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Global Warming or Climate Change

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Abstract: While most scientists agree that the Earth's temperature is rising, not all agree that man has contributed to that warming. Rather, some think that the Earth is experiencing a climate change much like those created during the Ice Age. Others feel the situation is so dire that if steps are not taken quickly, within ten years it will be too late to change the course of the warming. This unit does not choose a side, but rather presents the facts to students who will soon be voting on issues that will affect not only the warming issue, but also our lives economically.

Students will study the issue with the aid of graphic organizers and an outline. Then they will present their learning in an activity/project of their or the teacher's choosing.

Graphic organizers included are the following:

·Unit Plan
·Introduction to the Unit
·Global Warming/Climate Change Outline
·Global Warming/Climate Change Cause - Effect Chart
·Know/Like to Know/Learned Chart
·What I can Do to Help Chart
·Planning Chart
·Rubric
·Web Sites
Total Pages
Answer Key
N/A
Teaching Duration
2 Weeks

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On  November 10, 2012,  Buyer said:
Thanks!
On  November 10, 2012Jeanne Guthrie answered:
You're so welcome; I hope it helps when you teach. I must ask, did it come to you okay? One person had trouble down-loading the unit. If you had trouble let me know, and I'll see that you get a copy.
Jeanne
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On  November 4, 2012,  Buyer said:
I cannot download this presentation. I have PowerPoint on my computer, but I've tried to download this document twice and it just appears as text gibberish. Very disappointed. Need to find out how to get a refund if I cannot download the product!
On  November 4, 2012Jeanne Guthrie answered:
I'm so sorry; I really don't know what could have happened. I'll try to put it in here: Not all of it copied, send me your email address and I'll send you the work pages.
rjguthrie@kc.rr.com

Lesson Plan Title: Global Warming/Climate Change?

Abstract: While most scientists agree that the Earth’s temperature is rising, not all agree that man has contributed to that warming. Rather, some think that the Earth is experiencing a climate change much like those created during the Ice Age. Others feel the situation is so dire that if steps are not taken quickly, within ten years it will be too late to change the course of the warming. This unit does not choose a side, but rather presents the facts to students who will soon be voting on issues that will affect not only the warming issue, but also our lives economically.

Students will study the issue with the aid of graphic organizers and an outline. Then they will present their learning in an activity/project of their or the teacher’s choosing.

Grade Band: 4-8

Estimated Lesson Time: 8 Class Periods

Standards and Objectives: These are found in the following unit plan, using the format presented in Integrating Differentiated Instruction + Understanding by Design by Carol Ann Tomlinson and Jay Tighe, Association for Supervision and Curriculum Development, 2006.

Instructional Plan:

Resources:

• Unit Plan
• Introduction to the Unit
• Global Warming/Climate Change Outline
• Global Warming/Climate Change Cause – Effect Chart
• Know/Like to Know/Learned Chart
• What I can Do to Help Chart
• Planning Chart
• Rubric
• Web Sites
• Articles and Texts

Preparation:

• Become familiar with the topic by reading and looking at web sites referenced
• Study the Unit Plan for major concepts to be learned and presented
• Run off copies of all the graphic organizers, outline, and rubric
• Make transparencies for use on the overhead where available
• Have materials needed for the projects (paper, markers, etc.)

Instruction:

Procedure:

Day 1 Begin with a discussion of Katrina and the storms that have been prevalent around the world, encouraging students to try to come to some conclusions as to why they are happening so much more the last few years. Then lead the discussion to the draught that is occurring in the West and the hot weather that is reaching further north. As students offer opinions, jot their ideas on an overhead or on the chalkboard so that they can see that many changes in weather patterns are occurring. Ask if students have heard the terms “global warming” and “climate change” in recent weeks. Hand out the Know/Like to Know/Learned sheet and ask students to fill in what they Know about the two terms and what they would Like to Know about them. You might model some of the following questions from the first discussion: Why was Katrina so strong? Why couldn’t we protect the people? What happens if the West runs out of water? Where will they get more water? Why do scientists disagree on the terminology? Etc. After the boys and girls have completed the chart, let them explain to a neighbor what they have written and add to their own charts any ideas that they find they like.

Tell students that they will begin a study of Global Warming/Climate Change. Hand out the Introduction and have students read it silently or together, as you prefer. Ask students to bring in any materials, articles, or information that they have for a homework assignment. Those with computers should be encouraged to use them as a resource. Tell them that you will discuss these tomorrow. Tell students that while most scientists agree that the Earth is warming, many do not agree that man is the major cause of the warming. Some feel that the Earth is merely going through a cycle, much like during the Ice Ages. Others feel that within ten years, we will not be able to correct the effects of global warming that are endangering the planet. Your parents may have their own opinions. It is always good to discuss what you have learned at the dinner table.

