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The Literacy Design CollaborativeArgumentation Module

Global Warming

Lisa Cary-Western Kentucky University Writing ProjectDrakes Creek Middle School

Bowling Green, Kentucky

LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 1

Global Warming

Information Sheet for Argumentation ModuleModule title: Global Warming is So Uncool

Module description (overview):

Our climate seems to be changing. Global warming has become a rallying cry for environmentalists and other concerned citizens. After researching informational texts students will understand what global warming is, what may be causing this change in our environment, and what effect global warming is having on our global society.

Template task (include number, type, level):

Task 9: L1

Teaching task: What is causing global warming and what are the effects of global warming on our planet? After researching web sites, data, and technical documents, write a blog entry that argues the causes of global warming and explains the effects on our global society. What implications can you draw? Support your discussion with evidence from the texts.

Grade(s)/Level: 7th GradeContext: This unit will be taught in a middle school that includes grades 7 and 8. The middle school utilizes a team approach to teaching. Students have Language Arts, Reading, Science, Social Studies and Math with the teachers on the same team. There are 2 teams of 7th graders in our school. This module will be a collaborative effort with the Science, Language Arts and Reading classes working together to accomplish the goals of this module. Both teams in 7th grade will be completing this module. The students that I work with traditionally have scored at or above state and national averages in Reading and Math. However, the EXPLORE test has been given in 7th and 8th grade and our students had difficulty reading and comprehending informational texts of a technical nature. Particularly reading graphs, charts, and tables. They also had difficulty drawing conclusions and making inferences from the texts read. In reading students have had trouble supporting their claims with evidence and details from the text. The module that follows addresses these concerns and offers engaging opportunities for students to gain experience in reading non-fiction texts as they conduct research for their blog entry. These texts also provide a model for developing a claim and supporting the claim with evidence. In addition to the reading of non-fiction texts, students will also be conducting research of their own during the lab activity. This will provide students with an opportunity to collect data, organize that data into tables and graphs and finally write a lab report explaining their findings.

In addition to the working context, it is important to note that the Science department is an I-3 Grant Recipient. The grant provided a class set of iPads that the students will be using during this module. Our school also includes lap top carts and computer labs that will be utilized for the research and writing of the essay in the Language Arts classes. The edmodo web site will be used in Science and Language Arts for peer editing, revision and posting of the blog entry.

Discipline: (e.g., ELA, science,

Science, Language Arts, Reading


history, other?)Course: General Science, Language Arts, Reading

Author(s): Lisa Cary

Contact information:

Drakes Creek Middle School, 704 Cypress Wood Way, Bowling Green, Kentucky 42101, [email protected]


mailto:[email protected]

Section 1: What Task?TEACHING TASK

Teaching task:

After researching ______________, write a/an ___________ that argues the causes of _________ and explains the effects ______________. What implications can you draw? Support your discussion with evidence from the texts.

Reading texts:

- Larry O’Hanlon, “Global Warming: A Primer” http://dsc.discovery.com/convergence/globalwarming/primer/primer.html

- National Geographic, http://environment.nationalgeographic.com/environment/global-warming/ - Chevron, http://www.chevron.com/globalissues/climatechange/?

utm_campaign=MSNPaid&utm_medium=cpc&utm_source=MSN&utm_term=global_warming - EcoKids, http://www.ecokids.ca/pub/games_activities/index.cfm - The Nature Conservancy, http://www.climatewizard.org/ - Oracle Thinkquest- Global Warming, http://library.thinkquest.org/CR0215471/global_warming.htm - Climate A2Z (also an app), http://warrencountyschools.org/userfiles/1533/Climate%20A2Z%20app%20book(1).pdf - Global Warming Interactive, Climate Change Simulation- National Geographic,

http://environment.nationalgeographic.com/environment/global-warming/gw-overview/ - Science Museum of the National Academy of Sciences http://www.koshland-science-museum.org/exhibitgcc/index.jsp- PBS- The Heat Over Global Warming http://www.pbs.org/now/shows/304/ - Discovery: Global Warming All You Need To Know With Tom Brokaw http://dsc.discovery.com/convergence/globalwarming/globalwarming.html - A Student’s Guide: Global Climate Change http://epa.gov/climatechange/kids/index.html - World View of Global Warming- The Photographic Documentation of Global Climate Change- Overview of Climate Change

http://www.epa.gov/climatechange/kids/index.html

Background to share with students:

Science: In the last unit my students learned about the atmosphere and the importance of each layer of the atmosphere and how these layers interact and work together. Students have learned that the atmospheric layers directly affect our planet’s weather and climate. Students have also developed an understanding of the importance of our atmosphere including composition and function of each layer of our atmosphere. Finally students have learned about global climate changes and reasons for this natural phenomena.

Language Arts: Students have been writing persuasive letters and have learned about persuasive writing techniques.

Reading: Students have been reading non-fiction texts and have discussed non-fiction text features. Particularly how to identify non-fiction text features and how these features are used in this genre.



http://epa.gov/climatechange/kids/index.html

http://dsc.discovery.com/convergence/globalwarming/globalwarming.html

http://www.pbs.org/now/shows/304/

http://www.koshland-science-museum.org/exhibitgcc/index.jsp

http://environment.nationalgeographic.com/environment/global-warming/gw-overview/

http://warrencountyschools.org/userfiles/1533/Climate%20A2Z%20app%20book(1).pdf

http://library.thinkquest.org/CR0215471/global_warming.htm

http://www.climatewizard.org/

http://www.ecokids.ca/pub/games_activities/index.cfm

http://www.chevron.com/globalissues/climatechange/?utm_campaign=MSNPaid&utm_medium=cpc&utm_source=MSN&utm_term=global_warming

http://www.chevron.com/globalissues/climatechange/?utm_campaign=MSNPaid&utm_medium=cpc&utm_source=MSN&utm_term=global_warming

http://environment.nationalgeographic.com/environment/global-warming/

http://dsc.discovery.com/convergence/globalwarming/primer/primer.html

Extension (optional):

Submission of essays for publication on Figment web site. Debate with some students taking the view that Global Warming is not occurring.

CONTENT STANDARDS FROM STATE OR DISTRICT Standards source:

Kentucky Department of Education – http://www.education.ky.gov/KDE/

ISTE (International Society for Technology in Education) NETS (National Educational Technology Standards)http://www.iste.org/Libraries/PDFs/NETS-S_Standards.sflb.ashx

NUMBER CONTENT STANDARDSSC-07-2.3.1 Students will make inferences and predictions related to changes in the Earth’s surface or atmosphere based on

data/evidence.

SC-07-4.6.1 Students will understand that Earth systems have sources of energy that are internal and external to the Earth. The Sun is the major external source of energy

SC-07-4.7 Students will compare abiotic and biotic factors in an ecosystem in order to explain consequences of change in one or more factors.

ISTE.NETS.S 1Creativity and Innovation

c. Use models and simulations to explore complex systems and issues.

ISTE.NETS.S 2Communication and Collaboration

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

ISTE.NETS.S 3 Research and Information fluency

b. Locate organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

ISTE.NETS.S 5Digital

b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.


http://www.iste.org/Libraries/PDFs/NETS-S_Standards.sflb.ashx

http://www.education.ky.gov/KDE/

Citizenship

ISTE.NETS.S 6Technology Operations and Concepts

b. Select and use applications effectively and productively.


COMMON CORE STATE STANDARDSREADING STANDARDS FOR ARGUMENTATION

“Built-in” Reading Standards “When Appropriate” Reading Standards1- Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the test.

3- Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

2- Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

6- Assess how point of view or purpose shapes the content and style of a text.

4- Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

7- Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

10- Read and comprehend complex literary and informational texts independently and proficiently.

8- Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.9- Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

WRITING STANDARDS FOR ARGUMENTATION“Built-in” Writing Standards “When Appropriate” Writing Standards

1- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2- Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

3- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6- Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

9- Draw evidence from literary or informational texts to support analysis, reflection, and research.

7- Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.

8- Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.


SCORING RUBRIC FOR ARGUMENTATION TEMPLATE TASKSScoring

ElementsNot Yet Approaches Expectations Meets Expectations Advanced

1 1.5 2 2.

5 3 3.5

4

FocusAttempts to address

prompt, but lacks focus or is off-task.

Addresses prompt appropriately and

establishes a position, but focus is uneven.

Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position.

Addresses all aspects of prompt appropriately with a consistently

strong focus and convincing position.

Controlling Idea

Attempts to establish a claim, but lacks a clear purpose. (L2) Makes no

mention of counter claims.

Establishes a claim. (L2) Makes note of counter

claims.

Establishes a credible claim. (L2) Develops claim and

counter claims fairly.

Establishes and maintains a substantive and credible claim or

proposal. (L2) Develops claims and counter claims fairly and

thoroughly.

Reading/ Research

Attempts to reference reading materials to

develop response, but lacks connections or

relevance to the purpose of the prompt.

Presents information from reading materials

relevant to the purpose of the prompt with minor lapses in accuracy or

completeness.

Accurately presents details from reading materials

relevant to the purpose of the prompt to develop argument

or claim.

Accurately and effectively presents important details from

reading materials to develop argument or claim.

Development

Attempts to provide details in response to the

prompt, but lacks sufficient development or relevance to the purpose of the prompt. (L3) Makes

no connections or a connection that is

irrelevant to argument or claim.

Presents appropriate details to support and

develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations. (L3) Makes a connection with a weak or unclear relationship to

argument or claim.

Presents appropriate and sufficient details to support

and develop the focus, controlling idea, or claim. (L3)

Makes a relevant connection to clarify argument or claim.

Presents thorough and detailed information to effectively support

and develop the focus, controlling idea, or claim. (L3)

Makes a clarifying connection(s) that illuminates argument and

adds depth to reasoning.

Organization

Attempts to organize ideas, but lacks control of

structure.

Uses an appropriate organizational structure

for development of reasoning and logic, with minor lapses in structure

and/or coherence.

Maintains an appropriate organizational structure to

address specific requirements of the prompt. Structure

reveals the reasoning and logic of the argument.

Maintains an organizational structure that intentionally and

effectively enhances the presentation of information as

required by the specific prompt. Structure enhances development of the reasoning and logic of the

argument.Conventions Attempts to demonstrate

standard English conventions, but lacks cohesion and control of grammar, usage, and

mechanics. Sources are used without citation.

Demonstrates an uneven command of standard

English conventions and cohesion.

Uses language and tone with some inaccurate,

inappropriate, or uneven features. Inconsistently

cites sources.

Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the

audience, purpose, and specific requirements of the prompt. Cites sources using appropriate format with only

Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors.

Response includes language and tone consistently appropriate to

the audience, purpose, and specific requirements of the prompt. Consistently cites


minor errors. sources using appropriate format.

Content Understanding

Attempts to include disciplinary content in

argument, but understanding of content

is weak; content is irrelevant, inappropriate,

or inaccurate.

Briefly notes disciplinary content relevant to the prompt; shows basic or

uneven understanding of content; minor errors in

explanation.

Accurately presents disciplinary content relevant to

the prompt with sufficient explanations that demonstrate

understanding.

Integrates relevant and accurate disciplinary content with

thorough explanations that demonstrate in-depth

understanding.


Section 2: What Skills?

SKILL DEFINITIONSKILLS CLUSTER 1 PREPARING FOR THE TASK1. Task engagement - Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.

2. Task and rubric analysis

- Ability to understand and explain the task’s prompt and rubric.

SKILLS CLUSTER 2 READING PROCESS1. Active Reading - Ability to understand necessary reading strategies needed for the task and develop an understanding of non-

fiction texts by locating words and phrases that identify key concepts and facts, or information.

2. Lab-Research - Ability to conduct research on global warming by completing lab.

3. Research- Text Selection

- Ability to identify appropriate texts to use in blog entry.

4. Organize Vocabulary

- Ability to identify terms essential to understanding a text.

5. Academic integrity - Ability to use and credit sources appropriately.

6. Note-taking - Ability to select important facts and passages for use in one’s own writing.- Ability to read purposefully and select relevant information; to summarize and/or paraphrase. Ability to

prioritize and narrow notes and other information.SKILLS CLUSTER 3 TRANSITION TO WRITING1. Bridging Developing the argument

- Ability to begin linking reading results to writing task.- Ability to synthesize the information gathered during the research phase into an outline for the argumentative

research.

SKILLS CLUSTER 4 WRITING PROCESS1.Claim Initiation of task

- Ability to establish a claim and consolidate information relevant to task.- Ability to establish an argument and consolidate information relevant to task.

2. PlanningCollaborative discussions-edmodo chat

- Ability to develop a line of thought and text structure appropriate to an argumentation task.- Ability to develop a line of thought and text structure appropriate to the argumentation task and organize

information into a graphic organizer.


3. DevelopmentInteractive argumentative graphic organizer

- Ability to construct an initial draft with an emerging line of thought and structure. L2 Ability to analyze competing arguments. L3 Ability to make clarifying connections and/or provide examples.

4. Revision Use rubric to score your peers argumentative blog and provide feedback

- Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.Ability to apply revision strategies to refine development of argument, including line of thought, language, tone, and presentation.

5. EditingUse your peers responses to edit blog

- Ability to proofread and format a piece to make it more effective.

6. CompletionPost your final blog

- Ability to submit final piece that meets expectations.


Section 3: What Instruction?

PACING SKILL AND DEFINITION

PRODUCT AND PROMPT

SCORING (PRODUCT “MEETS EXPECTATIONS” IF IT…)

INSTRUCTIONAL STRATEGIES

SKILLS CLUSTER 1: PREPARING FOR THE TASK Day 11 class period

1. Task engagement Ability to connect the task and new content to existing knowledge, skills, experience, interests, and concerns.

Product: Quick Write ResponsePrompt: What is your understanding of global warming: include what causes global warming and the effects of global warming on our planet.

No Score Opener - students will complete an opening journal entry and discussion in order to review the content covered during a unit on the atmosphere. Example: “What do you think is causing Global Warming and what effect is it having on our planet.”

Students will complete the quick write in edmodo, (www.edmodo.com this is a secure social learning network where teachers can set up classes. Students will receive a password to sign into the class.)

Discuss student responses as a class while viewing edmodo. What did students know about global warming and what are the effects of global warming.

Explain timetable for this module and discuss the resources we will use to complete our blog entry. Refer back to what students know about global warming and the effects of global warming and discuss what research they need to conduct to complete their blog entry.

Day 11 class period

2. Task analysisAbility to understand and explain the task’s prompt and rubric.

Product: Post-It notesPrompt: What does the instructional task ask you to do?

Meets: Post-it notes rubric activity completed.

Share examples of argumentative writing that models what proficient argumentative writing looks like.

Discussion of how these examples meets the criteria for proficient argumentative writing.

Students will participate in scoring these examples as a class. 1. Teacher will go through the rubric and ask students to score one example of argumentative writing. For each element of the rubric students will offer feedback (ex. focus…”Students what grade would you give this writing on focus? Why? Show in the writing where the author meets the criteria for this score.”) 2. Next students will work in groups of 3-4 to score the next example, students will be given only one element of rubric to grade (ex. focus, controlling idea, ect.), they are to score this element individually and provide an explanation of why they assigned the score, they will put this information on a post-it note. They will then discuss the scores given as a group and must unanimously determine a score for that element. As a class each group will share the element that they scored and give an explanation of why the group assigned the score to that element. 3. Finally students will use this skill later in the module to score a peer’s writing using the rubric, this will provide feedback that will be used by the student author to revise and edit their writing.


http://www.edmodo.com/

Post-It Note Activity Formative Rubric:

Product Meets Approaching Needs support/scaffolding

Post-It Note Rubric

Student will participate in discussions of rubric and will offer appropriate feedback on scoring of each element of sample writing during class discussion. Next students will work in groups to score the element of the argumentative writing they were assigned. First by individually grading the element and justifying the score given with appropriate and focused details from the writing and finally as a group unanimously determining the score that should be assigned to the writing with appropriate and focused details to support their group decision.

