The Disappearing Islands: Climate Impact Exploration

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The Disappearing Islands: Climate Impact Exploration

Grade 7Geography2 days

The 'Disappearing Islands: Climate Impact Exploration' project for 7th-grade geography students centers around understanding the impact of climate change on island nations. Through a series of activities, students investigate historical and contemporary changes, analyze major climate-related challenges, and develop evidence-based claims to propose solutions. The project includes interactive entry events, detailed portfolio activities, and a creative multimedia campaign, fostering skills in research, analysis, and advocacy. This inquiry-based approach culminates in students' enhanced understanding of climate change's effects on island geography and community, equipping them to advocate for meaningful change.

Climate ChangeIsland NationsGeographyResearchAnalysisAdvocacyInquiry-Based Learning

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How are island nations being impacted by climate change over time, and what evidence can we explore to understand and address these changes?

Essential Questions

Supporting questions that break down major concepts.

How have island nations changed over time due to climate change?
What are the major climate-related challenges faced by disappearing islands?
How can we evaluate the impact of climate change on the geography and community of island nations?
What evidence can we gather to understand the historical and current changes in island nations?
How does the context of climate change help us draw conclusions about its continuous impact on island geography?
How can the changes in island nations be connected to broader contemporary issues of climate change?
In what ways can understanding the continuity and change in island nations aid in making predictions or solutions for future challenges?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will understand how climate change has affected island nations over time, recognizing patterns and shifts.
Students will analyze major climate-related challenges faced by disappearing islands and consider their implications.
Students will evaluate the impact of climate change on the geography and communities of island nations using appropriate evidence.
Students will connect historical and contemporary changes in island nations to wider global climate issues.
Students will develop skills in using evidence and argumentation to make claims about the impact of climate change.

Teacher-Specified Standards

4.1

Primary

The student will recognize and evaluate continuity and change over time.Reason: This standard focuses on understanding and evaluating changes over time, which aligns with the project's objective of investigating how island nations have changed as a result of climate change.

4.2

Primary

The student will analyze the context and draw conclusions about continuity and change.Reason: This standard involves analyzing context and making conclusions about changes, which is essential in understanding the impact of climate change on island nations.

4.3

Primary

The student will investigate and connect continuity and change to a contemporary issue.Reason: Connecting historical changes to current climate change is a key inquiry of the project, matching this standard's aim.

4.4

Primary

The student will use their understanding of continuity and change to make a claim or advance a thesis using evidence and argument.Reason: Students will gather evidence and develop arguments to understand historical and current changes in island nations, aligning with this standard.

C3 Framework for Social Studies

D2.Geo.4.6-8

Secondary

Analyze relationships and interactions within and between human and physical systems to explain reciprocal influences that occur among them.Reason: This project examines the relationship between climate change (a physical system) and island nations (human systems), exploring how each influences the other.

Next Generation Science Standards

MS-ESS3-5

Supporting

Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.Reason: Understanding global temperature rise is critical to studying climate change impacts on island nations.

Entry Events

Events that will be used to introduce the project to students

Climate Scientist Surprise Guest

A live video call with a climate scientist working on-site in one of the disappearing islands. The scientist presents current research through visuals and shares personal stories about the island ecosystem and its community, prompting students to engage with questions and develop their ideas about continuity and change in climate issues.

Island Rescue Emergency Broadcast

An engaging multimedia broadcast is played in the classroom resembling a breaking news alert. The broadcast details a fictional scenario of an island facing immediate threats due to severe climate effects, calling for student 'task force' teams to 'rescue' the island with creative solutions.

Global Climate Change Exhibition

The classroom is transformed into a gallery featuring impactful images, graphs, and artifacts from disappearing islands. Students explore the exhibit, reflect on evidence, and post questions and ideas on interactive boards, leading to deep inquiry and creative thinking about global impacts of climate change.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Climate Change Detective

In this foundational activity, students will embark on a mission to become climate change detectives. They will research how specific island nations have been impacted by climate change over time by gathering and analyzing data and historical records.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose an island nation from the provided list affected by climate change.

2. Research the chosen island nation using online databases and resources.

3. Create a timeline highlighting significant climate-related events and changes experienced by the island nation over the last century.

Final Product

What students will submit as the final product of the activityA timeline graphic illustrating the key changes over time for a specific island nation affected by climate change.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Standard 4.1: Recognize and evaluate continuity and change over time.

Activity 2

Geographic Impact Journal

Students will delve deeper into the specific geographic changes that occurred in their selected island nation. They will maintain a journal detailing how climate change has reshaped the geography and environment of the island.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Map the current geography using satellite images and historical maps of the chosen island nation to observe changes.

2. Document changes in landforms, such as coastline erosion or alterations due to rising sea levels.

3. Reflect on the impact of these geographic changes on the island’s ecosystem and biodiversity.

Final Product

What students will submit as the final product of the activityA detailed journal including maps, images, and reflective entries on geographic transformations of the island.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Standard 4.2: Analyze the context and draw conclusions about continuity and change.

Activity 3

Community Connection Case Study

This activity focuses on understanding how climate-induced geographic changes have affected the communities living on the island. Students will compile a case study reporting on societal impacts and adaptations.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research community adaptations and responses to geographic changes through news articles, interviews, or documentaries.

2. Develop a case study detailing how the island community has adapted to changes and challenges over time.

3. Analyze how these community responses relate to and reflect broader trends in global climate issues.

Final Product

What students will submit as the final product of the activityA case study document outlining community responses and adaptations to climate change's geographic impacts.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Standard 4.3: Connect continuity and change to contemporary issue.

