Province: British Columbia

Learning Objectives

Students will:
-Summarize information on topics concerning global climate change
-Present relevant information from their topic area to the class
-Synthesize information presented by fellow students
-Develop a comprehensive understanding of how climate change may affect British Columbia

Teaching Process

Part I
1. Explain to students that they will be given one piece of the jigsaw that, when placed together, provides a comprehensive explanation of the causes and effects of climate change.
2. Their job will be to summarize the information in their jigsaw piece and using their own words, present that information to the rest of the class. It is essential that the class understand their section as all the work hangs together to make a whole. They may use different media forms to create any diagrams or illustrations. They will have 5 minutes in which to make their presentation. The criteria for the presentation will be (5 marks total):
- Title stated and displayed - 1 mark
- The topic and big question clearly stated - 1 mark
- Minimum one diagram, graph or illustration. Must be neat and easy to read - 1 mark
- Information presented clearly - 1 mark
- All group members equally involved in presentation - 1 mark
3. Hand out the climate change journals. In these notebooks, students will create their summaries and take notes from other presentations. Students will be expected to hand in the journals at the end of the activity. Have students put the title, date and name on their notebooks immediately. Students will be marked on the presentation summaries in their journals. The criteria for the presentation summaries will be (5 marks total):
- Title and group members - 1 mark
- Summary of information
- What is the topic of this section - 1 mark
- What is the "big question" for this section - 1 mark
- Minimum two important pieces of information - 2 marks
4. Break students into 12 groups - one for each section of the map. Hand out map sections.
5. Students have 40 minutes to summarize the information in their piece, create their presentation and practice. Everyone must record their summary and an outline of their presentation in their journal.

Part II
1. Beginning with the group looking at the question, “Is Climate Changing?” students present their findings to the rest of the class. The other students must take notes in their journals during the presentation. Be sure the group presenting gives a clear title for their presentation and that students record it before the presentation begins. At the end of the presentation, encourage students to ask questions of the presenters, particularly for clarity of understanding and elaborating notes.
2. When all 12 sections have made their presentations, lead the class in a brief discussion of each of the 12 areas using the journals as a guide.
Let students know they will be receiving a set of questions to answer regarding the 12 sections and invite them to elaborate on their notes during the discussion. Tell them that at this point, the jigsaw should be complete and a picture should be clear in their mind regarding the causes and consequences of climate change.
3. Hand out the worksheet containing the 16 questions taken from the map. Have students complete them individually using their journals as their resource material.

Teachers Notes

This lesson plan was developed for use with the poster Temperature Rising developed to explore the impacts of climate change on southwestern British Columbia. The poster is
available from:
Geological Survey of Canada
101-605 Robson St.
Vancouver BC V6B 5J3
Telephone: 604 666 0529
Fax: 604 666 1124
E: Info-vancouver@gsc.nrcan.gc.ca

Assessment/Evaluation

-Use criteria given to mark group presentations
-Use criteria given to mark summaries in the climate change journals
-Collect worksheets and mark the 16 questions.
-The answers will be varied and often open ended but should demonstrate understanding of the issues.