Student will participate in discussions of rubric and will offer feedback on scoring of each element of sample writing during class discussion. Next students will work in groups to score the element of the argumentative writing they were assigned. First by individually grading the element and justifying the score given with appropriate details from the writing and finally as a group unanimously determining the score that should be assigned to the writing with appropriate details to support their group decision.

Student attempt to participate in discussions of rubric but struggles with appropriate feedback on scoring of each element of sample writing during class discussion. Next students will work in groups to score the element of the argumentative writing they were assigned. Student attempt to individually grade the element and justify the score but the details chosen from the writing are inappropriate. As a group students struggle to unanimously determine the score that should be assigned to the writing and also struggle to provide appropriate details to support their group decision.

SKILLS CLUSTER 2: READING PROCESSDay 2-31-2 class period

1. Active ReadingAbility to identify the central point and main supporting elements of a text. L2 Ability to identify analyze competing arguments. L3 Ability to make Clarifying connections or provide examples.

Product: Pre-Post Reading OrganizerPrompt: What prior knowledge do you have before reading the article and what knowledge do you have after reading the article.

Meets: Pre-Post Reading Organizer activity completed.

Ability to understand necessary reading strategies needed for the task.

Students will complete a pre-post reading organizer activity for article to gather introductory knowledge of Global Warming and the effects on our global climate.

Students will discuss the strategies they used to read this article. These reading strategies will be used as students gather evidence to support their claims.


Pre-Post Reading Formative Rubric:Product Meets Approaching Needs support/scaffolding

Pre-Post Reading Organizer

Student completes all parts of organizer including: Before reading -Determines if they agree or disagree with each statement and provides appropriate and detailed reason for their choice. After reading- Determines if they agree or disagree with each statement. Provides evidence from text that accurately and effectively proves their choice was correct by restating information and by accurately citing text directly using appropriate format.

Student completes all parts of organizer including: Before reading -Determines if they agree or disagree with each statement and provides appropriate reason for their choice. After reading- Determines if they agree or disagree with each statement. Provides evidence from text that accurately proves their choice was correct by restating information and by accurately citing text directly using appropriate format with only minor errors.

Student attempts to complete all parts of organizer including: Before reading -Determines if they agree or disagree with each statement and attempts to provide appropriate reason for their choice but lacks relevance. After reading- Determines if they agree or disagree with each statement. Attempts to provide evidence from text that proves their choice was correct but lacks relevance or is incorrect. Inaccurately restates information and inaccurately cites text directly using inappropriate or incorrect format.

Day 2 2. Lab- Global WarmingAbility to conduct research on global warming by completing lab.

Product: Lab ReportPrompt: What causes global warming and what are the effects of global warming.

Meets: Lab report includes all parts of the scientific method.

Students will conduct a lab that will include a hypothesis and research to answer the problem of what is causing global warming and what are the effects of global warming. http://www.starhop.com/library/pdf/studyguide/elementary/GloJar-7.pdf Students will create a model of the Earth’s atmosphere and will use iPads and Pasco Scientific Temperature probes to complete the lab. The data from the temperature probe will be sent to the iPad via a Bluetooth connection.


http://www.starhop.com/library/pdf/studyguide/elementary/GloJar-7.pdf

http://www.starhop.com/library/pdf/studyguide/elementary/GloJar-7.pdf

Lab Report Formative Rubric:

Product Meets Approaching Needs support/scaffoldingLab Report Hypothesis –An If/Then statement

is written. Clearly defined prediction.

Materials list-Complete list of materials with descriptions (size, amount, ect.)

Experiment Procedures-Logical, detailed, vertically numbered steps.

Data table-Organized data entered accurately and completely.

Graph-Data labeled and plotted accurately. Correct units. Graph is in correct format and proportion.

Analysis-Discussion of explanation of results, and unexpected results.

Conclusion-Clear, logical conclusion based solely on data. Refers back to hypothesis.

Hypothesis –An If/Then statement is written. Attempt to predict the influence of one variable on another.

Materials list-Complete list of materials.

Experiment Procedures-Steps with some detail. Minor errors.

Data table-Most data organized with few errors.

Graph-Data labeled and plotted with few errors. Some correct units. Few format and proportion errors.

Analysis-Some discussion of explanation of results, and irregular results mentioned.

Conclusion-Logical conclusion consistent with most data. Attempt to relate to hypothesis.

Hypothesis –Prediction is stated but not in appropriate format.

Materials list-Most materials listed.

Experiment Procedures-Steps lack detail or are out of order. Difficult to follow.

Data table-Data lacks organization, missing data and/or many errors.

Graph-Data missing labels and plotted inaccurately. Incorrect units. Many format and proportion errors.

Analysis- Results are unclear. Irregular results are ignored.

Conclusion- Based on expected outcome rather than data. Minor relation to hypothesis


Day 3 2. Text SelectionAbility to identify appropriate texts.

Product: Text Selection Notes Prompt: Using the list of web sites provided by the teacher choose 4 sites. In addition to web sites use iPad app Climate A2Z for additional research. For each site chosen, list the needed bibliographic information on the text selection organizer. Also include information for what global warming is, what causes global warming, and the effects of global warming.

Meets: Identifies author, title, publisher, date, and any other needed information. Includes information for what global warming is, what causes global warming and the effects of global warming.

Provide access to research sources for students to access the texts, and create citation. Links to be attached to teacher website or edmodo.

Students will be given a list of web sites to choose from and will narrow that choice down to 4 for their blog entry.

Students are to complete text selection note-taking organizer as they conduct their research.

Students will use iPads and the Climate A2Z app to complete their research.

o ESL complete guided reading w.s.


Text Selection Notes Formative Rubric:


Text Selection Notes Students will use iPads to choose 4 appropriate sources for their blog entry and complete the text selection note-taking organizer that includes detailed information on the what global warming is, what causes global warming and the effects of global warming.

Students will use iPads to choose 4 sources for their blog entry and complete the text selection note-taking organizer that includes information on what global warming is, what causes global warming, and the effects of global warming.

Students uses iPads but is unable to choose 4 sources for their blog entry and has difficulty in completing the text selection note-taking organizer. Students have difficulty in including information on what global warming is, what causes global warming, and the effects of global warming.

On-going as you research

3. Organize vocabulary and information from selected texts.

Product: Vocabulary Visual OrganizerPrompt: As you complete your research determine the key vocabulary and supporting vocabulary that will need to be included in your essay, provide the definition, examples, and drawing for each of your terms.

Meets: Completes Vocabulary Visual Organizer

Ability to read purposefully and select relevant words that identify key concepts, facts, or information.

Tell students to look at their research and quotes chosen, and then determine which terms to include in their vocabulary organizer. Explain that they should look for terms that are essential for their blog. Students will have different vocabulary in their organizer depending on what research sources they have used and their view on what has caused global warming.


Vocabulary Visual Organizer Formative Rubric:


Vocabulary Visual Organizer

Student completes vocabulary organizer and includes detailed list of key vocabulary needed for blog. Terms include: atmosphere, carbon dioxide, greenhouse effect, climate, ecosystem, environment, fossil fuel, greenhouse gases, and pollution and other vocabulary that the student determines to be essential.

Student completes vocabulary organizer and includes essential key vocabulary needed for blog. Terms may include: atmosphere, carbon dioxide, greenhouse effect, climate, ecosystem, environment, fossil fuel, greenhouse gases, and pollution.

Student has difficulty in completing vocabulary organizer and choosing key vocabulary needed for blog.

