The Literacy Design Collaborative
Argumentation Module
Global Warming
Lisa Cary-Western Kentucky University Writing Project
Drakes Creek Middle School
Bowling Green, Kentucky
LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011
1
Global Warming
Information Sheet for Argumentation Module
Module title:
Global Warming is So Uncool
Module description
(overview):
Our climate seems to be changing. Global warming has become a rallying cry for environmentalists and other concerned citizens. After
researching informational texts students will understand what global warming is, what may be causing this change in our environment, and what
effect global warming is having on our global society.
Task 9: L1
Template task (include
number, type, level):
Teaching task:
Grade(s)/Level:
Discipline: (e.g., ELA,
science, history,
other?)
Course:
What is causing global warming and what are the effects of global warming on our planet? After researching web sites, data, and technical
documents, write a blog entry that argues the causes of global warming and explains the effects on our global society. What implications can you
draw? Support your discussion with evidence from the texts.
7th Grade
Context: This unit will be taught in a middle school that includes grades 7 and 8. The middle school utilizes a team approach to teaching.
Students have Language Arts, Reading, Science, Social Studies and Math with the teachers on the same team. There are 2 teams of 7th graders in
our school. This module will be a collaborative effort with the Science, Language Arts and Reading classes working together to accomplish the
goals of this module. Both teams in 7th grade will be completing this module. The students that I work with traditionally have scored at or above
state and national averages in Reading and Math. However, the EXPLORE test has been given in 7th and 8th grade and our students had difficulty
reading and comprehending informational texts of a technical nature. Particularly reading graphs, charts, and tables. They also had difficulty
drawing conclusions and making inferences from the texts read. In reading students have had trouble supporting their claims with evidence and
details from the text. The module that follows addresses these concerns and offers engaging opportunities for students to gain experience in
reading non-fiction texts as they conduct research for their blog entry. These texts also provide a model for developing a claim and supporting
the claim with evidence. In addition to the reading of non-fiction texts, students will also be conducting research of their own during the lab
activity. This will provide students with an opportunity to collect data, organize that data into tables and graphs and finally write a lab report
explaining their findings.
In addition to the working context, it is important to note that the Science department is an I-3 Grant Recipient. The grant provided a class set
of iPads that the students will be using during this module. Our school also includes lap top carts and computer labs that will be utilized for the
research and writing of the essay in the Language Arts classes. The edmodo web site will be used in Science and Language Arts for peer editing,
revision and posting of the blog entry.
Science, Language Arts, Reading
General Science, Language Arts, Reading
Author(s):
Lisa Cary
Contact information:
Drakes Creek Middle School, 704 Cypress Wood Way, Bowling Green, Kentucky 42101, lisa.cary@warren.kyschools.us
LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011
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Section 1: What Task?
TEACHING TASK
Teaching
After researching ______________, write a/an ___________ that argues the causes of _________ and explains the effects ______________.
task:
What implications can you draw? Support your discussion with evidence from the texts.
Reading
texts:
-
Background
to share
with
students:
Larry O’Hanlon, “Global Warming: A Primer”
http://dsc.discovery.com/convergence/globalwarming/primer/primer.html
National Geographic, http://environment.nationalgeographic.com/environment/global-warming/
Chevron,
http://www.chevron.com/globalissues/climatechange/?utm_campaign=MSNPaid&utm_medium=cpc&utm_source=MSN&utm_term=global_warming
EcoKids, http://www.ecokids.ca/pub/games_activities/index.cfm
The Nature Conservancy, http://www.climatewizard.org/
Oracle Thinkquest- Global Warming, http://library.thinkquest.org/CR0215471/global_warming.htm
Climate A2Z (also an app), http://warrencountyschools.org/userfiles/1533/Climate%20A2Z%20app%20book(1).pdf
Global Warming Interactive, Climate Change Simulation- National Geographic, http://environment.nationalgeographic.com/environment/globalwarming/gw-overview/
Science Museum of the National Academy of Sciences
http://www.koshland-science-museum.org/exhibitgcc/index.jsp
PBS- The Heat Over Global Warming
http://www.pbs.org/now/shows/304/
Discovery: Global Warming All You Need To Know With Tom Brokaw
http://dsc.discovery.com/convergence/globalwarming/globalwarming.html
A Student’s Guide: Global Climate Change
http://epa.gov/climatechange/kids/index.html
World View of Global Warming- The Photographic Documentation of Global Climate Change
Overview of Climate Change
http://www.epa.gov/climatechange/kids/index.html
Science: In the last unit my students learned about the atmosphere and the importance of each layer of the atmosphere and how these layers interact and
work together. Students have learned that the atmospheric layers directly affect our planet’s weather and climate. Students have also developed an
understanding of the importance of our atmosphere including composition and function of each layer of our atmosphere. Finally students have learned about
global climate changes and reasons for this natural phenomena.
Language Arts: Students have been writing persuasive letters and have learned about persuasive writing techniques.
Extension
(optional):
Reading: Students have been reading non-fiction texts and have discussed non-fiction text features. Particularly how to identify non-fiction text features and
how these features are used in this genre.
Submission of essays for publication on Figment web site.
Debate with some students taking the view that Global Warming is not occurring.
LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011
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CONTENT STANDARDS FROM STATE OR DISTRICT
Standards source: Kentucky Department of Education – http://www.education.ky.gov/KDE/
ISTE (International Society for Technology in Education) NETS (National Educational Technology Standards)
http://www.iste.org/Libraries/PDFs/NETS-S_Standards.sflb.ashx
NUMBER
SC-07-2.3.1
CONTENT STANDARDS
Students will make inferences and predictions related to changes in the Earth’s surface or atmosphere based on data/evidence.
SC-07-4.6.1
Students will understand that Earth systems have sources of energy that are internal and external to the Earth. The Sun is the major external source
of energy
Students will compare abiotic and biotic factors in an ecosystem in order to explain consequences of change in one or more factors.
SC-07-4.7
ISTE.NETS.S 1
Creativity and
Innovation
ISTE.NETS.S 2
Communication
and Collaboration
c. Use models and simulations to explore complex systems and issues.
ISTE.NETS.S 3
Research and
Information
fluency
b. Locate organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
ISTE.NETS.S 5
Digital Citizenship
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
ISTE.NETS.S 6
Technology
Operations and
Concepts
b. Select and use applications effectively and productively.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011
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COMMON CORE STATE STANDARDS
READING STANDARDS FOR ARGUMENTATION
“Built-in” Reading Standards
“When Appropriate” Reading Standards
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 test.
3- Analyze how and why individuals, events, and ideas develop and interact over
the course of a text.
2- Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
6- Assess how point of view or purpose shapes the content and style of a text.
4- Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
7- Integrate and evaluate content presented in diverse formats and media,
including visually and quantitatively, as well as in words.
10- Read and comprehend complex literary and informational texts independently
and proficiently.
8- Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.
9- Analyze how two or more texts address similar themes or topics in order to
build knowledge or to compare the approaches the authors take.
WRITING STANDARDS FOR ARGUMENTATION
“Built-in” Writing Standards
“When Appropriate” Writing Standards
1- Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
2- Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization,
and analysis of content.
4- Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
3- Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
5- Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
6- Use technology, including the Internet, to produce and publish writing and to
interact and collaborate with others.
9- Draw evidence from literary or informational texts to support analysis,
reflection, and research.
7- Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation.
10- Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audience.
8- Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while
avoiding plagiarism.
LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011
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SCORING RUBRIC FOR ARGUMENTATION TEMPLATE TASKS
Scoring
Elements
Focus
Controlling
Idea
Reading/
Research
Development
Not Yet
1
Attempts to address prompt,
but lacks focus or is off-task.
Attempts to establish a claim,
but lacks a clear purpose. (L2)
Makes no mention of counter
claims.
Attempts to reference reading
materials to develop response,
but lacks connections or
relevance to the purpose of the
prompt.
Attempts to provide details in
response to the prompt, but
lacks sufficient development or
relevance to the purpose of the
prompt. (L3) Makes no
connections or a connection
that is irrelevant to argument or
claim.
1.5
Approaches Expectations
2
Addresses prompt appropriately
and establishes a position, but
focus is uneven.
Establishes a claim. (L2) Makes
note of counter claims.
Presents information from
reading materials relevant to the
purpose of the prompt with
minor lapses in accuracy or
completeness.
Presents appropriate details to
support and develop the focus,
controlling idea, or claim, with
minor lapses in the reasoning,
examples, or explanations. (L3)
Makes a connection with a weak
or unclear relationship to
argument or claim.
2.5
Meets Expectations
3
Addresses prompt appropriately and
maintains a clear, steady focus.
Provides a generally convincing
position.
Advanced
4
Addresses all aspects of prompt
appropriately with a consistently strong
focus and convincing position.
Establishes a credible claim. (L2)
Develops claim and counter claims
fairly.
Establishes and maintains a substantive
and credible claim or proposal. (L2)
Develops claims and counter claims fairly
and thoroughly.
