AICE Environmental Management AS - Managing Climate Change Day 5

8. Managing Climate Change Day#5. Lesson plan

Effective Strategies for Teaching AICE Environmental Management: Climate Change and Its Impacts

As an AICE Environmental Management teacher, you’re constantly seeking ways to enhance your teaching methods and improve your students’ passing rates. One of the critical areas covered in the AICE Environmental Management syllabus is climate change and its impacts. To effectively teach these topics and ensure student success, incorporating task cards can be a game-changer. In this blog post, we’ll explore how to use task cards to review and manage climate change concepts, providing your students with a robust understanding of these essential topics.

Objectives

Review – Practice Questions
- 8.1 Climate change
- 8.2 The impacts of climate change
- 8.3 Managing climate change

Materials

Task Cards – Managing Climate Change
Practice Questions 1-4 page 331 – 333 (Coursebook)

Vocabulary

Describe: state the points of a topic / give characteristics and main features
Explain: set out purposes or reasons / make the relationships between things evident / provide why and/or how and support with relevant evidence
Evaluate: Judge the value or importance of something, providing both strengths and weaknesses.
Discuss: Offer a balanced review that includes arguments for and against a particular point.
Compare: Identify similarities and differences between two or more items.
Contrast: Focus on the differences between two or more items.

Bellringer

Bellringer#5
Alternative: Describe two management strategies that could manage climate change.

Lesson Outline

Instruction

Task Cards – Managing Climate Change
- Task cards are an effective tool to engage students in active learning, reinforce key concepts, and prepare them for the AICE Environmental Management exam. The task cards cover the essential topics from the syllabus, and each card has a clear, concise question or prompt that aligns with AICE style questions. Follow these steps to maximize the benefits of using task cards in your classroom:
  - You can sort the task cards into categories corresponding to specific syllabus sections, such as climate change, its impacts, and management strategies. This organization helps students focus on one area at a time, or, you can mix the sections up, to expose students to questions from all sections at once.
  - Inform students that task cards are a tool to review key concepts and practice exam-style questions. Emphasize that active participation will help them better understand the material and improve their exam performance.
  - Hand out task cards to students, either individually or in small groups. You can assign specific topics to different groups or let students choose their cards randomly.
  - Have students work on task cards individually. They can write their answers in notebooks or on separate answer sheets. Encourage them to take their time to thoroughly think through each question.
  - After individual work, pair students or form small groups to discuss their answers. This collaborative approach allows students to compare their responses, clarify doubts, and learn from each other.
  - Bring the class together to discuss the answers to selected task cards. Encourage students to explain their reasoning and provide evidence to support their answers. This discussion helps reinforce correct answers and address any misconceptions.
  - Organize a quiz game using task cards. Divide the class into teams and ask questions from the cards. Award points for correct answers and keep a scoreboard to make it competitive and fun.

Practice Questions 1-4 page 331 – 333 (Coursebook)

Exit ticket
- If you opt to have students complete their notes using the Student Guided Notes format during your lecture, then use the bellringer as the exit ticket activity in class.
- If you opt to have students complete their notes using the Student Guided Notes format at home (homework), then use the following exit ticket activity:
  - Review practice questions.