On-going as you research

4. Academic integrity

Product: BibliographyPrompt: As you complete your research determine the information needed for your bibliography, complete the web site column in your research notes organizer.

Meets: Bibliography completed Ability to cite sources and provide quotes from web sites.

Students will use link on teacher web site to create their bibliography.

Bibliography Formative Rubric:


Bibliography Student cite sources and provides essential quotes from web sites that will be used to enhance their blog entry and provide credibility to their blog.

Student cite sources and provides essential quotes from web sites that will be used in their blog.

Student have difficulty as they cite sources and they struggle in providing essential quotes from web sites that will be used in their blog.


1-2 class periods

5. Organize Notes from research.

Product: Flip ChartPrompt: After you have completed your research determine the relevant information you will include in your essay.

Meets: Flip chart completed. Ability to read purposefully and select relevant facts and information that identify key concepts, facts, or information.

Ability to summarize or paraphrase information gathered in research to build an argument for the causes and effects of global warming.

Flip Chart Formative Rubric:


Flip Chart Student creates flip chart that includes detailed information for the headings: what global warming is, causes of global warming, and the effects of global warming.

Student creates flip chart that includes relevant information for the headings: what global warming is, causes of global warming, and the effects of global warming.

Student has difficulty in creating flip chart and has difficulty in choosing relevant information for the headings: what global warming is, causes of global warming, and the effects of global warming.


SKILLS CLUSTER 3: TRANSITION TO WRITING1 class period

1. Developing the argument - Bridging Conversation

Product: “Can You Convince Me? Developing Persuasive Writing”

Complete the Argue, persuade, advise on-line activity.Prompt: The Power point provides techniques for providing argumentative writing strategies.

Meets: Persuasive writing techniques organizer is completed.

Ability to determine how techniques change for arguing, persuading, and advising.

Ability to understand necessary skills and strategies for completing task.

Ability to cross over from research to writing by developing skills in focusing argumentative essay with supporting evidence.

Students will view power point on techniques to include in their argumentative blog.

Students will complete vocabulary examples organizer as they re-read the article “Global Warming: A Primer by Larry O’Hanlon”.

“Can You Convince Me?” Formative Rubric:

Product Meets Approaching Needs support/scaffoldingPersuasive Writing Techniques organizer

Student views Persuasive Writing Techniques ppt and completes organizer that includes appropriate detailed examples of each technique.

Student views Persuasive Writing Techniques ppt and completes organizer that includes appropriate examples of each technique.

Student views Persuasive Writing Techniques ppt but struggles to completes organizer that includes appropriate examples of each technique.

SKILLS CLUSTER 4: WRITING PROCESS1 class period

1. Initiation of task Product: ParagraphPrompt: Write a paragraph and post on edmodo web site, includes thesis and focuses on the causes of global warming and the effects on our global society.

Meets: Ability to summarize key points in an initial draft that will be expanded on in final essay.

Students will include their thesis, what global warming is, what causes global warming, and the effects of global warming. This paragraph will be posted on the edmodo web site.


Argumentative Paragraph Formative Rubric:

Product Meets Approaching Needs support/scaffoldingText Selection Notes Student completes detailed

paragraph that includes: an appropriate thesis statement, detailed explanation of what global warming is, detailed causes of global warming, and detailed effects of global warming.

Student completes paragraph that includes: an appropriate thesis statement, relevant explanation of what global warming is, relevant causes of global warming, and relevant effects of global warming.

Student struggles to completes paragraph that includes: a thesis statement, explanation of what global warming is, causes of global warming, and effects of global warming.

1 class period

2. Planning - Collaborative discussions

Product: edmodo chat Prompt: Read your peers paragraph and provide an argumentative response. Next look at the responses you have gotten from your peers and defend your position on the causes of global warming and the effects of global warming on our global society by responding back to your peers with evidence to support your thesis.

Meets: In chat student is able to defend position with facts that support claim when criticisms are made by other student’s posts. Student is able to respond to at least 2 other students’ posts with logical argumentative criticisms.

Students are to write a convincing argumentative post in response to reading peers paragraph with evidence to support criticisms.

Students are to defend claim in response to peers posts in an edmodo chat.

Edmodo Chat Formative Rubric:


Text Selection Notes


1 class period

3. Developing Product: Interactive graphic organizer (Persuasion Map)Prompt: After reading various texts and completing research notes organizer and Climate A2Z organizer student will organize thier ideas in a graphic organizer (Persuasion Map).

Meets: Interactive graphic organizer completed on-line.

Students will use research completed earlier and organized in Research Notes Organizer and Climate A2Z Organizer to plan information for blog and provide supporting evidence for claim by completing graphic organizer (Persuasion Map) for blog.

Interactive Graphic Organizer Formative Rubric:Product Meets Approaching Needs support/scaffolding

Interactive Graphic Organizer (Read/Write/Think Organizer)

Student completes all parts of organizer including: Introduction-thesis statement, Main reasons-establishes a credible claim and counter claims fairly, Facts or Examples-accurately and effectively presents evidence from reading material that are relevant and support claims and Conclusion-restates claim in a way different from introduction and adds depth of reasoning.

Facts or examples include quotes and sources to be cited in text as well as in the bibliography in correct format.

Student completes all parts of organizer including: Introduction-thesis statement, Main reasons-establishes claim and counter claims, Facts or Examples-accurately presents evidence from reading material that are relevant and support claims and Conclusion-restates claim in a way different from introduction.

Facts or examples include quotes and sources to be cited in text as well as in the bibliography with only minor errors.

Student attempts to complete all parts of organizer including: Introduction-thesis statement, Main reasons-attempts to establish claim but makes no mention of counter claims, Facts or Examples-attempts to present evidence from reading material that are relevant to support claims with minor lapses in accuracy and Conclusion-claim is restated in the same way as in the introduction.

Facts or examples attempt to include quotes from texts but inconsistently cites sources or does not include sources.

1 class period

4. Revision and editing

Product: Draft of Argumentative essay (posted to edmodo and peer edited) Prompt: Write an argumentative essay that includes a 2-3 point thesis statement, evidence to support claims, and closing paragraph.

Meets: Student completes draft of argumentative essay.

Students will produce an argumentative essay that defends claims with evidence from research including correct citation.

Students will use rubric to provide feedback to 2 peers’ blogs. They will give the highlighted rubric to their peers. Once students receive the highlighted rubrics they will use that information to revise and edit their blog.


Draft of Argumentative Essay Formative Rubric:

Product Meets Approaching Needs support/scaffoldingText Selection Notes Student provides a clear and

logical 2-3 point thesis statement, and provides detailed evidence including statements from research that enhances their blog with correct citation of materials. Students then use the argumentative rubric to highlight elements and provide detailed feedback to 2 peers blogs.

Student provides a clear and logical 2-3 point thesis statement, and provides relevant evidence including statements from research with correct citation of materials. Students then use the argumentative rubric to highlight elements and provide relevant feedback to 2 peers blogs.

Student struggles to provide a clear and logical 2-3 point thesis statement, and provide evidence from research with correct citation of materials. Students struggle to use the argumentative rubric to highlight elements and provide feedback to 2 peers blogs.

1 class period

5. Completion – final draft

Product: Argumentative essay posted to a blog (edmodo web site) Prompt: Teaching task

Meets: See teaching task rubric.