Activity 4

Island Nation Campaign

In this culminating activity, students will synthesize their research and insights to create an advocacy campaign. They will develop claims and use evidence to raise awareness or propose solutions for their island nation’s challenges.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Identify the most pressing climate change-related challenges faced by the island nation.

2. Gather evidence to support claims or proposed solutions addressing these challenges.

3. Design a multimedia campaign to present these claims and solutions, using posters, videos, or social media.

Final Product

What students will submit as the final product of the activityA multimedia advocacy campaign showcasing evidence-based claims and solutions for the island’s climate challenges.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Standard 4.4: Use understanding of continuity and change to make a claim or advance a thesis using evidence and argument.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Island Nations Climate Change Investigation Rubric

Category 1

Research and Content Understanding

Assesses the depth and accuracy of research conducted on the historical and current impacts of climate change on selected island nations.

Criterion 1

Research Depth

Extent and thoroughness of research conducted on the chosen island nation, including the use of diverse and credible sources.

Exemplary

4 Points

Utilizes a wide variety of credible sources, demonstrating sophisticated understanding and deep investigation into historical and current changes.

Proficient

3 Points

Uses multiple credible sources effectively to demonstrate a thorough understanding of the most significant changes in the island nation.

Developing

2 Points

Relies on limited sources, showing an emerging understanding of the changes impacting the island nation.

Beginning

1 Points

Uses minimal or non-credible sources, showing limited understanding of past and current changes.

Criterion 2

Content Accuracy

Accuracy and relevance of information collected regarding the island nation's climate-related changes.

Exemplary

4 Points

Provides completely accurate, detailed, and relevant information across all aspects of the research.

Proficient

3 Points

Presents accurate and relevant information, capturing most climate-related changes effectively.

Developing

2 Points

Some accurate information provided, but with noticeable gaps or less relevance.

Beginning

1 Points

Significant inaccuracies and missing information render understanding weak and inconclusive.

Category 2

Analysis and Critical Thinking

Evaluates the student's ability to analyze data, draw connections, and make inferences about the impact of climate change.

Criterion 1

Analytical Skills

Ability to analyze researched data to identify patterns, trends, and significant impacts of climate change.

Exemplary

4 Points

Demonstrates exceptional analytical skills, revealing deep insights into patterns and interconnections of climate change impacts.

Proficient

3 Points

Shows solid analytical skills, clearly identifying important trends and impacts.

Developing

2 Points

Exhibits basic analytical skills, with a few connections drawn between climate change impacts and evidence.

Beginning

1 Points

Limited analysis and difficulty identifying relevant patterns or connections in the data.

Criterion 2

Conclusion and Inference

Ability to draw logical conclusions and make justified inferences from the research conducted.

Exemplary

4 Points

Draws clear, logical, and well-supported conclusions that reflect deep insight into the researched topic.

Proficient

3 Points

Develops logical and supported conclusions, demonstrating a good understanding of the material.

Developing

2 Points

Conclusions are attempted but lack full support or clarity in their logical connections.

Beginning

1 Points

Conclusions are weak, unclear, or unsupported by the data presented.

Category 3

Evidence-based Argumentation

Assesses the use of evidence in crafting arguments and supporting claims regarding climate change impacts and solutions.

Criterion 1

Use of Evidence

The ability to effectively use evidence to support arguments and claims about climate change impacts.

Exemplary

4 Points

Employs rigorous and varied evidence to construct compelling, well-supported arguments.

Proficient

3 Points

Utilizes relevant evidence to create strong arguments that are generally well-supported.

Developing

2 Points

Presents some evidence, but arguments lack consistent support or clarity.

Beginning

1 Points

Minimal use of evidence, resulting in arguments that are weak or unsubstantiated.

Criterion 2

Argument Clarity

Clarity and coherence of arguments presented in connecting climate change evidence to global issues.

Exemplary

4 Points

Presents arguments in a highly coherent, logical, and engaging manner, clearly linking evidence to global issues.

Proficient

3 Points

Demonstrates clear and logical arguments with appropriate links to broader issues.

Developing

2 Points

Arguments show basic logic, but with fragmented or unclear connections to broader issues.

Beginning

1 Points

Arguments lack clarity or logical coherence, with little connection to global issues.

Category 4

Creativity and Problem Solving

Evaluates the student's creativity in problem-solving and proposing solutions to the challenges faced by island nations.

Criterion 1

Creative Solutions

Innovativeness and viability of the solutions proposed to address climate change impacts.

Exemplary

4 Points

Proposes highly creative, innovative, and well-considered solutions that are both feasible and impactful.

Proficient

3 Points

Suggests practical and well-reasoned solutions reflecting clear understanding and insight.

Developing

2 Points

Offers basic solutions with limited innovation or depth.

Beginning

1 Points

Solutions lack innovation and feasibility, showing minimal creativity and insight.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflect on the entire learning journey of investigating the impact of climate change on island nations. How has your understanding of continuity and change evolved throughout this project?

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Question 2

Throughout this project, you explored the geographic and societal impacts of climate change on island nations. How effectively did the activities (Climate Change Detective, Geographic Impact Journal, Community Connection Case Study, Island Nation Campaign) support your learning about these impacts?

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Question 3

How did the inquiry-based approach of this project (starting with a driving question and exploring essential questions) contribute to your understanding of climate change's impact on islands?

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Question 4

What are the most significant insights or understandings you gained about climate change and its impact on island nations?

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Question 5

The project culminated in designing a multimedia campaign to address climate challenges faced by island nations. How did developing this campaign strengthen your understanding of the issues and your ability to advocate for change?

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Question 6

If you were to continue exploring this topic, what further questions would you investigate, and what resources or methods would you use?

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