Day 2 If computers are available, start with the web site http://www.epa.gov/globalwarming/kids/ that explains in easily understood terms the ideas behind global warming/climate change. If computers are not available, use the copies of articles, etc. that you have made as a resource for students. Hand out the Outline for Global Warming/Climate Change and ask students to fill in the blanks as they read. This assignment could be done in pairs or as an individual assignment. Come back to the whole class and discuss the answers students have found. Write these on the transparency that you have made of the outline. Allow students to fill information that they have missed since they will be using the outline as a resource of information for their activity.

Day 3 One of the most important results of this study is that students realize there are things that they can do today that will help decrease the amount of gases that are warming our Earth. Today will be spent filling in and discussing the What I Can Do to Help chart. Hand out copies to students. Using reference materials and the computer sites, let students research to find answers. When they have completed the assignment, come back together as a group and discuss the findings. Again, let students fill in sections that they have missed so that they can use the information for their projects.

Days 4 - 6 Today students will begin their activities/projects. (As the teacher, you must decide if you want to assign a task for everyone, give individual tasks to different students, or let students select an activity. Only you know the abilities and needs of your students. In the Unit Plan, the major concepts and questions are the same for all students. These are what each child should learn from the unit. Only the tasks should be differentiated to meet the needs of each individual boy or girl.) If you are letting students select a task, hand out the Activity/Project page. Discuss each and describe what you expect from each. Hand out the Rubric that also states the level of performance that will be needed for a passing grade. Again, it should be your decision if students work individually or with a partner or group. Let students begin to plan for what they will do. They should fill in the Planning Page and turn it into you before the first class session is over. Remind them that they will be presenting their activities to the class in a few days.

Day 7-8 Students should be prepared to present their projects to the class.


Extensions:

• Students can display their activities in the local library
• Students can present their findings to another class
• Students can go to a local city meeting and present their findings
• Students can write letters to their Congressmen telling their feelings on their findings

Student Assessment: Those listed in the Unit Plan




















Unit Title: Climate Change or Global Warming?






































































































Global Warming or Climate Change?



Introduction

A growing body of evidence indicates that the Earth’s atmosphere is warming. There have been noted changes in the oceans, ecosystems, and ice cover; however, we know that the Earth is always changing. There are cycles of draught, cold, heat, and precipitation. The key question among scientists is to what extent man has had on those changes and how much can be attributed to natural occurrences in climate.

The “greenhouse effect”, the build-up of gases in the atmosphere has increased considerably since the Industrial Revolution. This accumulation of gases is a natural phenomenon that allows sunlight to enter and then leave the Earth’s atmosphere. It is essential to keeping the Earth warm so that man can live on the planet. However, higher concentrations trap excessive heat that in turn heats the Earth’s surface.

The burning of fossil fuels (oil, natural gas, and coal) that we use to produce electricity, transportation, and recreation has increased the release of carbon dioxide in the atmosphere. The carbon dioxide then traps the sun’s rays in the atmosphere and heats up the planet.

The effects of this climate change have been evident in a series of events: the melting of the glaciers, the draughts in the western part of the nation, the intermittent severe storms and flooding, the invasion of species of bugs that kill many trees, and the bringing of southern species of animals into the mid-west.

This unit will allow you to study the causes and effects of climate change/global warming, determine what is fact, and deciding what you can do today and in the future to protect our planet. You will research, complete graphic organizers, and produce an activity that shows what you have learned. You will be graded with a rubric and a presentation to the class. It is important to you today and definitely in the future!






Causes/Effects
of
Global Warming/Climate Change

Scientists agree that the planet is warming. Man is contributing to the warming even if we are going through a climate change. Research and tell what is happening because of the what we are doing.

Cause Effect
Know/Like to Know/Learned


Know Like to Know Learned
Outline for Global Warming/Climate Change

I. The greenhouse effect allows sunlight to enter the Earth’s atmosphere, but then prevents heat from leaving it.
A. It consists of these gases
1.
2.
3.
4.
5.
6.
B. Climate changes will affect the following:
1.
2.
3.
4.
5.
6.
C. Agriculture will be affected in the following ways:
1.
2.
3.
4.
5.
D. Our health will be affected in the following ways:
1.
2.
3.
4.
5.
D. Our forests will be affected in the following ways:
1.
2.
3.
4.
5.
E. Our water resources will be affected in the following ways:
1.
2.
3.
4.
5.
F. Our coastal areas will be affected in the following ways:
1.
2.
3.
4.
5.
G. Our species and natural areas will be affected in the following ways:
1.
2.
3.
4.
5.
G. Ways I can help prevent climate change are the following:
1.
2.
3.
4.
5.
6.