Submit your final draft for scoring and feedback


MATERIALS, REFERENCES, AND SUPPORTSFOR TEACHERS FOR STUDENTS


Global Warming- Facts & Our FutureScience Museum of the National Academy of Scienceshttp://www.koshland-science-museum.org/exhibitgcc/index.jsp

PBS- The Heat Over Global Warminghttp://www.pbs.org/now/shows/304/

Discovery: Global Warming All You Need To Know With Tom Brokawhttp://dsc.discovery.com/convergence/globalwarming/globalwarming.html

A Student’s Guide: Global Climate Changehttp://epa.gov/climatechange/kids/index.html

KS3 Bitesize Writing: Argue, Persuade, and advisehttp://www.bbc.co.uk/schools/ks3bitesize/english/writing/argue_persuade_advise/activity.shtml

Argumentative essay interactive graphic organizer to map out essayhttp://www.readwritethink.org/classroom-resources/student-interactives/persuasion-30034.html

World View of Global Warming- The Photographic Documentation of Global Climate Changefile:///Users/lcary/Desktop/Global%20warming,%20photography,%20pictures,%20photos,%20climate%20change,%20impact,%20science,%20weather,%20arctic,%20ant.webarchive

http://www.epa.gov/climatechange/kids/index.html - Website that provides overview of climate change, information on causes of global warming and the

o Quick Writeo Pre-Post Reading Organizero Vocabulary organizero Notes Flip charto Argue, Persuade, Advise On-line Activityo Edmodo Chato Interactive Graphic Organizero Argumentative Essay Drafto Argumentative Essay Rubric for final copy

o Optional- Figment web site to share essay



http://www.readwritethink.org/classroom-resources/student-interactives/persuasion-30034.html

http://www.readwritethink.org/classroom-resources/student-interactives/persuasion-30034.html

http://www.bbc.co.uk/schools/ks3bitesize/english/writing/argue_persuade_advise/activity.shtml

http://www.bbc.co.uk/schools/ks3bitesize/english/writing/argue_persuade_advise/activity.shtml

http://epa.gov/climatechange/kids/index.html

http://dsc.discovery.com/convergence/globalwarming/globalwarming.html

http://www.pbs.org/now/shows/304/

http://www.koshland-science-museum.org/exhibitgcc/index.jsp


effects on our global society.

http://figment.com/ an online community where students can share their writing and have their peers critique their work. Power Point for Climate Change notes

Example of how I have set up my web page for resources

Persuasive strategies ppt.


http://figment.com/

Section 4: What Results?

1.Notes in foldable examplepg. 1

pg. 2


pg. 3 pg. 4


2. Quick Write -Student example of quick write-What do students know about global warming?


3. Example of students peer editing

Payton G. to 4th-group 1 (4th period)Global Warming has many different causes. In my opinion, major pollution by humans and deforestation cause Global Warming. One reason why pollution causes Global Warming is that it causes so much Carbon Dioxide. Carbon Dioxide is one of the gases that trap heat in the atmosphere, which will make Earths climate warmer. The reason why deforestation causes Global Warming is that when trees get cut down, they don’t give out oxygen and they won’t take in Carbon Dioxide. With all the CO2 in the air, the Earth can really heat up. If every person can work together on saving energy and start planting trees, we could change the future of Earth to a good one instead of a bad one. Pollution is probably the most well known cause of global warming. We all pollute everyday by driving, turning on the lights, and even turning on a fan. Just one flip of a switch will release Co2 (Carbon Dioxide) into the air. Here’s one way to think of the future if we don’t stop polluting. Black smoke and smog covering the sky, no electricity at all, no wildlife almost anywhere. Would you want your children or grandchildren living in such a place, because I definitely wouldn’t? If you could turn off the lights or the TV when you’re done with it, you could save a lot of money and you could save so much coal for your future children or grandchildren. Deforestation is one of the most unknown causes of Global Warming. First off, deforestation is the destruction of trees and wildlife for us humans. Deforestation is a major issue today. Too many trees are falling to the ground just for a house. Sooner or later the government will have to cut down parts of major wildlife like rain forests. My idea is to plant one tree seed after a tree is cut down. It might take a while to grow but it will still take away CO 2 and give out oxygen. An example of this kind of world is a book called The Lorax by Dr. Seuss. It shows how the world could be like if we don’t stop cutting down trees and planting them. One tree a day, can keep the Carbon Dioxide away. Now you might say, “ We all need trees to make homes” or “If we stop cutting down trees, there will be many jobs lost.” I never said that you had to stop cutting trees down; I said that we need to start planting trees. Now I also know that we all need homes for everybody in the world today so, if we could maybe make smaller homes and not humongous mansions that only two people live in. You also could say that we need coal to keep our lives going and so we can make money. This is very true, but I’m only saying that we need to try to conserve that extra energy that we use all the time and don’t even think about it. Just a little bit of energy each day can turn to a whole bunch of energy later. All of these reasons should show you that you need to start conserving fast. Deforestation and Pollution could really harm our environment since we do it everyday. I want you to remember what it could be like in the future. Black smoke everywhere, almost no blue skies, barely any wildlife left. Once again I'm going to ask you this question, Would you or your children or your grandchildren like to live in that kind of a world? Bibliography . "Global Warming." National geographic. National Geographic, 2011. Web. 24 Feb 2012. <http://environment.nationalgeographic.com/environment/global-warming/>. . "Global Warming." What You Need to Know. Discovery Communications, 2011. Web. 24 Feb 2012. LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 29

<http://dsc.discovery.com/convergence/globalwarming/globalwarming.html>. Show Less

5 hours agoReplyShareTagDrew K. - It would be easier to read if you wrote it in paragraphs. When you say, "Would you want your grandchildren living in such a place? Because I sure wouldn't." needs to be in quotations because it's in your own words and its being directed to the reader.

5 hours ago

Ashley S.- You have a lot of information but you need to use quotes in your writing, like according to...and then use the quote from that source. Don’t forget to include what source you used after the quote in parenthesis. Other than that it is looking good.

5 hours ago


2 examples from each level

4. Student examples of Final Blog Entries

(4) Unwanted Warming

Tia L.

Have you ever noticed how extreme our climate is these days? There are many causes for this but the main cause is something called Global Warming! "Global Warming is the worldwide rise in surface temperatures", according to scientists from the United Nations group, Intergovernmental Panel on Climate Change or IPCC (National Geographic, 2011.) The major contributor to global warming is human made contributions. Humans who release too many greenhouse gases each day into our atmosphere cause global Warming. Greenhouse gases include carbon dioxide (CO2). Carbon dioxide (CO2) is an example of a greenhouse gas that our atmosphere cannot take too much of. The IPCC goes on to report that, “Humans are pouring carbon dioxide into the atmosphere much faster than the plants and oceans can absorb it.” (National Geographic, 2007) One way these gases are added is when people all over the world drive large cars that contain gases such as carbon dioxide (CO2) in the exhaust of these cars. Another way people add carbon dioxide is when factories are built that release CO2 gases in the atmosphere. These gases leave the factory in the form of pollution. Pollution adds to the total amount of greenhouse gases in our atmosphere. Finally, humans add CO2 to the atmosphere when they cut down trees or participate in deforestation. When our trees are cut down this takes out plants that absorb CO2, if these trees are not available to absorb CO2 then these gases in our atmosphere will increase. We can’t continue to add greenhouse gases to our atmosphere like this forever; Global Warming needs to be stopped.

According to a 2007 IPCC report, human-caused global warming is contributing to greenhouse gases (National geographic, 2007.) Cars that humans drive are a main factor in Global Warming. This is because they let off fumes in their exhaust known to contain CO2, which is one of the main greenhouse gases. These gases from the exhaust rise up into our atmosphere adding to the total amount of greenhouse gases. These gases are not good for our LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 31

environment when they are in large amounts and we do not want or need them around. These gases escape from the muffler of a car and are produced from the gasoline our cars use to run. These gases are bad for our environment because they release toxic gases into our atmosphere. You might think the bigger car you own makes you seem the coolest but I bet you have never thought that the bigger car equals more gas, which leads to extreme amounts of pollution. When too much of these gases fill our atmosphere they get trapped beneath the ozone layer, slowly building up and tearing holes through this layer.

