We are so excited you are joining us for our Climate Control field trip experience.
Please find below pre- and post-learning activities and prompts to use with your students, connected to the Experiential Learning Cycle, as well as custom curriculum documents that take a deep dive into the many subject areas you and your students can continue to explore!
Please use the following curriculum supports and adapt them as best suits your students and curriculum expectations. so that the learning from this field trip continues beyond your field trip experience!
For more information, please visit: https://www.e2adventures.com/educational-approach !
Pre- and Post-Experiential Learning Activities
Preparing for your Trip:
- Prepare to use Slido
- Activate student’s prior knowledge. Allow students the opportunity to brainstorm independently and then in small groups. Highlight key terms that may arise (e.g. atmosphere, climate change, greenhouse gas, carbon emissions, etc)some text
- What is greenhouse gas? Where does it come from? Why does it matter?
- How much pollution is too much? Who decides?
- Do we need local or global information about greenhouse gases? Why?
If student questions arise, note them down, as they may be addressed during the live trip!
After the Field Trip:
Students need the opportunity to reflect on the experience to process their learning. Consider using some of the following reflection prompts. This can be done in a class journal or in small groups.
Why is the monitoring of greenhouse gases important? How does it impact your life today? How will it impact your life in the future?
Today you had a chance to meet experts at work, which job/company would you most want to work for/have? Why? Which would you be least interested in, and why?
If you were making a short social media post about your learnings from today’s trip, what is the most important thing for youth to know about monitoring greenhouse gases from space?
This is also a great opportunity to make some more specific connections to your curriculum:
Geography: How data about carbon emissions provide information about how humans interact with the environment?
Environment: How can data about greenhouse gasses be used by governmental and non-governmental agencies to make decisions?
Earth and Space Science: How have Canadians contributed to the development and use of emission monitoring technology?
Technology: How has technology helped and harmed the global climate?
This is where students can take a deeper dive into a subject area of interest to them that can be connected to your curriculum. Listed below are some general prompts or potential inquiry questions/ideas.
External Links and Activities to Tr
Note: These links and their content are not monitored by E2.
Decoding Carbon Challenge: Students will work through a variety of sources to learn about climate change, as well as Canada’s role in creating policy on carbon emissions. They will then work to draft their own policy for Canada.
CO2 Trends with Python: In this lesson plan from Canada Learning Code , learners will use Python and the Pygal graphing library to visualize data about one of the most important issues facing our country: greenhouse gas emissions and their relation to climate change.
Empowering Learners in a Warming World: An inquiry guide on various themes. Each inquiry theme will begin by presenting background information for teachers about the specific subject matter in relation to climate change and give an overview of the associated risks and trends.
Design a Solar Powered Invention: Following this Tinkercad challenge students will learn to take 2D sketches and turn them into 3D designs! The teacher guide will help guide educators and their students through the invention process with handouts and opportunities for reflection and feedback throughout the design process!
Engineering Design Process Challenge: Students can use the template provided to identify the big ideas/issues from the trip. Students can then work their way through the template to engage in the Design Thinking process to address an issue connected to the trip in their community.
Products Made From Oil & Natural Gas: Search by product category to see a list of petroleum-based products we use every day. Start by brainstorming with your students, and then open the list to see which products they missed. They might be surprised to see just how many everyday items are produced with oil!
A Day in the Life: You are living 20 years in the future. Using information from current-day experts, how has our monitoring of environmental issues impacted human behaviour, laws and government policies?
Connect the Dots: Pick three big questions from the mind map or create your own and work to explain how different ideas are connected and impact each other. *Educators may wish to have students focus on questions from their curriculum area and can use the colour coding to help guide inquiries*
On the Job: Pick a career connected to either satellite technology or greenhouse gases/the environment that may be of interest to you. It does not have to be a career explored on the trip. What attracts you to this career? What is a possible pathway toward this career? (Be specific and include possible secondary and post-secondary courses, workplace experiences or apprenticeships that may help.) What skills are needed to be successful? Which of these skills do you possess? Which will you need to work on?
