4-6, Unit Seven: "The Peace Park: A Climate Laboratory"

Introduction & Teacher Background

The 1980’s was the second-warmest decade on record in most of the northern hemisphere. The 1990’s was the warmest. The past 5 years in 2000 have been the warmest yet.

The unusually warm weather has heightened public awareness of the apparent shift in the Earth's climate. Recent intensification of the greenhouse effect is cited as one possible cause for climatic change. The greenhouse effect has always been in place. It accounts for the warmth of our planet. During the latter part of the 1980s, the specter of human-caused global warming did receive considerable media attention. The resulting public outcry spurred Congress into action. Much of the monitoring and research related to atmospheric processes was already in place. What was lacking was the ability to predict the effects of global warming and other global climate changes (e.g. acidic precipitation and ozone depletion). More...


Activity 1: Climate Mime-it
Grades: 5-6
Methods: Students interpret and identify ecological concepts related to global warming, through the use of pantomime.
Time: 1 hour
Subjects: Language arts, earth science, meteorology

Activity 2: Predicting the Future
Grades: 4-6
Methods: Students identify the process by which scientists in W-GIPP are determing/predicting the short and long range effects of global climate change.
Time: Two 1/2 hour sessions, with research time between
Subjects: Language arts, scientific method

Activity 3: Puzzle it Out
Grades: 4-6
Methods: Students identify the components of Earth's climate system using a puzzle.
Time: 1-2 hours
Subjects: Visual arts, meteorology

Activity 4: Carbon Cycle Capers
Grades: 4-6
Methods: Students identify the cyclical relationship between carbon dioxide in the atmosphere and plants on earth which trap and store carbon.
Time: 1 hour
Subjects: Physical science, physical education, life science

Activity 5: Village Research
Grades: 6
Methods: Students utilize the process skills (observing, measuring, interpreting data, formulating hypotheses) and consider the importance of holistic thinking as it relates to the global warming issue. They will split into teams to collect data in the Waterton Townsite, Apgar Village , or St. Mary , and then join forces to interpret the data and formulate hypotheses.
Time: Two 1-hour sessions with research time between
Subjects: Social studies, language arts, science

Last updated: November 8, 2017

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