MLK Jr. Early College Teacher Lesson Plan
Teacher: Davis
Standard / Assessment Framework: College Board APES topic outline
IV. Land and Water Use
VII. Global Change
Subject/Grade:
APES
Unit/ Essential Questions:
Connections
Objectives
Content Objectives:
See objectives specific to each case study
SWBAT evaluate a problem based on global change and create recommendations for addressing the
problem.
SWBAT analyze a complex set of data.
Topic: Global
Date:
Change Case
Period:
August
Studies
Language Objectives:
Students will complete a set of activities
to build an understanding a field of
science.
Students will present their solutions and
recommendations to the class
Materials:

Case study folders with instructions and additional hand-outs

Computers – 1 per group of 4 or 5 students

Projector or promethean board

Copies presentation rubric, project rubric and self assessment rubric
Create your own ice core

Red, blue and green clay

Wax paper (one sheet per student)

Clear straw (one per student)

Sand
Earth’s Energy Cycles: Albedo

2 Thermometers

One copy of the Bhutan glacier photo (p.4)

Tape

Watch or stopwatch

lamp with a 150 watt bulb

student page (p.5)
A Dusty Situation

4 thermometers

Portable lamp (a flexible desk lamp works well)

100 - 150 Watt incandescent light bulb

Stopwatch

Clear tape

Quarter sheet of 10%, 50%, and 80% dot paper

Quarter sheet of white paper

Graph paper
Coral Cores Activity

Coral Coring images

Metric Rulers (1 per student)

Pencils (1 per student)

Yarn or String

Tape

Data Cards
Making A Scientific Model

Erlenmeyer flask
Two-hole rubber stopper for flask
Thin, glass pipette with graduated markings
Long thermometer
Portable lamp
100 - 150 Watt light bulb
3.5% NaCl solution

Marker
Stopwatch or clock
Key Vocabulary
*see vocab specific
to each case study
Proxy data
Resolution
Albedo
Black carbon
Climate
Climate forcings
Feedback (positive
and negative)
Paleoclimate
Ice core
Coral (reef)
Sea surface
temperature (SST)
Habitat
Model
Volume
Percent
Formula
prediction
Matrix/College
Connections:
ACT readiness
standard for
science:
Higher Level Thinking:
Evaluate and create recommendations
AVID = inquiry and collaboration
Connections to
Embedded
Assessments and
Depth of
Knowledge:
Homework:
Mastery
Compare or
combine data from
a complex data
presentation
Identify and/or use
a simple (e.g.,
linear)
mathematical
relationship
between data
Analyze given
information when
presented with
new, simple
information
Lesson Sequence
In:
5 - 10 minutes
Day 1 – Our environment is changing in many ways. What are some issues or problems you know of that are related to these changes?
(example = antibiotic resistant bacteria, extinctions, )
Day 2 – How does the problem your group is evaluating affect you personally?
Day 3 – Has studying this issue caused you to rethink any of your daily choices?
Day 4 – Which earth system spheres does your problem connect to? Explain the connections you have found between these spheres.
30-40 Minutes
Day 5 – You have three golden minutes (and no more!) to organize your group and be ready to present – presentation loaded, review speaking
order, gather other materials, practice your part, etc.
Through:
Differentiation
Day 1 Share responses to in – write list of issues on board. Preview activity with objectives, logistics:
Divide students into groups (???)
Preview each of the 5 case studies, have each group discuss and choose their top three. Hand-out case
studies. Provide group work helpful hints and questions to think about– show self assessment rubric that
will be used after presentations. Go over timeline and final presentation requirements.
Day 2-4 students work in groups to complete activity. Teacher assists.
Day 5- decide on order of presentations and write on board. Each group presents, students work in
groups to evaluate the group after them with rubric. 10-15 minutes per presentation and discussion. 5
minutes for self evaluation at end.
Self (group) paced
Group role
Line of teacher questioning
Acceleration
Further research (teacher
provided extra questions)
Group lead role
Remediation
5 Minutes
Note-taking strategies
Student hard copy of readings
Out:
Day 1 – did you complete today’s task? What helped your group? What held your group back? What will you do differently tomorrow?
Day 2 – What role are you playing in your group? Are you participating equally? What will you do different tomorrow?
Day 3 – List three things you have learned so far from this activity.
Day 4 – is your group ready to present? Take this time to organize and ensure you’re prepared to present when you come to class tomorrow.
Day 5 – If you were to continue studying your problem, what would your next steps be?
Case Study 1: Tree Flow Data and the 1922 Colorado River Compact Overview
Objectives:
SWBAT understand how tree rings provide a historical record of stream discharge over several centuries.
SWBAT outline the basic tenants of the 1922 Colorado River Compact.
SWBAT graph and analyze tree flow data for the Colorado River at Lee’s Ferry Arizona from 762-2005.
SWBAT compare differences in Colorado River flow estimates at Lee’s Ferry, Arizona between the 1922 CO River
Compact and tree flow proxy data.
SWBAT infer implications of this difference and create recommendations for amending the 1922 compact.
Resources:
http://www.windows2universe.org/earth/climate/CDcourses_treerings.html&edu=high (background
dendrochoronology)
http://www.windows2universe.org/earth/climate/treering_cores_align.html&edu=high (activity)
http://www.windows2universe.org/earth/climate/dendrochronology_build_tree.html (activity)
Tree flow core power point presentation slides 10-23
http://treeflow.info/background.html (additional info)
www.youtube.com/watch?v=MZrKW-Q9X8E (10 min student made video on Colorado River Compact)
http://www.usbr.gov/lc/region/pao/pdfiles/crcompct.pdf (copy of compact)
http://www.cobizmag.com/articles/tapped-out-front-range-cities-get-up-to-half-their-water-from-the-Western-S (intro
article on consequences – EDIT for too much information)
http://link.brightcove.com/services/player/bcpid1388782686?bctid=5494433001 (8min diversions video)
Vocabulary:
Dendrochronology
Dendroclimatology
Proxy (give definition)
Resolution (give definition)
The Lower Division states