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Massive super storms destroying cities
Mega droughts causing famine
Massive firestorms destroying acres of land and homes
Melting polar ice caps
Sea level rising worldwide
Warming temperatures destroying coral reefs
Increased carbon dioxide due to human activity
Sound like a worst case scenario, or a script for a made-for-TV
disaster movie? Unfortunately, all of these events are
happening now. Almost every day, scientists share new data
that reveals both the causes and consequences of climate
change. For example, NASA's most recent mission
detected significant Antarctic ice mass loss. Scientists say that
we do not have a decade to wait to consider the problem; we
must act now to have any hope of mitigating the consequences
of climate change.
Image Source: Clipart.com by subscription
Next
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Next
You will use the websites below to help complete the
Student Activity on the next slide.


Use the databases and websites below as you
research.
Click on the image on the right to view a video about
climate change.
Digital resources:
 BCPS online database
 Climate Change
 Student Guide on Global Climate Change
 What Climate Change Means for Africa and Asia
 President Obama’s Plan to Fight Climate Change
 Climate Central
Click on the picture to view video.
Image Source: "Survival of Penguins at Stake as Antarctic Ice
Disappears." Kerry Sanders, correspondent. NBC Nightly News.
NBCUniversal Media. 11 Mar. 2013. NBC Learn. Web. 12 July 2013.
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Next
Your teacher will place you into teams of four. Each
research one of the following climate change questions:
 Does data from around the world support the theory
of climate change?
 What are the causes of climate change?
 What are the effects of climate change?
 What can you do as an individual to impact climate
change?
Each member will share his/her findings with the rest of
the group using a Socratic Seminar.
Image Source: clipart.com by subscription
Create an Individual Action Plan
Use the thoughts and ideas you gathered from your research and your one minute paper to create your final
product. For your final product, you will create an Individual Action Plan that addresses the causes of climate
change.
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Use these tools to reflect on your
learning and assess your Action Plan.
Write a 1-minute paper reflecting on
your learning.
Individual Action Plan Checklist
Image Source: clipart.com by subscription
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Next
Extension and Enrichment
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Based on what you have learned,
what do you think the weather
and climate will be like in 10
years? Write a fictitious news
report about a climate changerelated event.
Turn your Action Plan into a
Service Learning project.
Click here for the forms.
Image Source: Clipart.com by subscription
Next
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BCPS Curriculum
Next Generation Science Standards
HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out
of Earth’s systems result in changes in climate.
HS-ESS3-5.Analyze geoscience data and the results from global climate models to
make an evidence-based forecast of the current rate of global or regional climate
change and associated future impacts to Earth systems.
Maryland State Curriculum
Time Frame:
Common Core State Standards
Reading: 1. 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 text.
Writing: 7. Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation.
Standards for the 21st Century Learner
1.1.6 Read, view, and listen for information presented in any format (e.g. textual,
visual, media, digital) in order to make inferences and gather meaning.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to
curricular areas, real-world situations, and further investigations.
Maryland Technology Literacy Standards for Students
3.0: Use a variety of technologies for learning and collaboration.
Learning Styles:
Visual, Auditory, Tactile, Reflective, Global, Analytical, Field
Dependent, Field Independent
2 50-minute periods
Differentiation:
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Direct students to use comprehension tools included in
databases, such as: audio read-aloud, labeled reading
levels, and embedded dictionaries.
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Pair students for research and Socratic Seminars
AVID Strategies:
Cornell Note-taking strategy
One-pager instead of 1-minute paper
Notes to the teacher:
Consult with your Library Media Specialist for help in
implementing the Slamdunk.
Print out worksheets and scoring tools ahead of time.
Last updated: July 2015
Created by Donna Anderson linked to email address,
BCPS Slam Dunk Research Model, Copyright 2012, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only.
All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.