climate change lesson plan - energy.techno-science.ca
TRANSCRIPT
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Activity 3: Adaptation and Mitigation
SummaryInthisactivity,studentscollaboratetodefineandidentifytheconceptsofadaptationandmitigationastheypertaintoclimatechange.Duration:60to75minutesLearningoutcomesAfterparticipatingintheactivity,studentswillbeableto:• Defineanddifferentiatetheconceptsofadaptation
andmitigationastheypertaintoclimatechange,• Identify examples of adaptation and mitigation
measures,and• Discuss the importance of using both adaptation
and mitigation measures to fight against climatechange.
CompetencyoutcomesDuring this activity, students will develop or improvetheseabilities:• Collaboration• Inference• Research• Criticalthinking
Set-upandmaterials
q Computer,tablet,ordictionary(oneperteam)q ColourprintoutoftheAdaptationandMitigationGoals,cutintostripsq CopiesoftheAdaptationorMitigation?studentworksheetq CopiesoftheClimateChange:AdaptationandMitigationinfographicq AdaptingtoOurChangingClimateinCanadaposter
Tip:CheckoutNaturalResourcesCanada’snewposter,AdaptingtoOurChangingClimateinCanada.Itwillhelpyoulearnmoreaboutourchangingclimate,theimpactsit’shaving,andhowCanadiansareadapting.Requestyourcopyusingtheonlineorderformorbycalling1-800-387-2000(Product#M174-13/2016).Alternatively,youcandownloadtheweb-accessibleversion.
Whattodo
1. FollowingtheConceptualMapactivity,launchthediscussiononadaptationandmitigationbywatchingthevideocapsulecalled“Climatechangeadaptation:It’stimefordecisionsnow”(GIZonline)atwww.youtube.com/watch?v=FO46sPwm4xk.
2. OntheblackboardorSmartBoard,write“AdaptationMeasures”(ononeside)and“MitigationMeasures”(ontheotherside).
Brainstormingphase:Askstudentsiftheyknowwhatthesewordsmean(synonyms,resemblances)andwritetheirideasundereachheading.
Researchphase:AskstudentstofindtwoorthreewordsrelatedtotheseconceptsusingtheInternetorthedictionary.
Validationphase:Synthesizetheresultsandworkwithstudentstodefinetheconcepts.
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3. Providestudentswiththefollowingexamplesofadaptationmeasuresandmitigationmeasureswithrespecttobiodiversityandnature.Workwithstudentstorefinetheirdefinitionsfurther.
Adaptationmeasures:- Revisebuildingcodetoensureflood-resistantbasements.- Protect,revegetate,andstabilizesanddunestoreduceerosion.- Flyfuelintomines(costingminingcompaniesmillionsofdollars)togetaroundshortenedwinterroad
season.
Mitigationmeasures:- Replacefossil-fuel-basedenergywithrenewableenergysourceslikewindandsolar.- Plantmillionsoftreestoabsorbandtrapcarbondioxidefromtheatmosphere.- Feedcattleseaweedinsteadoftraditionalhayandgrainstoreducethemethanecontentofcowbelching
andflatulence.
4. Asawhole-classactivity,askstudentstohelpyouclassifytheAdaptationandMitigationGoalsaseither“Adaptation”or“Mitigation.”
5. HandouttheAdaptationorMitigation?studentworksheet.
6. Assigntwomeasuresperpairofstudentsandaskthemtojustifywhethertheyfallunder“Adaptation”or“Mitigation.”
7. Askeachpairtojoinanothergrouptocompareanswers.
8. Asaclass,decidewhereeachexampleshouldbeclassifiedandwhy.HandouttheClimateChange:AdaptationandMitigationinfographictocompareanswers.
Tip:YourclassanswersmayvaryfromtheClimateChange:AdaptationandMitigationinfographic.Theimportantpartforassessmentpurposesisthatstudentsareabletojustifytheirchoicebasedonthegoalsofadaptationandmitigation.
Extension
• ReturntotheMindMapactivity(p.16)andaskstudentstoassignadaptationstotheirconsequences.
• Somestudentsmayhaveexperiencedclimatechangeimpacts,largeorsmall(e.g.,recurrentflooding;earlierspringsmeltruns).Theymayalsohavewitnessedadaptationmeasures(e.g.,theirvillagemayhavebeenrelocated;theymaynowgosmeltfishingearlierintheseason).Tapintoanyfirst-handknowledgeandmakeconnectionstotheirlivesoutsidetheclassroombyinvitingstudentstosharetheirstories.
• Whenitcomestoadaptationormitigation,discusswhetheroneismoreimportantthantheother.Aretheresomemeasuresthataddressbothatthesametime?
• Discusshowthefollowingmightbebarrierstoclimatechangeadaptation:o Short-termthinkingo Usinguncertaintyasareasontodonothingo Unrealisticoptimism
Foramoredetaileddiscussiononthistopic,seetheNaturalResourcesCanadareportCanadainaChangingClimate:SectorPerspectivesonImpactsandAdaptation,p.273–74.
• Readthefollowingarticleandjustifywhetherthisisanexampleofadaptationormitigation:P.E.I.farmerassistsinnear-eradicationofmethanefromcowfartswww.cbc.ca/news/canada/prince-edward-island/pei-cow-farting-1.3856202
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Activity3–TeacherBLM:AdaptationandMitigationGoalsCutthesegoalsintostripsandworkwithstudentstoassigneachtoeitheradaptationormitigation.
Improvetheabilityofanimalsandplantstothriveunderdifferentclimateconditions.
Buildresiliencetoextremeweatherandclimatechanges.
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Increasespecies’capacitytoadapt.
Cutdowngreenhousegasemissions.
Trapgreenhousegasemissions.
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Name: Date:
Activity3–StudentBLM:AdaptationorMitigation?What type of measure does each example below represent: adaptation or mitigation? Justify youranswer.
Adaptation Mitigation
Designatemoreforestsasprotectedareas.
Improveroads,bridgesandbuildingdesigntoresistweatherdamage.
Protecthomesandbuildingsfromflooding.
Investinwaystoabsorbrainwater,like«green»roofsandporousdriveways.
Promotewaterandenergyconservation.
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Name: Date:
Adaptation Mitigation
Investinorproviderebatesforenergy-efficientfridges,furnaces,and
appliances.
Promotecycling,walkingandtakingtransitasalternativestodriving.
Increasesourcesofrenewableenergylikewindandsolar.
Improveindustrialprocessestouselessenergyandmaterials.