activity 4: graphic encounters

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Activity 4: Graphic Encounters SummaryInthisactivity,studentstravelaroundtheclassroommakingobservationsaboutvariousmapsandgraphsrelatedtoclimatechange.Studentsarethenaskedto“translate”theinformationintoaninfographic,highlightingtheinformationtheyfoundmostcompelling.Theyarealsoaskedtoprovidesuggestionsofatargetaudienceforthisinformation.Duration:two60-75minutessessionsLearningoutcomesAfterparticipatingintheactivity,studentswillbeableto:• Explainhowphysicalprocesseshelpto

shapefeaturesandpatternsonEarth’ssurface,

• CompareandinterpretmapsandgraphstoexplainhowclimatechangecanaffectphysicalprocessesonEarth,and

• Explainwaysinwhichlivingthingsandnaturalsystemsareaffectedbyclimatechange.

CompetencyoutcomesDuringthisactivity,studentswilldeveloporimprovetheseabilities:

• Research• Communication• Creativity• Criticalthinking• Collaboration

Teacherbackgrounder

THEADAPTATIONPROCESSLikeanyprocessinvolvingchangesinthinkingandpractice,adaptingtoachangingclimateinvolvesdeepeninglevelsofengagement(phases)andactionsthatcanbetakeninsupportofdecision-making(steps).Thefigurebelowsummarizesthesephasesandsteps,whichintegrateobservationsonhowadaptationisoccurringinCanadawithcommonelementsofseveraladaptationplanningframeworks.Althoughpresentedasalinearprocess,organizationsmaytakedifferentpathwaysastheytransitionanditeratethroughthesephasesandsteps.

Phasesintheadaptationprocessincludeawareness,preparation,implementationanditerativelearning.Thesevenstepsare:1. Awarenessofclimatechange:theadaptationprocessbeginsonceanindividualor

organizationbecomesawareofachangingclimateasathreatoropportunity.2. Awarenessoftheneedtoadapt:anawarenessofthemagnitudeoftheproblemhelpsto

identifyadaptationasasolution.3. Mobilizingresources:awarenesscanleadindividualsandorganizationstodedicatehuman

and/orfinancialresourcestohelpclarifythenatureofthreatsoropportunities.4. Buildingcapacitytoadapt:involvesapplyingscientificinformation,financialresources,and

skillstofocusedactivitiessuchasissuescreening,riskassessmentandin-depthanalysistogeneratetheunderstandingneededforinformeddecisionmaking.

5. Implementingtargetedadaptationactions:concreteactionsareputinplacetoreducevulnerability(riskorexposure)toclimatechangeand/ortotakeadvantageofopportunities.

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6. Measuringandevaluatingprogress:measuringandevaluatingtheeffectivenessofadaptationactionsandrelatedassumptionsanduncertaintiesprovidesthefeedbacknecessaryforimprovedmanagement.

7. Learning,sharingknowledgewithothersandadjusting:thelaststepleadstorefinementsintheadaptationactionsimplementedandtransferoflessonstofutureadaptation.

ThiscontentistakendirectlyfromWarren,F.J.andLemmen,D.S.,editors(2014)CanadainaChangingClimate:SectorPerspectivesonImpactsandAdaptation;GovernmentofCanada,Ottawa,ON.p.260.Set-upandmaterials4

q 10climatemaps/graphsprintedonlegalorledgersizepaper*q 10sheetsofchartpaperq 10copiesofGuidingQuestionsq Onemarkerperstudentq Onepackofstickynotesperstudentq Onedouble-sidedcopyperstudentofGraphicEncounters:AssignmentandRubric(Day2)q Laptopsoraccesstocomputerroom(optional)(Day2)

*Ifyouhaveasmallclass,youmaywanttousefewerthan10images.Theratioshouldbeoneimageperteamofthreestudents.

4Theclimatemapsandgraphsusedinthisactivityaretakenfrom:a)CanadainaChangingClimate:SectorPerspectivesonImpactsandAdaptation,F.J.WarrenandD.S.Lemmen,editors(2014);GovernmentofCanada,Ottawa,ON;andb)Canada’sMarineCoastsinaChangingClimate,D.S.Lemmen,F.J.Warren,T.S.James,andC.S.L.MercerClarke,editors(2016);GovernmentofCanada,Ottawa,ON.Bothreportsareavailableat:http://www.nrcan.gc.ca/environment

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Whattodo

Day1

1. Hangthemapsandgraphs(p.29)aroundtheclassroom,withasheetofchartpaperbeloweach.HangacopyoftheGuidingQuestionsaboveeachimage.

2. Explaintostudentsthatclimatechangeadaptationandmitigationdecisionsarerootedinscientificevidence.Whendecision-makersandscientistsinterpretthedata,theyaretryingtofigureoutwhateffectitwillhaveontheworldwelivein.

3. Askstudentstoformgroupsofthreeandplacethemselvesunderonemaporgraph.Givethemoneminutetosilentlycontemplatetheimagebeforetheystarttotalktotheirgroupaboutit.

4. Givethemthreeminutestowritetheirideasonthefirsttwoguidingquestionsonthechartpaper;anyquestionstheyhaveshouldgoonthestickynotes.Theycandiscussthesewiththeirgroup,buteachstudentshouldbewritingdownhisorherownideasonthechartpaper(whetherornottheothersfinditinteresting).

