Utilizing Multiple Intelligences in the Teaching of the Impacts of Climate Change on Water Ecosystems

The United Nation states, “Water is the primary medium through which we will feel the effects of Climate Change.” This chapter outlines the use of lesson activities utilizing multiple intelligences for the teaching of the impacts of climate change on water. The teaching focuses on aspects of the water cycle and how global warming is altering every stage of the cycle. The stages of the cycle including terms such as evaporation, condensation, sublimation, precipitation, transpiration, surface water runoff, and infiltration are introduced as part of the lesson activities. Each lesson activity is introduced with theory related to the focus of the activity. The lesson activities examine areas such as disturbances of the chemical and physical composition of surface and ground water due to climate change. Water demands impacted by both droughts and floods and changes in rainwater volumes are highlighted, with the use of microclimate rainwater data gathered by first-year students. The impacts of climate change on our water infrastructures such as drinking water supplies and wastewater treatment are also part of the theory of the lesson activities discussed. The use of multiple intelligences, namely, visual, logical, verbal, rhythmical, kinesthetic, interpersonal, intrapersonal, natural, and existential wonder, are demonstrated within the lesson activities. Freire’s philosophy giving every learner a voice in the learning space is also embedded in this chapter in line with Gardiner’s multiple intelligences theory. Inclusion in the learning space is one of the core strengths of multiple intelligences. This chapter highlights the importance and benefits of using multiple intelligences for the teaching of the impacts of climate change on water ecosystems.