What I Can Do to Help

Tell what you or your family can do to help prevent climate change by telling what each of the following does to help our Earth.































Planning Page Name_____________________________________________


Activity I will do is
Person/Persons doing the activity
Materials I will need for my project are
Things I will need to do to complete my project/activity are
Things I will need to do for homework to complete my project are
How I will plan my time:

First day



Second day



Third day


How I will prepare for my oral presentation





Web Sites for Information on Climate Change/Global Warming


http://www.epa.gov/globalwarming/kids/

http://earthobservatory.nasa.gov/Library/GlobalWarming/

http://www.worldwildlife.org/climate/

http://www.worldwildlife.org/climate/involved.cfm

http://www.worldwildlife.org/climate/involved/individuals.cfm

http://www.fightglobalwarming.com/page.cfm?tagID=274

http://www.fightglobalwarming.com/page.cfm?tagID=135

http://dels.nas.edu/basc/Climate-HIGH.pdf

http://yosemite.epa.gov/oar/globalwarming.nsf/content/index.html

http://yosemite.epa.gov/oar/globalwarming.nsf/content/coun-unitedstates.html

http://www.climatehotmap.org/

http://www.climatehotmap.org/photos/index.html

http://yosemite.epa.gov/OAR/globalwarming.nsf/content/Climate.html

http://www.ncdc.noaa.gov/oa/climate/globalwarming.html

http://www.pbs.org/wgbh/warming/











Learning Activities



• Make a flow chart showing the greenhouse effect.

• Write a Letter to the Editor of a newspaper expressing your thoughts on global warming/climate change.

• Write a newspaper article informing the public of global warming/climate change. Be sure to include the five W’s: who, what, when, where, why.

• Write a telegram to a friend telling about global warming/climate change. Use only ten words.

• Create a poster showing what you have learned about global warming/climate change.

• With classmates, develop a panel discussion telling both sides of the global warming/ climate change debate.

• Write a persuasive paper taking one side of the debate. Back up your decision with facts from your research.

• Make a booklet on global warming/climate change that can be given to younger students.

• Create an anthology of poems about global warming/climate change. Vary your poems with haiku, diamontes, cinquains, etc. Find the forms on the following web sites:

http://www.abcteach.com/Contributions/HaikuInfo.htm
http://abcteach.com/com/Writing/cinquain.htm
http://abcteach.com/Writing/diamonte.htm

• Use the information from your research to create similes and metaphors about global warming/climate change.




Rubric for Unit

Proficient

Student contributes to the class discussion, making intelligent and thoughtful comments.

Student consistently and actively works toward class goals.

Graphic organizers are complete and show evidence of thorough research.

Student uses class time will and focuses on completing the project.

The project/activity includes all of the required elements as well as additional information.

The project (if artistic in nature) is attractive and easily viewed.

The project (if written) has few to no errors in spelling and punctuation.

The oral presentation shows complete understanding of the topic.

The oral presentation is clearly understood and shows evidence of rehearsal by the student.

Basic

Student participates in the class discussion.



Student works toward class goals most of the time.

Graphic organizers are mostly complete and show evidence of research.

Student is usually focused on completing the project.

The project/activity includes most of the required elements.



The project (if artistic in nature) is acceptably attractive.

The project (if written) contains some errors that do not distract.


The oral presentation is acceptable and shows understanding.


The oral presentation is acceptable.



Needs Improvement

Student does rarely participates in class discussion.


Student does not seem focused on class goals.


Graphic organizers are incomplete and show little effort.


Student does not focus on completing the project.

The project/activity is incomplete and lacking information on the topic.



The project (if artistic in nature) is messy and shows little effort.

The project (if written) has many errors that distract from meaning.


The oral presentation is disjointed and shows little understanding.


The oral presentation cannot be heard or understood.
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On  November 29, 2009,  Buyer said:
Thorough! Super.
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Product Questions & Answers

On  May 8, 2012Emily Abernathy (TpT Seller) asked:
I purchased your global warming and climate change document and I am completely confused how the document relates to the subject. The document I downloaded was about the Dewey Decimal system and researching presidents. I'm really confused!
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On  May 9, 2012Jeanne Guthrie answered:
I am so sorry! I have no idea what has happened. I will gladly send you the unit that you are looking for if you will send me your address. I don't think that this has ever happened before. Reach me at rjguthrie@kc.rr.com. I'll get right back to you with the correct unit.
So sorry for the inconvenience. Jeanne
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Global Warming or Climate Change
Global Warming or Climate Change
Global Warming or Climate Change