5. Askthestudentstorotatetothenextmaporgraphandrepeatsteps2and3.Beforewritingouttheirideas,theyshouldreadwhatotherstudentshavewrittenandputcheckmarksnexttotheitemstheyagreewithratherthanre-writinganidea.

6. Afterseveralrounds(choosethenumberofroundsbasedonthetimeavailable),discussthediscoveriesmadebythestudents.

Tip:Askthelastgroupofstudentstohaveanalyzedthemaporgraphtoleadthediscussion.

7. Beforetheendofclass,askeachstudenttoputhisorhernameunderthemaporgraphtheyfoundmostcompellingandthattheywouldliketocontinueexploring.Thestudentsarefreetoformnewgroupsbasedontheirpreferredimage.

Day2

1. Introducethe“createaninfographic”assignmenttothestudents.Itisstronglyrecommendedthatyouspendsometimeanalyzingafewexistinginfographicswiththestudentssothattheyknowwhatisexpectedofthem,startingwiththesixinfographicsthataccompanythisresource.

Tip:Tolearnmoreaboutusinginfographicsasateachingandassessmenttool,visitKathySchrock’sInfographicsasaCreativeAssessmentathttp://bit.ly/schrockinfographics.

2. DownloadthetwoNaturalResourcesCanadareportsthatthemapsandgraphsinthisassignmentaretakenfrom(CanadainaChangingClimate;andCanada’sMarineCoastsinaChangingClimate)sothattheyarereadilyavailabletostudents.

We’dlovetoseeyourstudents’creations!Sendphotographsorshortvideosofyourclass’sinfographicsto:

[email protected]

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Clickonthethumbnailtoopenahigh-resolutionimage.Itisrecommendedthatyouleavetheimagedescriptorasitappearsinthedocumenttochallengestudents’interpretationskills

Canada’sMarineCoastsinaChangingClimate,p.11


CanadainaChangingClimate:SectorPerspectivesonImpactsandAdaptation,p.28

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CanadainaChangingClimate:SectorPerspectivesonImpactsandAdaptation,p.8and41.

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CanadainaChangingClimate:SectorPerspectivesonImpactsandAdaptation,p.109.


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Canada’sMarineCoastsinaChangingClimate,p.172.

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Activity4–TeacherBLM:GuidingQuestions

GuidingQuestions

1. Inyourownwords,whatisthisimagetryingtoconvey?

2. Whatdoyounotice?Isthereanythingstrangeorsurprising?Doyouseetrends?

3. Canyouthinkofanyenvironmental,economic,orsocialconsequencesofthisdata?

4. Onstickynotes,writedownanyquestionsyouhaveaboutthisimage.

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Activity4–StudentBLM:AssignmentandRubric Thefirststeptowardsadaptationimplementationisawarenessofclimatechange,potentialimpacts,andtheneedtoadapt.Increasedawarenessofclimatechangecanoccurspontaneously(e.g.throughtheexperienceofextremeevents)orthroughplannedactivities(e.g.workshops,awareness-raisingcampaigns,learningmodulesorpublications).5

Inthisassignment,yourteamwill“translate”themaporgraphyouchoseintoaninfographicthatclearlycommunicatesitsmessageandimportancetoanaudience.Theinfographicmustconveyboththeinformationcontainedintheimageaswellasasummaryoffurtherresearchyourteamwillconducttosupportyourideas.StartwiththetworeportsproducedbyNaturalResourcesCanada(CanadainaChangingClimate;andCanada’sMarineCoastsinaChangingClimate)thatyourteacherhasdownloadedforyou.

GraphicEncountersRubric

Exemplary Proficient Satisfactory UnsatisfactoryMainideaInfographicconveysthemainideainaclearandcompellingmanner

ResearchInfographicreflectsresearchintotheenvironmentaland/orsocialsignificanceofthedata

GraphicsGraphicsarerelevant,chosentoenhanceandsupportthedata

LayoutanddesignThelayoutofthegraphicsandtextpurposelyenhancesthecommunicationofthemainideas.Theflowofinformationisunclutteredandwellorganized.

LanguageLanguageisusedinapreciseandconcisemannerwithnoerrorsinspelling,grammarorpunctuation.

AudienceInfographicclearlyidentifiesandsupportstherelevanceoftheinformationforatleasttwosocio-economicsectors.

Infographicelements Containsatitlethatreflectsthemainideaoftheinfographic

Containsatleast5images Eachimagecontainsaconcisestatementtohelpaudienceunderstandit

Contains(ontheback)areferencelistforresearchandimages,withreferencescitedproperly

Seereverseforteamworksheet.

5FromCanadainaChangingClimate:SectorPerspectivesonImpactsandAdaptation,p.274.

1/2

Name:_________________________________________ Date:________________________

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Names:

Imagechosen:

CanadainaChangingClimate:SectorPerspectivesonImpactsandAdaptation,p.________

OR

Canada’sMarineCoastsinaChangingClimate,p._______

Furtherresearchnotes(environmentaland/orsocialrelevanceofthedata):

Informationtoinclude:

Onthebackoftheinfographic,pleaseanswerthefollowing:

Inyouropinion,whichofthefollowingsectorsshouldbeconcernedbythisinformation?(Chooseatleasttwo.)Why?

1. Energy(oilandgas,wind,solar)2. Foodproduction3. Mining4. Forestry5. Tourism6. Housing/construction

7. Insurance8. Manufacturing9. Biodiversity10. Infrastructureandtransportation11. Healthandsocialwell-being

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activity 4: graphic encounters

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