CLASS: 11th Grade US History/ Geography
DATE: Monday, December 8th, 2011
UNIT: The Environment
ENDURING UNDERSTANDING: What will my students be able to do or understand by the end of class?
1) SSU that humans/ animals may have a direct impact on climate.
2) SSU that the greenhouse effect is an actual scientific phenomena.
3) SSU that there are different views on global warming and climate change.
ESSENTIAL QUESTION: What 1-2 major themes/ideas do I want to explore with students in this unit?
1)
2)
How has climate changed over the past century or so?
What has affected climate change?
MICHIGAN HSCE: Which three state standards does my plan address?
1) K 1.6
2) 6.1.3
3) P 2.3
HOOK/INITIATION: What will you do to get the students invested in the lesson?
Students will watch two short arguments on whether global warming is real or not:
http://www.youtube.com/watch?v=FEjF8DcHPis&feature=related
http://www.youtube.com/watch?v=uU-AyGWdXxQ
They will then answer the two questions in paragraph form on what their opinion is on global warming only after watching these videos.
They will also write about how the world's climate could change over the next 100 years if humans do nothing to limit the levels of their
greenhouse gas emissions. (10 mins)
TEACHER ACTIVITIES: How will I convey the knowledge/skills of the lesson to help my students understand?
1.
2.
3.
Make sure students know what global warming is by asking them what prior knowledge they have on it. Have students write their
own definition of “global warming and green house effect” (8 mins)
Discuss with students that there are many opinions on global warming and climate change. (2 mins)
Show students examples of the differing opinions and have them take short notes: (10 mins )
http://www.pbs.org/now/shows/249/climate-change.html
http://www.pbs.org/now/shows/304/
4.
5.
Pass out worksheet (venn diagram) for students to work on comparing the views on the question, “Has human activity caused the
world’s climate to change over the past 100 years?”
(Direct students to computer lab.) (5 mins)
5. Allow students to work in groups to research both sides of the arguments and fill out venn diagram. (35 mins)
STUDENT ACTIVITIES What will the students do to demonstrate their understanding?
1.
2.
3.
4.
5.
Get into groups and write own definition of “global warming” and green house effect.” (5 mins)
Take notes on differing opinions of global warming that the teacher shows. ( 10 mins)
Brainstorm with group on what the main question is that these scientists are trying to answer. (Human Activity) (5 mins)
Research both sides of the argument to fill our venn diagram provided. (35 mins)
Create a visual to present to the class on which side of the argument YOUR group agrees with and why. (finish along with venn
diagram)
CLOSURE/SHARE BACK: How will the students share/interpret knowledge for others in the class?
Present visuals to the class on what which side of the global warming argument their group agrees with and why.(10 mins)
BELLRINGER:
ANNOUNCEMENTS:
What are things that you do that have an impact on the climate, if anything?
TICKET OUT THE DOOR:
Turn in visual that each group made.
HOMEWORK: