social studies lesson: connected world

7/27/2019 Social Studies Lesson: Connected World

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v i d e o e n h a n c e d l e s s o n p l a n | 1

Hypermedia Integration

Attribution Credits: Community Classrooms in conjunction with Independent

Television Service (ITVS) Film Modules Editor: Gail Huddles, After Image Public

Media: Richard Berge [lesson modified]

Lesson: Climate Politics - The Island President

Modified Lesson Plan: Tina Marie

Lesson Title: Connected World

Introduction: The lesson facilitates the creation of a relevant framework for the

links between social science topics, and the world outside the classroom. The

video depicts an individual nation’s struggle to avoid extinction, in the face of

rising sea levels, providing an intense microcosm of our connected world.

Film Synopsis: “Considered the lowest lying country in the world, a rise of a

mere three meters in sea level would inundate the Maldives, rendering thecountry practically unlivable. Unless dramatic changes are made by the larger

countries of the world, the Maldives, like a modern Atlantis, will disappear under

the waves.”

The Island President - Mr. Mohamed Nasheed - took the Maldivian fight for

survival to the world stage. Taking his people’s plight to the Global Climate

Summit led to the first time in history that China, India, and the United States

agreed to reduce carbon emissions. This lesson examines the factors behind

global climate change, its detrimental ecological and cultural effects, and themeans by which it can be mitigated, on both local and international levels.

Grade Level: Middle and High School - grades 7-12




Content Area: The curriculum is aligned with national standards in language

arts, social studies, and science. The lesson modification emphasizes the

aspects of hypermedia as a tool, to facilitate the scaffolding of individual

knowledge, and meaning creation. The detailed guide created with the original

lesson includes two lesson plans geared toward personal and local discovery,critical thinking, and interpersonal activities.

Content Objectives: Examine what is meant by the term climate change, and what it has in

common with global warming

Identify the links between climate change, political advocacy, and the

international political process

Use interactive technology tools to calculate personal carbon footprint,

and personal water footprint

Analyze the results of personal footprints on the global climate Transfer personal and group understanding to a larger scale

Analyze cause-and-effect relationships

Reflect upon and consider personal feelings about global warming and

climate issues

Recognize and value teamwork

Recognize the application of cooperative learning skills, through the

actions of the Island President at the Global Summit

Recognize and value effective collaboration techniques

Pedagogy Objectives: Virtual field trip - students meet new people and hear their ideas

Inspire curiosity about world events

Develop critical thinking skills

Improve communication and creativity

Build a foundation for life-long learning strategies

Technology Objectives: Processing:

o

Interactive technology tools to scaffold knowledgeo Utilize technology tools to evaluate results of footprint activities

Manipulation:

o Use technology as a research tool for active investigation

o Utilize technology tools to record results in various formats




Communication:

o Utilize technology tools to communicate findings

o Identify technology as a valuable tool for global interaction

21st Century Skill Development

o Problem-based learning

o Develop critical thinking skills

National History Standards Addressed:10.1.11 (World History Grades 5-12): Analyze ways in which human action has

contributed to long-term changes in the natural environment in particular

regions or worldwide.

9.2A.4 (World History Grades 5-12): Analyze how population growth,

urbanization, industrialization, warfare, and the global market economy have

contributed to environmental alterations.

9.2A.5 (World History Grades 5-12): Assess the effectiveness of efforts bygovernments and citizens’ movements to protect the global natural environment.

National Curriculum Standards for Social Studies: 10. CIVIC IDEALS AND PRACTICES An understanding of civic ideals and practices

is critical to full participation in society and is an essential component of

education for citizenship. This theme enables students to learn about the rights

and responsibilities of citizens of a democracy, and to appreciate the

importance of active citizenship.

Writing Standards Addressed:6–12, 6 (9–10, 11–12) Use technology, including the internet, to produce,

publish, and update individual or shared writing products, taking advantage of

technology’s capacity to link to other information and to display information

flexibly and dynamically.

Speaking and Listening Standards Addressed:6–12, 5 (9–10, 11–12) Make strategic use of digital media (e.g., textual,

graphical, audio, visual, and interactive elements) in presentations to enhanceunderstanding of findings, reasoning, and evidence and to add interest. (Note-if

resources permit and the creation of a presentation is a component).