The next human-caused contributor of Global Warming is the production of pollution from factories. According to the Marian Koshland Science Museum, “Black soot released by smoke stacks and wild fires absorbs solar radiation and can warm the Earth.” (2012) Just think how big a factory is! In factories to get rid of waste they some times burn them. This sets off something called smog. As this cloudy, thick, black smoke fills the air, plants start to absorb this air. Until so much smog fills the air that plants cannot absorb anymore of these gases. These gases absorb solar radiation and this increases the Earth’s temperature. According to the IPCC 2007 report, “Average temperatures have climbed 1.4 degrees Fahrenheit (0.8 degree Celsius) around the world since 1880, much of this in recent decades, according to NASA's Goddard Institute for Space Studies.” (2007)

Finally when humans participate in activities like deforestation this increases the Earth’s temperature, according to the Marian Koshland Science Museum, “Deforestation can significantly increase the amount of atmospheric CO2, which warms the planet.” (2012) By completely cutting down all of the trees in an area this will decrease the amount of plants that are available to absorb these gases and convert them to oxygen.

Some people may not agree with my statements, for example they might say "No, there will always be enough plants in this world that will help take CO2 out of our atmosphere." Well that is completely wrong. If we don’t stop polluting our air with these greenhouse gases our temperature will increase to the point that it will have an impact on our planet, especially the animals on our planet. According to National Geographic, “Arctic ice is rapidly disappearing, and the region may have its first completely ice-free summer by 2040 or earlier. Polar bears and indigenous cultures are already suffering from the sea-ice loss.” (2011) Someone else might say, "The holes in the ozone layer are being caused from something else." Not true. Because tons of gases build up our temperatures are rising. This is our planet’s problem, and we have got to find a cure.

I hope you can see how humans are the main cause for Global Warming. And if we do not act now our children’s and the next generation’s futures are going to be in jeopardy. You can start today, join in and lets begin making a difference for the future of our planet!


"Global Warming." National geographic. National Geographic, 2011. Web. 23 Feb 2012. N.p., 2011. Web. 23 Feb 2012.

"Global warming fast facts." News.nationalgeographic.com. National Geographic News, 2007. Web. 23 Feb 2012.

"Global Warming Facts and Our Future." Science museum of the national academy of sciences. Marian Koshland Science Museum, 2012. Web. 23 February 2012.

(4)What Is the Cause?

By: Ashley S.

What is global warming? According to Larry O’Hanlon, a scientist who writes for National Geographic, “Global warming is the worldwide rise in surface temperatures across the globe.” It happens when greenhouse gases trap the Sun’s radiation in the atmosphere and that results in higher temperatures. I believe that the most significant cause of this current warming is the increasing concentration of these greenhouse gases in the atmosphere. These gases include carbon dioxide (CO2), methane, and nitrous oxide. My reasons behind this are that these gases are increasing at an alarming rate in atmospheric concentrations along with the temperatures in the atmosphere.

One way that CO2 is being introduced into our atmosphere is by the cars we drive. According to the National Resources Defense Council, “Cars produce more than 1.5 billion tons of CO2 annually. “(2005) That’s a lot of carbon dioxide put into the atmosphere every year. The world’s largest source of all global CO2 emissions with about 21.2% in 2006 was china according to David Golding an environmental scientist and author of Climate A2Z. “ Another way that CO2 is being added to the atmosphere is by deforestation. Deforestation accounts for 20% of carbon dioxide emissions, more than the combination of vehicles, airplanes, and ships” according to Golding (2012). Trees use CO2 from the atmosphere and convert that into O2 through the process of photosynthesis. Without these trees the CO2 levels will increase because there are less trees to use the CO2. Also another way that CO2 is entering our atmosphere is when we burn fossil fuels such as natural gas, oil, or coal. CO2 is a by-product of burning these fuels. These are some reasons why this gas (CO2) has the highest concentration level in our atmosphere.


Another greenhouse gas is methane. According to National Geographic News, “A molecule of methane produces 20 times the warming of a carbon dioxide molecule.” (2007) Methane enters the atmosphere because a cow’s diet and multiple stomachs cause her to produce methane every time she exhales. As a result of this, methane is the second most significant cause of greenhouse gases behind CO2. An additional source of greenhouse gases is nitrous oxide, which is the largest contributor to our atmosphere. According to the National Environmental Protection Agency, or E.P.A., nitrous oxide is 300 times more powerful than carbon dioxide. (2012) Nitrous oxide occurs naturally but is being increased as fertilizers are being added to the soil in agriculture management practices. When nitrous oxide enters the atmosphere it has a very long atmospheric life. (EPA, 2012) The only way for this gas to leave the atmosphere is when the sun breaks the molecule down.

Some might disagree and say that greenhouse gases are not the cause of our rising global temperature but you cannot dispute the evidence. These gases trap heat and as their concentration increases, so do the global temperatures. “Average temperatures have climbed 1.4 degrees Fahrenheit (0.8 degree Celsius) around the world since 1880, much of this in recent decades”, according to NASA's Goddard Institute for Space Studies. (National Geographic 2007) The cause of global warming isn’t just deforestation or cars or humans or even cows. It’s all of them, we all put greenhouse gases into the air one way or another. The cause of global warming is simply the amount of greenhouse gases in our atmosphere.

Bibliography

. "Global warming." National geographic. National Geographic, n.d. Web. 6 Mar 2012. <http://environment.nationalgeographic.com/environment/global-warming/>.

. "Global Warming Basics." National resources defense council. National Resources Defense Council, 2005. Web. 6 Mar 2012. <http://www.nrdc.org/globalwarming/f101.asp>.

Golding, D., “Climate a2z.” Web. 6 Mar 2012. http://www.climatea2z.com/

Hanlon, H.. "Global warming: A primer." Discovery Channel. Discovery Communications LLC, 2011. Web. 6 Mar 2012.


. "Nitrous Oxide." www.epa.gov/nitrusoxide/scientific.html. US Environmental Protection Agency, 2012. Web. 6 Mar 2012.

Unknown, . "Global warming fast facts." News.nationalgeographic.com. National Geographic News, 2007. Web. 6 Mar 2012. <http://news.nationalgeographic.com/news/2004/12/1206_041206_global_warming.html>.

(3)Global warming

By Caleb K.

In my opinion greenhouse gases added to the atmosphere as a result of human activities are the main causes of global warming. According to David Golding, an environmental scientist, “Global warming in simplest terms is the world wide rise in surface temperatures.” (2012) This means that the earth is getting hotter. I think that greenhouse gases added as a result of human activities are the main reasons for this increase in temperature.

“Greenhouse gases can damage the atmosphere and cause global warming”, according to the National Geographic website. (2012) They are destroying the atmosphere and that allows more UV rays to enter therefore heating earth. The U.S. was the largest emitter of carbon dioxide or CO2 (a greenhouse gas) until 2006 when China overtook it. (Golding 2012) Many natural and human made gases contribute to the greenhouse effect. That


warms the earth’s surface. The green house gasses include CO2, water vapor, methane, and nitrous oxide.

Pollution is putting fossil fuels into the air which is causing harm to the atmosphere. Vehicle exhaust contributes about 60% of all carbon emissions nation wide and up to 95% in large cities. (National Geographic 2012) Methane emissions come from many human made causes like coal mining, landfills, and from burning fossil fuels. Humans are putting a lot of junk in the atmosphere. That’s how we contribute to global warming.

I know you may be thinking that’s not the cause. But according to David Golding ”Greenhouse gases are the main cause of global warming.” You may also be saying what about deforestation. I know that a tree being cut down causes an increase in CO2. However, CO2 is a greenhouse gas so that supports my statement.

Overall global warming is a bad thing. It is going to cause temperatures to rise. So by knowing what is causing it, that will help us to know what to try to stop it. Lets all help stop global warming.

Bibliography"Global Warming." National geographic. National Geographic, 2011. Web. 24 Feb 2012. <http://environment.nationalgeographic.com/environment/global-warming/>.

