Notes

 

 

Global Climate Change -

should we worry?

 

 

George Marshall Institute

Global Climate Change

Heartland

 

Introduction:

Before 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:

1)      What viewpoints about global climate change were given in the videos?

2)      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 Earth/Space Curriculum in K-12 Services.  These articles are leveled for you.

High Level Articles:      "Benefits of Global Warming"    "Global Warming is Detrimental"

Medium Level Articles:    "Global Warming is a Serious Threat"    "Global Warming is Not a Serious Threat"

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.  Glossary      Lesson plan

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 need 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.

Lesson Plans                                                                             Notes               

Bias and POV Form                                                                  Hints for Detecting Bias

Article on Point of View                                                          Article on Bias

 

Up
Standards
Learners
Notes
Resources

NCPA

NOAA

NOVA

NRDC

Why Files

Fight Global Warming

Extension:

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. 

Citizenship:

Teacher discretion 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 activities.    

Evaluation:

Use the following link to save your own electronic copy of the rubric to use.

Rubric   Individual Rubric

Process:

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 evidence?

    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 change survey would your expert most agree?

3.  Students will then decide where their expert would fit on the continuum.  Visit the Integrated Science Curriculum in K-12 Services to find a copy of the answer key for the continuum.

4.  Students will determine the credibility of the site using the www. source evaluation  form and the resources provided on the page.  Visit the  Integrated Science 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 Continuum.

    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.

5.  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.

6.  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 scatter-plot.

7.  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 question.

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.

Task:

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

EPA

Science Museum

Woods Hole Research Center

PEW Center - Global Climate Change 

Ocean Climate Change Institute