The Impact of Climate Change on the Arctic: Positive or Negative?
Lesson Overview
After watching the television program L’Arctique, on the French-language CBC program 5/5 in February 2007, (available on the Société Radio-Canada Internet site), students will be asked to defend their opinion about the effects of climate change on the Canadian Arctic. They will have to draw the Northwest Passage on a map, locate the various Canadian cities and other locations mentioned in the program on a blank map, and obtain background information about the impact of climate warming on the Arctic by consulting the Canadian Atlas online. This research will provide them with the information they need to develop their opinions and explain to the class their hypotheses on the effects of climate warming on the people, land and trade in this part of Canada. This will be followed by a debate about whether warming will have a positive or negative impact on the region.
Grade Level
Second cycle – (secondary 3, 4, 5)
Time Required
Two periods of approximately seventy-five minutes each.
Curriculum Connection (Province and course)
Quebec, French-language program, second cycle secondary, linked to the following areas: society (geography and history) and science and technology. Cross-curricular competency on the use of ICTs.
Link to Canadian National Geography Standards
Essential Element #1 (Grades 9-12) – Environment and Society
· Climate warming and its foreseeable impacts on plants, wildlife and people in 2050 in the Canadian Arctic: Assessment of the advantages and disadvantages.
Essential Element #6 (Grades 9-12) – Using Geography
· Making use of the content and tools produced by various government agencies.
Geographic Skills #1 (Grades 9-12) – Asking Geographic Questions
· Using analysis, synthesis, evaluation and explanatory processes to interpret information from a variety of sources
· Understand Territorial Organization: Linked to the disciplinary competencies of the 1stcycle geography program.
Links to Canadian National Geography Standards (continued)
Geographic Skill #3 (Grades 9-12) – Organizing Geographic Information
· Use a variety of media to create and organize comprehensive summaries of geographic information.
Geographic Skill #5 (Grades 9-12) – Answering Geographic Questions
· Formulate extrapolations based on the results of specific research related to geographic topics.
Principal Resources
· The French-language CBC program 5/5 broadcast in February 2007, entitled L’Arctique, which is available at the Radio-Canada site [French only] at the following URL or by clicking on the links below:
1. www.radio-canada.ca/actualite/v2/5%5Fsur%5F5/niveau2_liste147_200702.shtml#
2. [Le reportage de Dominique Fournier, Kathleen Royer et Patricia Dallaire]
Note: If the Radio-Canada report is temporarily unavailable, a different article or audiovisual program related to the theme may be used. The purpose here is to build prior knowledge about the climatic and geopolitical situation in the Arctic from the standpoint of long-term climate change. The process is explicit enough to include any documents related to the main theme having to do with the geopolitical perspectives related to climate warming in the Canadian Arctic.
· The Online Canadian Atlas at www.canadiangeographic.ca/atlas/
- Themes: Canada in 2050
- Our Country: The Arctic and the Taiga
- The Land: Water Resources
· Climate Maps:
http://atlas.nrcan.gc.ca/site/english/maps/environment/climate/snowcover/snowdepth
· The Impact of Warming:
- Coastal Zones:
http://atlas.nrcan.gc.ca/site/english/maps/climatechange/potentialimpacts/coastalsensitivitysealevelrise
- River Regions:
http://atlas.nrcan.gc.ca/site/english/maps/climatechange/potentialimpacts/sensitivityriverregions
Additional Resources Available on the Internet
· http://www.ec.gc.ca/climate/overview_canada-e.html
· http://www.greenfacts.org/fr/dossiers/changement-climatique/n-3/rechauffement-planete-5regions.htm#polar
Main Objective
The main objective of the lesson is to defend a point of view (whose main point is the result of scientific research).
Learning Outcomes:
At the end of the lesson, students will be able to:
· Use online resources more effectively
· Develop hypotheses about the impact of climate change
· Analyze data from various sources
· Clearly and concisely defend a point of view
· Present a summary of the research carried out in writing that could also be adapted for an oral classroom presentation.
Lesson
The lesson requires that the students use the online Canadian Atlas Web site.
TEACHER ACTIVITY / STUDENT ACTIVITYIntroduction / View the 5/5 program (15minutes) / · Each student takes notes
· The information is transferred to previously printed blank maps handed out to the students.
Lesson Development / · Divide the classroom into work teams instructed to develop hypotheses about the advantages and disadvantages of a rise in temperature in the Canadian Arctic
· Pooling of information (1015minutes)
· Assign areas to be studied to the various teams and suggest additional sites to be consulted
· Distribute a work plan and marking plan
· Suggest that the students use the Canadian Atlas Web site at: www.canadiangeographic.ca/atlas/
· Consult articles and maps on the thematic atlas site – the themes are:
- Canada in 2050
- Our Country: The Arctic and Taiga
- The Land: Water Resources. / · Develop hypotheses
· Group discussion
· Summary of team hypotheses
· Check hypotheses by reading about them
· Divide up the work within the groups
· Read information about the impact of climate change on coastal areas, land, rivers, plants, wildlife and humans in the Canadian Arctic
· Take notes
· Pool the information
· Analyze the data and develop a position
· Organize the information and write a text for use in a PowerPoint presentation
· Add maps and other features
· Anticipate arguments against and prepare a plan for rebutting these arguments
· The teams present the work
• Assessment and self-assessment.
Conclusion / · Review and assess the presentations. / · Presentation of the work by team – 5-7minutes per team
· Assessment and self-assessment.
Lesson Extension
The students could write an information or opinion article about the impact of the climate.
Assessment of Student Learning
Self-assessment and peer assessment of the quality of the facts reported, the variety of sources used, the visual presentation and the quality of the language used.
The Canadian Atlas Online 1
Canadian Council For Geographic Education February 2007