Tom Jackson and Ashley HeraldMS-ESS3-5We had to get students to ask questions as to what causes global warming

Title: Causes of Rise in the Global Temperatures

Lesson Overview: After completion of the lesson students will be able to:

-Analyze data-Make comparisons-Create a presentation on their findings and present to their peers-Ask questions

Materials Needed:-Computer/internet access-Rubric-Worksheets-posterboard-Writing supplies

Phase One : Engage the Learnerr

The website that will be used will help students think deeper and Capture the interest of the students. It will allow for students to make predictions.

Review http://www.sustainabilitylabs.org/page/world-clock

Students will make their own predictions on their worksheets as to how much CO2 is produced during the duration of the lesson. Then we will ask students to write down any questions they have to the world clock.

Phase Two: Explore the Concept

Next, students will be able to research one of the five questions to help with the independent research process. Not only does this allow the students to be independent, but allows the students to actively get the hands on experience with technology.

This research will be guided with the rubric provided as well as a list of websites related to the topics.

Students will be divided into five groups and will research their topic. They will have to present it on a poster in front of their peers. Students will be encouraged to be creative during this process

Phase Three: Explain the Concept and Define the Terms

Students will explain their own findings in a presentation, in which we thought 5 minutes was timely enough. Students not in the presenting group would be given the opportunity to ask clarifying questions, in which might not all be able to be answered. This leave the opening for guidance for future lessons.

When all groups have finished their presentations, we will gather some of the unanswered questions and research them together.

Phase Four: Elaborate on the Concept

During this activity students will have to compare and contrast three maps. Groups will be necessary and collaboration will be needed to analyze and come to a conclusion.

Students will be divided into groups and given the maps on population density, global temperature and global CO2 emissions. They will have to complete the worksheet and we will discuss the findings as a whole. The end product of this would be for the students to find out that population only plays a localized role, while CO2 emission causes the global effect on the warming of the Earth. It will help them realize that our CO2 emissions effect not only our climate, but other countries effect our climate as well.

Phase Five: Evaluate students’ Understanding of the Concept

Students will be evaluated in several ways at the end and also during the lesson to verify the understanding. This allows for students to be guided through their research and be able to develop a more analytical approach to their data.

Rubric: Students will have a rubric to follow for their presentation

Group Evaluation: Students will also have the opportunity to evaluate their peers based upon their contributions to the presentation and research

Other Info

References:

http://www.sustainabilitylabs.org/page/world-clock

https://student.societyforscience.org/

http://www.timeforkids.com/news-archive/Science

http://www.livescience.com/

http://newsdiscovery.com/earth/global-warming

http://www.ipcc.ch/