Global Climate Change -
should we worry?
beginning the WebQuest, we recommend that the teacher and student spend time
learning how to use the
www. source evaluation. You may do this on your own. A perfect way to
practice evaluating is to use the
www. source evaluation form right after students view the DiCaprio film on
Global Climate Change. DiCaprioís website is
www.leonardodicaprio.org A website at the opposite extreme is
Green Myths on Global Warming-Debunked. You may use this
PowerPoint to demonstrate how to use the www.source evaluation form. You may also be more
comfortable having the Media Specialist at your school go through this
process. See your librarian to set up a time for the computer lab.
You have been provided two possible ideas to get your students hooked
into the material. The first hook is to view streaming video of
opposing viewpoints on the Global Climate Change issue. After the students
have watched both videos, present the following discussion questions:
What viewpoints about global climate change were given in the videos?
What bias, if any, was presented in the videos?
The second hook is to read over the two opposing viewpoint articles.
You can find a copy of these articles on the portal under the
Curriculum in K-12 Services. These articles are leveled for you.
High Level Articles:
"Benefits of Global Warming" "Global Warming is
Medium Level Articles: "Global
Warming is a Serious Threat" "Global Warming is Not a
Easy Level Articles: "Meltdown"
(Detrimental) "We Need To Cool It" (Interview)(Detrimental)
"Global Warming" (Not Occurring)
For other possible articles with glossary embedded you would like to try
instead, visit the following link:
NASA Articles - click
the atmosphere link
We are providing a glossary for you to use to help with possible
challenging vocabulary that your students may run into and can use as a
reference list. We are also providing a possible lesson plan or
reading strategy for running this hook.
When finished with the hook, have
students follow the instruction and screen shots to answer the survey
question and post possible discussion questions on the portal under your
high school. Here students will find the seven questions that are on
the introduction page and choose one. Students
to take the survey for their own high school, but can view survey results
for each high school and may
post a response on the all school discussion board regarding the results.
After students have taken the
survey, it is recommended that some
discussion and information about bias and loaded language be included to aid
in the next step. Here is a
lesson plan guide and resource list
to aid in this process.
Bias and POV Form
Hints for Detecting Bias
Article on Point of View
Article on Bias
Fight Global Warming
This page is designed to allow
further study of this topic. These extensions could be an extra credit
opportunity or an enhanced learning opportunity for gifted learners. The
book list could be utilized for a book study.
should be used when deciding whether students will work individually, in
groups, or a combination of the two. Some activities will be more effective
as an individual project while others are better suited as group
1. Place students in
groups of 3 or 4 to assign an organization to. Groups will need to
determine roles for each member using the roles provided on the page.
2. Students will first determine how their organization is able to
answer the following questions:
a. Is global climate change happening? What's the
b. What is the cause?
c. According to your expert, what will the next
10-50 years look like?
d. With which statement from the global climate
survey would your expert most agree?
3. Students will then decide where their expert would fit on the
continuum. Visit the
Curriculum in K-12 Services to find a copy of the
answer key for the continuum.
Students will determine the credibility of the site using the
www. source evaluation
form and the resources provided on the page. Visit the
Curriculum in K-12 Services to find copies of the
forms for each organization. Students should be prepared for the following:
a. Be able to place your expert on the Global Climate Change Extremes
b. Be able to address questions and/or criticism of your expert.
c. Be able to rate how reliable your expert is according to the WWW form.
Groups will create a PowerPoint presentation providing the information
discovered during the process. Before the students present the PowerPoint,
it would be valuable to spend time discussing
PowerPoint Guidelines and Presentation skills.
During each groupís presentation, students need to fill out the
note-taking chart. After the presentation, expect healthy debate over
different organizational opinions. This is expected and is part of the
learning process. It would be important to discuss appropriate ways and
times to present an opinion. In addition, after each presentation, the
class should decide where the organization belongs on the
After all of the presentations, students will visit the discussion board to
answer discussion questions, take the post survey and post replies to other
students. Follow the same instructions used to answer the pre-survey
8. The final step is to have the students go to the active
citizenship page, choose a role to participate in, and have students create
documentation of participation.
This page contains all of the
organization links that groups will be assigned. Here are the websites
listed by reading difficulty to better facilitate assigning groups.
Easy Middle Difficult
PEW Center -
Global Climate Change