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In this sub-topic we explore what can be done to reduce the causes of climate change (mitigation) and what can be done to prepare societies to cope with the effects of climate change, managing the impacts (adaptation). Students need to be able to discuss two mitigation and two adaptation strategies.The actions supporting mitigation can occur at various levels from local to global and we will explore...
On this page you will find a summary of the international approach that has been take to tackle Global Warming and Climate Change. The detail is greater than is needed now for the ESS 2017 syllabus but it is useful to remember where the process started and the challenges and successes that have been made along the way. This relates to the very last part of subtopic 7.3 when students are expected to...
It sometimes helps to look at specifics. I asked my students to research the adaptation strategies connected to the countries they had researched for the Impacts assignment 7.2 Impacts of Climate Change Case Studies . They had 20 minutes plus homework to do this and then we had a round table discussion about the strategies. I moderated the discussion, checking for understanding and drawing out general...
Here is an activity to help understand the mitigation of climate change. Students should review the slide show showing different mitigation strategies then rank the strategies by cost, ease and effectiveness.They should then use a chalk and talk approach to discuss which two activities would be most effective in a named society and which would not.
With so many resources on the internet, sometimes it can seem like an overwhelming task to select the best ones to use when you are being observed. My most recent lesson was rating outstanding so if you are struggling for a starting point these resources may be of some use. I wished to challenge my students understanding of the idea of tropic cascades so combined two of the most original and high quality resources in one lesson, namely the HHMI resources on trophic cascades and the short Sustainable human video "How wolves change rivers"
Guiding Students through the Independent InvestigationIt is important to keep the independent Investigation to a scale which is doable in the ten hours allocated. This is a relatively simple investigation and not an Extended Essay. There are similarities but keep this "doability" in mind. The students should be able to complete the lab work / surveys in about 3-5 hours. During my piloting...
The Hydrological CycleIn this short introduction to water systems, we will learn about the hydrological cycle as a system, identifying stores and flows in the system and how humans impact the system. The next part of this topic is how ocean circulation systems work. There are three hours allocated to this sub-topic which includes this page and 4.1 Ocean Currents . There is a significant amount of...
This section of the site is aimed at new teachers to ESS but there may be something for everyone.How you approach the design of your ESS course is very personal and will depend on many factors including your own strengths, your location and the constraints or opportunities you have at your school.ESS is currently only offered at SL due to a technical IB rule which applies to interdisciplinary courses...
Conservation of BiodiversityAfter the previous sub-topic this is an opportunity to fill the students with possibilities and good news stories. Of course it isn't all good news and students need to learn to critically analyse the information. A key element to this sub-topic is the ability to debate the approaches of habitat versus species conservation strategies. These allow environmental value...
Accessing Fresh WaterIt is important to contrast why different locations may be suffering from the challenges of access to fresh water. Freshwater is unequally distributed around the world (some areas are dry and others, wet) but it is also inequitably available (does it matter if you are rich or poor for your access to water?). Some locations will suffer from both problems.Goal 6 of the UN's...
As a first-year ESS teacher, this website has helped me immensely. In particular, I have been able to see the course more holistically and can map out which topics can be taught together. The time I have spent lesson planning has been significantly reduced...
I really love that you have so many activities and video that would engage in classes. All the teaching material are ready to use; and the tests and annotated marking of works are super helpful!
Very comprehensive overview of the course. As an experienced ESS Teacher, it was still useful to see new/additional resources and to have everything in a resource. I have used InThinking for IB DP Chemistry before and do use it regularly as a teacher....
17 April 2019
It is an immense privilege to teach this course but it also has many challenges. Students may choose it because they "hate" science, some may... more
13 May Laura Hamilton
Student AccessHi Regina After you log in, click on your name from the drop down menu and access groups from there. The "group" icon on this page is just a picture.
12 May Regina Katz
Student AccessHi- I am trying to click on the 'groups' icon- but it does not allow me.
2 May Laura Hamilton
4.3 Sustainable AquacultureThanks Sarah Ann, I've changed it.
1 May Sarah Ann Shea
4.3 Sustainable AquacultureDan Barbour is a chef, a much-recognized one from Tarrytown, NY, USA. Not a comedian despite being funny.