National Science Education Standards Addressed:

Science in Personal and Social Perspectives 12FSPSP4.2 Materials from human

societies affect both physical and chemical cycles of the earth.

Environmental Quality 12FSPSP4.3 Many factors influence environmental quality.Factors that students might investigate include population growth, resource use,

population distribution, overconsumption, the capacity of technology to solve

problems, poverty, the role of economic, political, and religious views, and the

different ways humans view the earth.

NETS Standards Addressed: Facilitate and inspire student learning and creativity

Design and Develop Digital Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences

and assessment, incorporating contemporary tools and resources to

maximize content learning in context and to develop the knowledge, skills,

and attitudes identified in the NETS.

a. Design or adapt relevant learning experiences that incorporate digital

tools and resources to promote student learning and creativity.

b. Customize and personalize learning activities to address students’

diverse learning styles, working strategies, and abilities using digital tools

and resources. http://www.iste.org/docs/pdfs/nets-t-standards.pdf?sfvrsn=2

Relative Advantage: Hypermedia integration facilitates the linking of resourcesand interactive tools in a meaningful and authentic way. Technology tools can

facilitate the scaffolding of knowledge in a way to accommodate diverse

learning styles and enhance individual learning. Students are more motivated

when the topic is of real-world significance, and they are actively involved in

their quest for knowledge.

Timeline: This includes showing two ten minute segments from each film rather

than the entire videos. Strategies include alternating between activities, based

on student prior knowledge, flow of class discussion/debate, and availableresources. The original lesson has a timeline of 90+ minute lessons. The

activities can be adapted. The lesson could be covered in a unit: 8-10 - 45

minute sessions.

Materials:

Video Segment: “Climate Politics Strategy Meeting”

http://www.iste.org/docs/pdfs/nets-t-standards.pdf?sfvrsn=2

http://idahoptv.pbslearningmedia.org/resource/4ac519d2-ca28-42c1-b864-2176e2406114/the-island-president-classroom-modules/




http://www.iste.org/docs/pdfs/nets-t-standards.pdf?sfvrsn=2




Video Segment: “ Underwater Cabinet Meeting”

Educators Guide

o Student Handout A: Man vs. Nature o Student Handout B: Film Synopsis

Google Docs: Student Handout C: Focus Discussion Questions

Google Docs: Student Handout D: Movie Discussion Questions

LCD projector or DVD player

Pens and writing paper

Whiteboard or Blackboard and markers/chalk

Three of the interactive activities require computers with internet access

and Microsoft Office Software (high speed internet access)

Assorted art supplies and/or desktop publishing software

Computers with Internet access for small group activities

Grouping Strategies: The grouping strategies will be alternated. Adaptaccordingly between class discussions, small groups, and two large groups-for a

climate debate. Detailed grouping strategies are outlined with each of the

activities. The lesson begins with an activity and class discussion, requiring

students to recall prior knowledge on climate issues.

Learning Activities:Activity 1: Individual Concept Map-What do you think of when you hear the

terms: climate change and global warming?

Time: 10 MinutesMaterials:

pens/pencils, paper

whiteboard or blackboard

Goal: Create concept map/recall prior knowledge. Instruct students to write the

words climate change on the middle of a blank piece of paper. And create a

concept map with ideas they relate to these words. (provide example)

Activity 2: Class Discussion Concept Maps/Creation of Combined Concept Map

Time: 35 Minutes

Materials: Using White/Blackboard

- Invite the students to share their results with the class and record a

collective vocabulary of words that relate to climate change - creating a

collective concept map. Identify the key differences between climate change

and global warming, and provide examples. Elaborate during student discussion

by providing relevant feedback, and encouraging student interaction.





http://d43fweuh3sg51.cloudfront.net/media/media_files/TheIslandPresident_EducatorGuide.pdf



https://docs.google.com/document/d/1q2TqfGw-l8RyUsRdD6r8LRJdhVJGzQQA6Ezbm-MNya8/edit?usp=sharing

https://docs.google.com/document/d/1FcXArQRKOea7NFYxq7Po7tjkxejpKUiTcjW2QJmg_yE/edit?usp=sharing










Alternative Activity 2: Small Groups-Each using a large sheet of Kraft paper for

their brainstorming. This will facilitate small group collaboration, and the

creation of mental maps, based on shared knowledge. This could then be

elaborated during a class discussion, where small group concept maps are

shared, and then combined.

Activity 3: Pre-Screening: Is It Getting Hot in Here?

Time: 45 minutes

Materials:

pens/pencils, paper

Student Handout A: The Climate Change Debate: Man vs. Nature

Anuradha K. Herath, Astrobiology Magazine Date: 05 October 2011 via

www.livescience.com


Goal: Students will examine what is meant by the term climate change andwhat it has in common with global warming. They will then analyze the debate

surrounding climate change, consider their feelings about the issues, and

consider why there is so much passion on both sides of the divide.

Activity 4: WHAT’S ALL THE DEBATE ABOUT?

Time: 45 minutes

Materials:


Refer to Student Handout A: Man vs. Nature paper/pencil, notebooks, concept maps, notes from class discussion

Goal: Enhance learning and build cooperative and communication skills

Group Strategy: Divide the class into two groups:

Human Factors & Natural Forces

Instruct each pair to read the summary of the climate change debate

and briefly discuss their understanding of the debate from this

perspective. Instruct them to collaborate with their group on the best

defense for their point of view. (Adapt accordingly-extend to next class

period if learning is being enhanced.)

Key Focus Points for Climate Change Debate (write on white/black board)

Human Factors

carbon dioxide build up (from greenhouse gas emissions)

changes in agriculture

http://www.livescience.com/

http://www.livescience.com/




changes in land-use patterns (both trap more heat)

“Hundreds of scientists around the world have conducted research that show

human activities contribute the most to today’s climate change.”

Natural Forces

Solar changes

Changes in earth’s orbit

“Even scientists who think human activity is the main cause of climate change

don’t deny that natural changes will cause temperature fluctuations on Earth.”

Activity 5: Preview Activity - View Video Segments - Class Discussion

Time: Video Screening: 20 minutes (10 each) Class Discussion: 25 minutes

Materials:

CD Projector or DVD player

Video Screening: “Climate Politics Strategy Meeting”

Video Screening: “Underwater Cabinet Meeting,” Paper/pencils

Student Handout B: Film Synopsis (background info)

Student Handout C: Focus Discussion Questions (completed as class)

Goal: The handout and discussion questions provide focus for students prior to

viewing the two video segments. Instruct students to take notes while watching

the video modules and record quotes that illustrate the debate about global

warming and its impact on the Maldives. Compare their own debate strategies,

and get ideas on ways to improve.

Activity 6: Interactive Class Discussion: WHAT DOES THIS MEAN FOR THE

PEOPLE LIVING ON THE MALDIVE ISLANDS?

Time: 45 minutes

Materials:

CD projector or DVD player

Paper/pencils

Student Handout D: Post Film View Questions

Goal: Students will identify and record key points, and share personal opinions

verbally and/or on the post view questions handout. (to be collected at the

end of the class)

Activity 7: WHAT DOES THIS ALL MEAN FOR YOU?

Time: 45 minutes










Grouping Strategy: Divide the class into pairs or small groups and instruct

them to review the Huffington Post article and slideshow; “What Climate Change

Just Might Ruin.”

Materials:

Projector or DVD player (for demonstration)

Computers with Internet access to accommodate small groups

Post article and slideshow, “What Climate Change Just Might Ruin.”

Online Resource: Link

Paper/pencils

Goal: Ask each group to identify the impact of climate change on everyday life

in different areas of the world, including their own. Have the students identify

2–3 ways they expect their own lifestyles/habits to be affected by climate

change. And 2–3 ways they expect their school or community will be affectedover time. They should discuss the following as a group:

Guiding Questions:

Which of the following do you expect will be affected by climate change and

how do you think your life might change as a result?