Golding, D., “Climate a2z.” Web. 6 Mar 2012. http://www.climatea2z.com/


(3)The “Hottest” Problem in the World!

By Krissy M.

Global warming has become a worldwide problem. There are several issues causing global warming and as a result there are many effects of global warming. Global warming is the increasing temperature here on Earth. One of the main causes of global warming appears to be deforestation. Deforestation is the cutting down and burning of trees. According to National Geographic, “Forests still cover about 30 percent of the world’s land area, but swaths the size of Panama are lost each and every year.” (2012) Why should this be a problem? It’s a problem because trees hold carbon dioxide, or CO2, in their leaves. When the trees are cut down all the CO2 is released back into the air. Also trees take in CO2 during the process of photosynthesis and convert that gas into oxygen that we breathe. If the trees are burned this CO2 is never taken out of the atmosphere and this will lead to an increase in the amount of CO2 gases as well as an increase in the overall global temperature. Deforestation adds greenhouse gases to the atmosphere and this plays a big part in global warming. The greenhouse effect, so named because the sun’s rays enter into our atmosphere and gets trapped like in a greenhouse, can be a good thing for our planet. If we didn’t have greenhouse gases to hold in the heat, our planet would not be warm enough to live on. (EPA 2011) The problems start when the concentration of greenhouse gases is too much for our atmosphere. This is called the greenhouse effect. According to Discovery Communications, “The greenhouse effect causes the temperatures in our atmosphere to heat up too much, too fast.” Along with deforestation there are other issues adding to the greenhouse gases in our atmosphere. The main greenhouse gases are carbon dioxide, methane, water vapor, and nitrous oxide. These are heating the planet and atmosphere, so the temperatures worldwide are rising. China-made merchandise is another cause of global warming. This is because China’s factories are powered by coal, the dirtiest fossil fuel. China also opens a new coal-fired plant every week! (Discovery 2012) By burning these fuels we are putting more CO2 into the air. So much carbon dioxide is in the air that plants cannot absorb it fast enough. The higher concentration of ozone in the atmosphere traps heat and increases the earth’s average temperature. According to EPA, “If people keep adding LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 37

greenhouse gases into the atmosphere at the current rate, the average temperature around the world could increase by about 4 to 12°F by the year 2100.” (EPA 2011) So if you think that this summer’s temperature seems hotter than last summer you are right! The effect of all of these gases in our atmosphere is that it causes the worldwide temperature to rise, glaciers and ice caps to melt at the poles and this causes polar bears and penguins to lose their homes. According to EPA, “If the Earth keeps getting warmer, up to one–fourth of all the plants and animals on Earth could become extinct within 100 years.” (2011) These plants and animals make-up the food chains and food webs in the ecosystems across our planet. As you can imagine taking some of these animals out of the food web will have an effect on the ecosystems they are in as well as ecosystems that overlap theirs. Some people may think that global warming is not a huge problem but as you can see it is and has the potential to impact all parts of our earth! Global warming is an important problem that needs to be helped right away! Some ways to help are by buying more organic foods, replacing regular light bulbs with compact fluorescent light bulbs (CFL’s), and recycling. Another way is to reuse your shopping bags. “When 1 ton of plastic bags is reused or recycled, the energy equivalent of 11 barrels of oil are saved”, according to How recycling can help stop global warming. (2007) By recycling we not only can keep from mining new metals such as aluminum that will take fossil fuels but we also can keep these materials out of our landfills. These are all simple and easy changes to help the lives of arctic animals in the poles.

Bibliography

. "Global warming." National geographic. National Geographic, n.d. Web. 6 Mar 2012. <http://environment.nationalgeographic.com/environment/global-

"How Recycling can Help Stop Global Warming." How recycling can help stop global warming. Help Stop Global Warming, 2007. Web. 6 Mar 2012. <http://www.help-stop-global-warming.com/global-warming-recycling.html>.

"Global Climate Change." N.p., 2011. Web. 6 Mar 2012. <http://epa.gov/climatechange/kids/basics/index.html>."Global Warming." What You Need to Know. Discovery Communications, 2011. Web. 6 Mar 2012.


(2)

The Warming of the GlobeBy Zach F.

Global warming is what it sounds like the warming of the earth’s surface temperature. But out of the many reasons I think the burning of fossil fuels, coal, oil, and natural gas and also the Greenhouse effect are causing global warming. These are my two main reasons that I think global warming is caused by.

The burning of fossil fuels includes: coal, oil, and natural gases and has been happening for many years. This is what Epa.gov said “More than 100-200 years ago people started burning large amounts of fossil fuels, coal, oil, and natural gas. This is one reason why there is a hole forming in the ozone layer. The smoke that is putting off of the burning is forming a thick smoke called smog. Smog is in places like California or places with large factories.

The greenhouse gases are the second important reason why I think global warming is happening. Greenhouse gases trap heat in the ozone and is destroying the ozone. Also greenhouse gases absorb and emit radiation waves. Cars also let off large amount of greenhouse gases everyday. This is what John Cox had to say “Global warming is a term that is extremely useful when you’re ruining the planet”. But one important thing to say is that a greenhouse gas isn’t a bad thing; earth would be in distress with out it.

You might say that animal like cows are the biggest reason for global warming. A cow does produce methane every breath but global warming has been happening for 100-200 years with large amounts at a time. This happens everyday when factories start working everyday.


In conclusion the burning of fossil fuels, coal, oil, natural gases and the greenhouse effect I think has the most impact on global warming. Remember these are only two reason these should all stop is what I think. We can prevent this by going eco-friendly also like factory using electricity and car also should.

Bibliography

"Global Climate Change." A student. N.p., 2011. Web. 24 Feb 2012. <http://epa.gov/climatechange/kids/index.html>.

Hanlon, H.. "Global warming: A primer." Discovery Channel. Discovery Communications LLC, 2011. Web. 24 Feb 2012. <http://dsc.discovery.com/convergence/globalwarming/primer/primer.html>. Novi Meadows Elementary, . "Global Warming." Thinkquest. Oracle Education Foundation, 2002. Web. 24 Feb 2012. <http://library.thinkquest.org/CR0215471/global_warming.htm>.(2)

Warming our earthBy Ashton B.

We all try to help the cause of global warming. By recycling or using electrical vehicles instead of releasing harmful gasses such as fossil fuels But how a when does this process reign? It all begins with problems called greenhouse gasses. Now we know the greenhouse effect is the worldwide raise in surface temperatures but now we the world need to know what is causing it. According to current scientist the greenhouse gasses like methane and carbon dioxide absorb heat and energy, eventually heating us the worlds earth to the point where animal have lost their homes certain species are coming extinct and we the people are starting to worry.

These gasses may not be the only reason our atmosphere is heating though scientist have discovered natural disasters such as hurricanes volcanic eruptions’ but it doesn’t end there.

The machinery we use also lets off harmful gasses known as fossil fuels have you ever seen a plant and freeing off the harmful gasses into the atmosphere those are fossil fuels these are harmful to our earth as well and all this adds up to what we the people call global warming.

Now you know how global warming is caused its effect and how we can help chemicals known as greenhouse gasses pollute and harm our air absorb heat and energy causing our atmosphere to consume warmth from the earth. You LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 40

may say, “there is no global warming” or something like “it doesn’t exist” but these reason are in invalid it is proven our greenhouse gasses like methane carbon dioxide and nitrous oxide absorb heat and energy. So according to scientist those reasons are incorrect and greenhouse gasses are the cause of global warming.

(1)GLOBAL WARMING

By Serenity G.

Global Warming, a subject almost everyone is talking about. So, to get it out of your system, Global Warming is just another saying for the rhythm of temperatures that everybody thinks is a bad thing. Why? Because it is 2012 and a lot of people think the world is going to end from Global Warming, well, I am here to explain that Global Warming IS efficient for life on earth, but if we get to much of it, that’s a bad situation to be in.

