Climate Science, Decisions, and Perspectives

Outcome checklist

Alberta Program of Studies — tick each row when you can explain it without the slide.

• D-GO3-SO4

  By the end of this lesson you should be able to: Identify the potential effects of climate change on environmentally sensitive biomes (e.g., impact of a reduction in the Arctic ice pack on local species and on Aboriginal societies that rely on traditional lifestyles)

  Self-check: Without looking at your notes, give one example or explanation that shows you meet D-GO3-SO4.

• D-GO4-SO3

  By the end of this lesson you should be able to: Describe and evaluate the role of science in furthering the understanding of climate and climate change through international programs (e.g., World Meteorological Organization, World Weather Watch, Global Atmosphere Watch, Surface Heat Budget of the Arctic Ocean (SHEBA) project, The Intergovernmental Panel on Climate Change (IPCC); the study of paleoclimates and models of future climate scenarios)

  Self-check: Without looking at your notes, give one example or explanation that shows you meet D-GO4-SO3.

• D-GO4-SO4

  By the end of this lesson you should be able to: Describe the role of technology in measuring, modelling and interpreting climate and climate change (e.g., computer models, devices to take measurements of greenhouse gases, satellite imaging technology)

  Self-check: Without looking at your notes, give one example or explanation that shows you meet D-GO4-SO4.

• D-GO4-SO5

  By the end of this lesson you should be able to: 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)

  Self-check: Without looking at your notes, give one example or explanation that shows you meet D-GO4-SO5.

• D-GO4-SO6

  By the end of this lesson you should be able to: Assess, from a variety of perspectives, the risks and benefits of human activity, and its impact on the biosphere and the climate (e.g., compare the Gaia hypothesis with traditional Aboriginal perspectives on the natural world; identify and analyze various perspectives on reducing the impact of human activity on the global climate)

  Self-check: Without looking at your notes, give one example or explanation that shows you meet D-GO4-SO6.

• D-GO3

  Big idea: Relate climate to the characteristics of the world's major biomes, and compare biomes in different regions of the world

  Self-check: How does today's lesson connect to D-GO3?

• D-GO4

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

  Self-check: How does today's lesson connect to D-GO4?

Where this shows up later

• Unit A — Review chemistry: Climate links back to matter and energy in systems.

Glossary

IPCC

Key vocabulary for this lesson (IPCC). Use your class notes and the slide explanations to state it in your own words — Alberta Science 10 expects you to use this term correctly in context.

model

Key vocabulary for this lesson (model). Use your class notes and the slide explanations to state it in your own words — Alberta Science 10 expects you to use this term correctly in context.

perspective

Key vocabulary for this lesson (perspective). Use your class notes and the slide explanations to state it in your own words — Alberta Science 10 expects you to use this term correctly in context.

stewardship

Key vocabulary for this lesson (stewardship). Use your class notes and the slide explanations to state it in your own words — Alberta Science 10 expects you to use this term correctly in context.

biome

A large region with characteristic climate, plants, and animals.