Your favorite foods or beverages

Your means of transportation

Your medical care Your entertainment

Your means of communication

Activity 8: CALCULATE INDIVIDUAL CARBON FOOTPRINT

Time: 45 minutes (interactive)

Grouping Strategy: Small Groups

Materials:


Online Resources: Zero Footprint Youth Calculator:

http://calc.zerofootprint.net/youth/ Computers with Internet access to accommodate small groups

Paper/pencils

Goal: Instruct the groups to use the Zero Footprint Youth Calculator to

calculate their individual carbon footprints. Then estimate what their group’s

collective carbon footprint might be.

http://c/Users/tina/Desktop/%E2%80%A2%09http:/www.huffingtonpost.com/2012/10/05/arctic-ice-melt-sea-level-rise_n_1942666.html%23slide=1224006CD


http://calc.zerofootprint.net/youth/

http://calc.zerofootprint.net/youth/





Ask the groups to discuss their results and identify:

»The top three contributors to their carbon footprint

»What they are currently doing that helps to limit their carbon emissions

Activity 9: CALCULATE INDIVIDUAL WATER FOOTPRINT

Time: 45 minutes (interactive)

Grouping Strategy: Small groups

Materials:


Water Footprint Calculator for Kids:

http://environment.nationalgeographic.com/environment/freshwater/water-

footprint-calculator/

Paper/pencils

Goal: Students will calculate their approximate individual water usage and relate

this to how collective use impacts the planet. Through this interactive they willlearn that nearly 95 percent of their water footprint is hidden in the food they

eat, energy used, products bought, and services used, in addition to the water

they drink, bathe, and flush with.

What is Your Water Footprint?

http://environment.nationalgeographic.com/environment/freshwater/change-the-

course/water-footprint-calculator/

http://www.waterfootprint.org/?page=files/YourWaterFootprint

How Many Gallons of Water a day are Wasted From Leaky Faucets?http://ga.water.usgs.gov/edu/sc4.html

Assessment: Students are required to complete hand-outs during class

discussions. These provide a means to check understanding. The debate

provides a platform for student interaction and collaboration. Both self and

peer assessments can be included to provide feedback on communication and

participation. The creation of a final artifact provides a means to measure

acquisition of content knowledge.

Adaptations-Learners with Special Needs: Instructional strategiesintegrated in the lesson plan provide additional assistance to learners with

special needs. Grouping strategies and students checklists provide a way to

measure what kind of additional assistance may help individual students

succeed. Software tools can be added to assist students, after you receive a

little feedback on their specific curriculum needs.

http://environment.nationalgeographic.com/environment/freshwater/water-footprint-calculator/





http://environment.nationalgeographic.com/environment/freshwater/change-the-course/water-footprint-calculator/



http://ga.water.usgs.gov/edu/sc4.html

http://ga.water.usgs.gov/edu/sc4.html









References:

Current Events Awareness/Media Literacy | Social Studies | Classroom

Resources | PBS Learning Media. (n.d.). Retrieved October 15, 2013, from

http://idahoptv.pbslearningmedia.org/resource/006b2846-b093-4939-b297-

23285e4d1e22/006b2846-b093-4939-b297-23285e4d1e22/

The Island President Classroom Modules | Health and Physical Education |

Classroom Resources | PBS Learning Media. (n.d.). Retrieved October 15,

2013, from http://idahoptv.pbslearningmedia.org/resource/4ac519d2-ca28-

42c1-b864-2176e2406114/the-island-president-classroom-modules/

PBS Teachers . learning.now | PBS. (n.d.). Retrieved November 10, 2012, from

http://www.pbs.org/teachers/learning.now/

EXTENSION ACTIVITY:

WHAT IS OUR SCHOOL’S CARBON FOOTPRINT?

The Cool School Challenge offers suggestions on how to expand the activity to

include the whole school.

A Student’s Guide to Climate Change (EPA):

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

Green Schools Initiative:

http://greenschools.net/article.php?id=271

Cool Schools Challenge (National Wildlife Federation):http://www.nwf.org/Eco-Schools-USA/Become-an-Eco-School/Cool-School-

Challenge.aspx

http://idahoptv.pbslearningmedia.org/resource/006b2846-b093-4939-b297-23285e4d1e22/006b2846-b093-4939-b297-23285e4d1e22/







http://www.nwf.org/Eco-Schools-USA/Become-an-Eco-School/Cool-School-Challenge.aspx











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