Climate Change

 

This project fits into the Grade 10 curriculum, Unit D: Energy Flow in Energy Systems. It combines many of the outcomes listed in the Grade 10 Program of Studies, including (but not limited to): 

 

 

Outcomes for Science, Technology and Society (STS) and Knowledge 

 

Describe how the relationships among input solar energy, output terrestrial energy and energy flow within the biosphere affect the lives of humans and other species

• explain how climate affects the lives of people and other species, and explain the need to

  investigate climate change 

• describe and explain the greenhouse effect, and the role of various gases—including methane,

  carbon dioxide and water vapour—in determining the scope of the greenhouse effect 

•  

 Relate climate to the characteristics of the world’s major biomes, and compare biomes in different regions of the world 

• identify the potential effects of climate change on environmentally sensitive biomes 

 Investigate and interpret the role of environmental factors on global energy transfer and climate change

• investigate and identify human actions affecting biomes that have a potential to change climate (e.g., emission of greenhouse gases, draining of wetlands, forest fires, deforestation) and critically examine the evidence that these factors play a role in climate change (e.g., global warming, rising sea level(s)) 

• identify evidence to investigate past changes in Earth’s climate 

• describe and evaluate the role of science in furthering the understanding of climate and climate change through international programs 

• describe the role of technology in measuring, modelling and interpreting climate and climate change

• describe the limitations of scientific knowledge and technology in making predictions related to climate and weather (e.g., predicting the direct and indirect impacts on Canada’s agriculture, forestry and oceans of climate change, or from changes in energy transfer systems, such as ocean currents and global wind patterns)

• assess, from a variety of perspectives, the risks and benefits of human activity, and its impact on the biosphere and the climate  

​

Skill Outcomes  

 

Students will:

Ask questions about observed relationships, and plan investigations of questions, ideas, problems and issues 

 

Conduct investigations into relationships between and among observable variables, and use a broad range of tools and techniques to gather and record data and information

 

• compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data (e.g., organize data to prepare climatographs for comparing biomes)

• use library and electronic research tools to collect information on a given topic ​

• compile and display, by hand or computer, evidence and information in a variety of formats,

  including diagrams, flow charts, tables, graphs and scatterplots

Analyze data and apply mathematical and conceptual models to develop and assess possible solutions

• state a conclusion based on experimental data, and explain how evidence gathered supports or refutes the initial hypothesis (e.g., summarize an analysis of the relationship between human activity and changing biomes)

• propose alternative solutions to a given practical problem, identify the potential strengths and weaknesses of each, and select one as the basis for a plan ​

 

 

• Work as members of a team in addressing problems, and apply the skills and conventions of science in communicating information and ideas and in assessing results

  • select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to

    communicate ideas, plans and results (e.g., use appropriate scientific (SI) notation, fundamental

    and derived units, significant digits)

  • synthesize information from multiple sources or from complex and lengthy texts, and make inferences based on this information (e.g., use integrated software effectively and efficiently to produce work that incorporates data, graphics and text)

  • identify multiple perspectives that influence a science-related decision or issue (e.g., consult a wide variety of electronic sources that reflect varied viewpoints and economic, social, scientific and other perspectives on global warming and climate change)

  • develop, present and defend a position or course of action, based on findings (e.g., a strategy to reduce greenhouse gas emissions caused by the transportation of people and goods) 

​​