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Activity 3: Adaptation and Mitigation

SummaryInthisactivity,studentscollaboratetodefineandidentifytheconceptsofadaptationandmitigationastheypertaintoclimatechange.Duration:60to75minutesLearningoutcomesAfterparticipatingintheactivity,studentswillbeableto:• Defineanddifferentiatetheconceptsofadaptation

andmitigationastheypertaintoclimatechange,• Identify examples of adaptation and mitigation

measures,and• Discuss the importance of using both adaptation

and mitigation measures to fight against climatechange.

CompetencyoutcomesDuring this activity, students will develop or improvetheseabilities:• Collaboration• Inference• Research• Criticalthinking

Set-upandmaterials

q Computer,tablet,ordictionary(oneperteam)q ColourprintoutoftheAdaptationandMitigationGoals,cutintostripsq CopiesoftheAdaptationorMitigation?studentworksheetq CopiesoftheClimateChange:AdaptationandMitigationinfographicq AdaptingtoOurChangingClimateinCanadaposter

Tip:CheckoutNaturalResourcesCanada’snewposter,AdaptingtoOurChangingClimateinCanada.Itwillhelpyoulearnmoreaboutourchangingclimate,theimpactsit’shaving,andhowCanadiansareadapting.Requestyourcopyusingtheonlineorderformorbycalling1-800-387-2000(Product#M174-13/2016).Alternatively,youcandownloadtheweb-accessibleversion.

Whattodo

1. FollowingtheConceptualMapactivity,launchthediscussiononadaptationandmitigationbywatchingthevideocapsulecalled“Climatechangeadaptation:It’stimefordecisionsnow”(GIZonline)atwww.youtube.com/watch?v=FO46sPwm4xk.

2. OntheblackboardorSmartBoard,write“AdaptationMeasures”(ononeside)and“MitigationMeasures”(ontheotherside).

Brainstormingphase:Askstudentsiftheyknowwhatthesewordsmean(synonyms,resemblances)andwritetheirideasundereachheading.

Researchphase:AskstudentstofindtwoorthreewordsrelatedtotheseconceptsusingtheInternetorthedictionary.

Validationphase:Synthesizetheresultsandworkwithstudentstodefinetheconcepts.

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3. Providestudentswiththefollowingexamplesofadaptationmeasuresandmitigationmeasureswithrespecttobiodiversityandnature.Workwithstudentstorefinetheirdefinitionsfurther.

Adaptationmeasures:- Revisebuildingcodetoensureflood-resistantbasements.- Protect,revegetate,andstabilizesanddunestoreduceerosion.- Flyfuelintomines(costingminingcompaniesmillionsofdollars)togetaroundshortenedwinterroad

season.

Mitigationmeasures:- Replacefossil-fuel-basedenergywithrenewableenergysourceslikewindandsolar.- Plantmillionsoftreestoabsorbandtrapcarbondioxidefromtheatmosphere.- Feedcattleseaweedinsteadoftraditionalhayandgrainstoreducethemethanecontentofcowbelching

andflatulence.

4. Asawhole-classactivity,askstudentstohelpyouclassifytheAdaptationandMitigationGoalsaseither“Adaptation”or“Mitigation.”

5. HandouttheAdaptationorMitigation?studentworksheet.

6. Assigntwomeasuresperpairofstudentsandaskthemtojustifywhethertheyfallunder“Adaptation”or“Mitigation.”

7. Askeachpairtojoinanothergrouptocompareanswers.

8. Asaclass,decidewhereeachexampleshouldbeclassifiedandwhy.HandouttheClimateChange:AdaptationandMitigationinfographictocompareanswers.

Tip:YourclassanswersmayvaryfromtheClimateChange:AdaptationandMitigationinfographic.Theimportantpartforassessmentpurposesisthatstudentsareabletojustifytheirchoicebasedonthegoalsofadaptationandmitigation.

Extension

• ReturntotheMindMapactivity(p.16)andaskstudentstoassignadaptationstotheirconsequences.

• Somestudentsmayhaveexperiencedclimatechangeimpacts,largeorsmall(e.g.,recurrentflooding;earlierspringsmeltruns).Theymayalsohavewitnessedadaptationmeasures(e.g.,theirvillagemayhavebeenrelocated;theymaynowgosmeltfishingearlierintheseason).Tapintoanyfirst-handknowledgeandmakeconnectionstotheirlivesoutsidetheclassroombyinvitingstudentstosharetheirstories.

• Whenitcomestoadaptationormitigation,discusswhetheroneismoreimportantthantheother.Aretheresomemeasuresthataddressbothatthesametime?

• Discusshowthefollowingmightbebarrierstoclimatechangeadaptation:o Short-termthinkingo Usinguncertaintyasareasontodonothingo Unrealisticoptimism

Foramoredetaileddiscussiononthistopic,seetheNaturalResourcesCanadareportCanadainaChangingClimate:SectorPerspectivesonImpactsandAdaptation,p.273–74.

• Readthefollowingarticleandjustifywhetherthisisanexampleofadaptationormitigation:P.E.I.farmerassistsinnear-eradicationofmethanefromcowfartswww.cbc.ca/news/canada/prince-edward-island/pei-cow-farting-1.3856202

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Activity3–TeacherBLM:AdaptationandMitigationGoalsCutthesegoalsintostripsandworkwithstudentstoassigneachtoeitheradaptationormitigation.

Improvetheabilityofanimalsandplantstothriveunderdifferentclimateconditions.

Buildresiliencetoextremeweatherandclimatechanges.

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Increasespecies’capacitytoadapt.

Cutdowngreenhousegasemissions.

Trapgreenhousegasemissions.

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Name: Date:

Activity3–StudentBLM:AdaptationorMitigation?What type of measure does each example below represent: adaptation or mitigation? Justify youranswer.

Adaptation Mitigation

Designatemoreforestsasprotectedareas.

Improveroads,bridgesandbuildingdesigntoresistweatherdamage.

Protecthomesandbuildingsfromflooding.

Investinwaystoabsorbrainwater,like«green»roofsandporousdriveways.

Promotewaterandenergyconservation.

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Name: Date:

Adaptation Mitigation

Investinorproviderebatesforenergy-efficientfridges,furnaces,and

appliances.

Promotecycling,walkingandtakingtransitasalternativestodriving.

Increasesourcesofrenewableenergylikewindandsolar.

Improveindustrialprocessestouselessenergyandmaterials.