reading 2: Ice-edge Dwellers Dwellers
• Reading 3: Land-Dwellers
Reading 3: Land-Dwellers
• Reading 4: Plant Communities
Reading 4: Plant Communities
• Reading 5: Human Communities
Reading 5: Human Communities
(Note: All of these are provided for you in this curriculum, but can also be found at the
(Note: All of these are provided for you in this curriculum, but can also be found at the
following website free of charge: www.Globalwarming101.com.)
following website free of charge: www.Globalwarming101.com.)

Lesson designed by Elizabeth K. Andre for the Will Steger Foundation.

Lesson designed by Elizabeth K. Andre for the Will Steger Foundation.

1

1

Climate Change and People
Climate Change and People

Procedure
Procedure students into groups of four and distribute one copy of each reading into each group
1. Divide
1. Divide students intoeach read one article and take notes so reading into each group. Instruct article
the students to groups of four and distribute one copy of each they are able to explain their
the students to each read one article and take notes so they their articles in their groups and to come
other group members. Have the students discuss are able to explain their article to the
other group members. Have the students discuss their articles in their groups and to come up with

most important impacts climate change will have.

most important impacts climate change will have.

3. At the end of the presentations, ask the students which social impact seems to be the mos

3. At the end of the presentations, ask the students which social impact seems to be the most
pressing at this time, or the most alarming for the future. Ask them to consider the size of t
pressing at this time, or the most alarming for the future. Ask them to consider the size of the
population that will be effected. Remind them to consider the effects on employment, econ
population that will be effected. Remind them to consider the effects on employment, economy, real
estate, and availability of resources including food, oil, and other necessities. Ask them
estate, and availability of resources including food, water, gas,water, gas, oil, and other necessities. A
to try to think beyond the obvious to discover riskshave not yethave not yet considered, i.e., w
to try to think beyond the obvious to discover risks that they that they considered, i.e., what will
happen to predatory animals in the Everglades if habitat is lost? What then will What then will h
happen to predatory animals in the Everglades if all of their all of their habitat is lost? happen if
the Florida panthers migrate through the suburbs suburbs of
the Florida panthers try to try to migrate through theof Orlando? Orlando?

Ask the students to about what other kinds of kinds of products will be climate change,
Ask the students to think think about what other products will be threatened bythreatened by climate c
level issues.
level issues.

Extend
Extend
1. Instruct thethe students to search the Web or library for articlesor disputing their claims
1. Instruct students to search the Web or library for articles supporting supporting or disputing their c
as toto the area of climate change that will have devastatingdevastating impacts. Students can
as the area of climate change that will have the most the most impacts. Students can search
Google
Goo
Scholar Web search tool. Perhaps in their original groups of four, ask the students to create
Scholar Web search tool. Perhaps in their original groups of four, ask the students to creat
posters demonstrating the results of their research. Students should offer evidence to support their
posters demonstrating the results of their research. Students should offer evidence to supp
conclusions, and evidence to disputer alternative ideas, perhaps those favored by other groups
conclusions, and evidence to disputer alternative ideas, perhaps those favored by other gr
in class. Posters can be posted in the school or classroom to allow student to browse at their
in class. Posters can be posted in the school or classroom to allow student to browse at th
convenience.
convenience.

2. In relation to the maple syrup article, ask the students to make a grocery list identifying products
2. that relation to the maple syrup article, ask theclimate. If warmer climates move north, what
In will no longer be easily available with a changing students to make a grocery list identifying pro
that will products will be able to grow in the U.S? changing climate. have to begin importing
agriculturalno longer be easily available with a What products will we If warmer climates move nor
agricultural products will be able to grow in the U.S? What products will we have
from Canada, Europe, or Asia? What will happen to southern crops such as sugarcane, cotton, to begin i
from Canada, Europe, Instruct the students happen the most likely outcome for as items on
oranges, and tropical fruits? or Asia? What will to identify to southern crops such the sugarcane, co
oranges, list, tropical things Instruct the students to and others will have higher prices
their groceryand i.e., somefruits?might be no longer available identify the most likely outcome for the
their grocery list, i.e., some things might be no longer available and others will have
due to import taxes. Then the students should identify products which will become more available higher
due to to import taxes. Then the studentssouth or soybeans products which will become more av
due climate change, i.e. tropical fruits in the should identify in the north.

due to climate change, i.e. tropical fruits in the south or soybeans in the north.

2

2

Notes

Notes

Notes

Notes

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Washington, DC 20037-1193

Washington,
(202) 861-8365 DC 20037-1193
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seclimatewitness@wwfus.org
seclimatewitness@wwfus.org
To read more about WWF’s climate work visit www.worldwildlife.org/seclimatewitness
To read more about WWF’s climate work visit www.worldwildlife.org/seclimatewitness
To read moreAll rights reserved by World Wildlife Fund, Inc. 08-07/1000
WWF. about reserved by World Wildlife Fund, Inc. 08-07/1000
© 2007 WWF. All rightsWWF’s climate work visit www.worldwildlife.org/seclimatewitness
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