The causes (that everybody thinks) of Global Warming are Green House Gases, the burning of fossil fuels, oil, cars, and more. I personally do not think that cars are a big issue in this situation because if you think about it; all cars do id drive on the road, yeah I know, I know, unfortunately we need gas to drive but really, cars, not a problem. Fossil Fuels and the burning of them I can see why, because we need oxygen and if the fossil fuels get into the air and mix with oxygen, we can die!!!

Scientist think the effects of Global Warming are; ice melting world-wide, butterflies, foxes, and alpine plants moving North and in cooler areas. A researcher by the name of Bill Fraser says, “Penguins are not breeding as often.” And oddly, Wikipedia says that the ecological and social changes caused by the rise of global temperatures, I just think that’s technology, NOT GLOBAL WARMING!!!

Some of you may say, “God controls the temperature, Global Warming is just a fake myth.” And others are going to say, “Global Warming is the answer to everything, we can think outside the box and come up with something never LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 41

before.” Well, I play good cop bad cop, but truthfully. I lean more on the side that it’s a myth.

I hope I changed your opinion about Global Warming. If not and your right where you were, I tried my best on laying down facts (or nothing true). Because of Global Warming, our earth is warm even though a fact I lay down now, Alaska has had their coldest winter yet. Help change Global Warming by picking up the earth so that it can be efficient no matter what we do.

(1)Earth is sweating…

By Sooyeon L.

Global warming is the temperature in Earth is going up because of many things. Cause of global warming we have lots of damages and it is getting more and more. We need to solve this huge problem...

In my opinion, main cause of global warming is fossil fuels. And I have 3 main reasons for that.

Pollution is one of the causes of global warming, and burning fossil fuel is cause of pollution. Fossil fuels are fuels made of organic matter such as coal and oil. When fossil fuels are burned, they give off a greenhouse gases called co2. About pollution, there is many kinds of pollution but burning fossil fuels is mainly cause of air pollution.

Greenhouse gases are one of the causes of global warming, and it made up with fossil fuels. Several greenhouse gases cause global warming and greenhouse gases come from fossil fuels in cars, factories and electricity production.

Fossil fuels and carbon dioxide trap the heat from the sun near the Earth. Fossil fuels and carbon dioxide trap the heat from the sun near atmosphere. So the heat from the sun is stay near the earth then temperature goes up. That called global warming.


Bibliography

. "Global Warming." National geographic. National Geographic, 2011. Web. 24 Feb 2012. .

. "Global Warming." What You Need to Know. Discovery Communications, 2011. Web. 24 Feb 2012.

CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)Classroom assessment task

Background to share with students (optional):Reading texts:

ARGUMENTATION CLASSROOM ASSESSMENT RUBRIC[As of September 2011, this rubric is under construction]


Teacher Work Section

Appendix


Resources:

Global Warming Visual Organizer for Reading Argument (Article)Before Reading Statement 1

Global warming is the worldwide rise in surface

temperatures.

After ReadingAgree/Why? Disagree/Why? Agree Disagree

Prove it (using evidence from your reading) 1. Cite directly 2. Restate In your Own Words

Before Reading Statement 2The rate of global

warming is decreasing dramatically.



Before Reading Statement 3There are the obvious

signs of global warming.




Before Reading Statement 4Oxygen is good at

absorbing sunlight and converting that energy

into heat



Before Reading Statement 5The greenhouse effect

isn't a bad thing.



Before Reading Statement 6People have caused the

greenhouse effect.



Before Reading Statement 72010 was Earth's warmest year in a



century.


Before Reading Statement 8It's global change that

affects people.



Name_____________________________________________ Class Period_______ You may use and attach notebook paper if you need more room for research notes.

Website-Give address and author

if known***You will use this for your bibliography

What is Global Warming?

***Include at least one Quote from Website (evidence to support your statement)

What Causes Global Warming? (Claims)

***Include at least one Quote from Website (evidence to support your

statement)

What are the effects of Global Warming?


statement)

1.


2.

Website-Give address and author

if known***You will use this for your bibliography

What is Global Warming?

***Include at least one Quote from Website (evidence to support your statement)

What Causes Global Warming? (Claims)


statement)

What are the effects of Global Warming?


statement)

3.


4.

Name_________________________________________

Click on the above app and take notes on: What global warming is, causes of global warming and consequences (effects) of global warming. Look at each letter of the alphabet; it will either be a cause, consequence, or solution. After skimming the book choose 3 causes and 2 consequences (effects) of global warming. Include a quote from your section. Finally determine essential vocabulary you will need to include in your blog.

What is Global Warming- Claim Quotes from book- Evidence


Causes of Global Warming- Claim 1.

Quotes from book- Evidence 1.

2. 2

3. 3.

Consequences (effects) of Global Warming- Claim

1.

Quotes from book- Evidence

1.

2. 2.

Essential vocabulary to include in blog: Terms that your audience may not know (ex. if one of your causes is deforestation explain this term).

Term Definition Picture


ESL Text Selection Alternative

What are the Causes and Effects of Global Warming?Scientists have spent decades figuring out what is causing global warming.

They've looked at the natural cycles and events that are known to influence climate, the weather in an area. But the amount and pattern of

warming that's been measured can't be explained by these factors alone. The only way to explain the pattern of climate change is to include the

effect of greenhouse gases (GHGs) emitted by humans.

One of the first things scientists learned is that there are several greenhouse gases responsible for warming, and humans emit them in a variety

of ways. These gases are released into the atmosphere, a mixture of gases surrounding the Earth, and cause the air to retain heat. Most gases

come from the burning of fossil fuels in cars, factories and electricity production. The gas responsible for the most warming is carbon dioxide,

also called CO2. Other contributors include methane released from landfills and agriculture (especially from the digestive systems of grazing

animals), nitrous oxide from fertilizers, gases used for refrigeration and industrial processes, and deforestation which is the loss of forests that

would otherwise store CO2.


What are the effects of these greenhouse gases according to these scientists?

The planet is warming, from North Pole to South Pole, and everywhere in between. Globally, the temperature is already up more than 1

degree Fahrenheit, and even more in sensitive polar regions. Signs are appearing all over, and some of them are surprising. The heat is not only

melting glaciers and sea ice, it’s also shifting precipitation patterns and impacting the environment setting animals on the move.

Some impacts from increasing temperatures are already happening.

o Ice is melting worldwide, especially at the Earth’s poles. This includes mountain glaciers, ice sheets covering West Antarctica

and Greenland, and Arctic sea ice.

o Sea level rise became faster over the last century.

o Precipitation (rain and snowfall) has increased across the globe, on average.

Other effects could happen later this century, if warming continues.

Source for climate information: IPCC, 2007. http://environment.nationalgeographic.com/environment/global-warming/

A. Match the following terms with the definitions:

1. Carbon Dioxide a. mixture of gases that surround the earth

2. Atmosphere b. level of the sea half way between high and low tide

3. Deforestation c. temperature increasing on Earth

4. Global Warming d. gas formed by the burning of fossil fuels

5. Sea level e. rain, sleet, hail, snow and other forms of water falling from the sky.

6. Ecosystem f. weather conditions for an area including temperature and rain fall.

7. Climate g. consists of a group of plants and animals interacting with each other and with their

surrounding.LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 52

http://environment.nationalgeographic.com/environment/global-warming/

8. Precipitation h. remove a lot of trees from a place

B. Write T (true) or F (false) next to each statement and justify your answer with a quote from the text.

______1. The average global temperature is rising. ___________________________

_____________________________________________________________________________________________

__________ 2. Globally sea levels are rising. _________________________________________________________ ______________________________________________________________________________________________

___________ 3. Greenhouse gases are causing climate change. _____________________________________

_____________________________________________________________________________________________

___________ 4. Precipitation is increasing across the globe. ________________________________________


____________________________________________________________________________________________


Example of my web site Global Warming page


[insert title] - warren county public schools globa… · web viewour climate seems to be...

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