D3.1 describe the principal components of Earth’s
climate system (e.g., the sun, oceans, and the
atmosphere; the topography and configuration
of land masses)
D3.2 describe the natural greenhouse effect, its
importance for life, and the difference between
it and the anthropogenic greenhouse effect
D3.3 describe how heat is transferred and stored
in both hydrospheric and atmospheric heat sinks
D3.4 identify different greenhouse gases (e.g., carbon
dioxide, methane, water vapour, nitrous
oxide), and explain how they are produced naturally
in the environment
D3.5 describe methods by which greenhouse gases
are produced by humans (e.g., burning of biomass,
chemical reactions involving pollutants)
D3.6 identify the natural and human causes of
climate change in the world and, in particular,
how Canada contributes to climate change
D3.7 identify indicators of global climate change
(e.g., changes in: the mass of glacial and polar ice,
sea levels, wind patterns, global carbon budget
assessments, migratory patterns of birds)
Skills of Investigation & Communication
D2.1 use appropriate terminology related to Earth’s
dynamic climate, including, but not limited to:
anthropogenic, atmosphere, carbon footprint, carbon
sink, climate, greenhouse gases, hydrosphere, and
weather [C]
D2.2 investigate the principles of the natural
greenhouse effect, using simulations, diagrams,
and/or models, and compare these principles to
those of an actual greenhouse [PR, AI]
D2.3 use a research process to investigate a source
of greenhouse gases (e.g., decaying garbage,
animal digestive processes, burning biomass)
and its effect on a region of Canada (e.g., melting
of the polar ice cap in the Arctic, shrinking
of glaciers in the Rockies) [IP, PR, AI]
D2.4 conduct an inquiry to determine how different
factors (e.g., an increase in surface temperature,
an increase in water temperature) affect global
warming and climate change [PR]
D2.5 investigate their personal carbon footprint,
using a computer simulation or numerical data
(e.g., determine carbon emissions that result
from their travelling to school, work, and recreation
venues; from vacation travelling; from
buying products imported from distant countries),
and plan a course of action to reduce
their footprint (e.g., a plan to increase their use
of bicycles or public transit; to eat more local
foods) [PR, AI, C]
D2.6 compare different tools or systems used by
scientists to make informed decisions on global
climate change (e.g., Ecoregions of Canada, bioclimate
profiles) [PR, AI]
D2.7 compare different perspectives and/or biases
evident in discussions of climate change in
scientific and non‑scientific media (e.g., with
reference to knowledge, beliefs, and/or values) [PR, AI]
The Old Weather Unit Material
Weather climate, what's the difference?
What do meteorologist measure and track when studying or predicting weather.
Such as temperature, air pressure, wind speed & direction, humidity etc.
Heat flow: radiation, convection, & conduction in fluids and solids
Layers of the atmosphere
Air masses and fronts
Winds; global and local
Seasons, what causes them and the sun's energy
Cloud types (3 basic types) and formation (3 methods)
Ocean currents and weather effects
Types of precipitation and humidity - dew point
Reading a weather map (3 types)
recognizing and interpruting the symbols.