Accurately presents details from
reading materials relevant to the
purpose of the prompt to develop
argument or claim.
Accurately and effectively presents
important details from reading materials
to develop argument or claim.
Presents appropriate and sufficient
details to support and develop the
focus, controlling idea, or claim. (L3)
Makes a relevant connection to clarify
argument or claim.
Presents thorough and detailed
information to effectively support and
develop the focus, controlling idea, or
claim. (L3) Makes a clarifying
connection(s) that illuminates argument
and adds depth to reasoning.
Organization
Attempts to organize ideas, but
lacks control of structure.
Uses an appropriate
organizational structure for
development of reasoning and
logic, with minor lapses in
structure and/or coherence.
Conventions
Attempts to demonstrate
standard English conventions,
but lacks cohesion and control
of grammar, usage, and
mechanics. Sources are used
without citation.
Demonstrates an uneven
command of standard English
conventions and cohesion.
Uses language and tone with
some inaccurate, inappropriate,
or uneven features.
Inconsistently cites sources.
Demonstrates a command of standard
English conventions and cohesion,
with few errors. Response includes
language and tone appropriate to the
audience, purpose, and specific
requirements of the prompt. Cites
sources using appropriate format with
only minor errors.
Content
Understanding
Attempts to include disciplinary
content in argument, but
understanding of content is
weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary content
relevant to the prompt; shows
basic or uneven understanding
of content; minor errors in
explanation.
Accurately presents disciplinary
content relevant to the prompt with
sufficient explanations that
demonstrate understanding.
LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011
3.5
Maintains an appropriate
organizational structure to address
specific requirements of the prompt.
Structure reveals the reasoning and
logic of the argument.
Maintains an organizational structure that
intentionally and effectively enhances the
presentation of information as required
by the specific prompt. Structure
enhances development of the reasoning
and logic of the argument.
Demonstrates and maintains a welldeveloped command of standard English
conventions and cohesion, with few
errors. Response includes language and
tone consistently appropriate to the
audience, purpose, and specific
requirements of the prompt.
Consistently cites sources using
appropriate format.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.
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Section 2: What Skills?
SKILL
DEFINITION
SKILLS CLUSTER 1 PREPARING FOR THE TASK
1. Task engagement
-
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
2. Task and rubric analysis
-
Ability to understand and explain the task’s prompt and rubric.
SKILLS CLUSTER 2 READING PROCESS
1. Active Reading
- Ability to understand necessary reading strategies needed for the task and develop an understanding of non-fiction texts by locating words and
phrases that identify key concepts and facts, or information.
2. Lab-Research
-
Ability to conduct research on global warming by completing lab.
3. Research- Text Selection
-
Ability to identify appropriate texts to use in blog entry.
4. Organize Vocabulary
-
Ability to identify terms essential to understanding a text.
5. Academic integrity
-
Ability to use and credit sources appropriately.
6. Note-taking
-
Ability to select important facts and passages for use in one’s own writing.
-
Ability to read purposefully and select relevant information; to summarize and/or paraphrase. Ability to prioritize and narrow notes and other
information.
SKILLS CLUSTER 3 TRANSITION TO WRITING
1. Bridging
Developing the argument
-
Ability to begin linking reading results to writing task.
Ability to synthesize the information gathered during the research phase into an outline for the argumentative research.
SKILLS CLUSTER 4 WRITING PROCESS
1.Claim
-
Ability to establish a claim and consolidate information relevant to task.
Initiation of task
-
Ability to establish an argument and consolidate information relevant to task.
2. Planning
-
Ability to develop a line of thought and text structure appropriate to an argumentation task.
Ability to develop a line of thought and text structure appropriate to the argumentation task and organize information into a graphic
organizer.
-
Ability to construct an initial draft with an emerging line of thought and structure.
L2 Ability to analyze competing arguments.
L3 Ability to make clarifying connections and/or provide examples.
Collaborative discussionsedmodo chat
3. Development
Interactive argumentative
graphic organizer
LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011
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4. Revision
-
Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
Ability to apply revision strategies to refine development of argument, including line of thought, language, tone, and presentation.
-
Ability to proofread and format a piece to make it more effective.
-
Ability to submit final piece that meets expectations.
Use rubric to score your peers
argumentative blog and
provide feedback
5. Editing
Use your peers responses to
edit blog
6. Completion
Post your final blog
LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011
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Section 3: What Instruction?
PACING
SKILL AND
DEFINITION
PRODUCT AND
PROMPT
SCORING
(PRODUCT
“MEETS
EXPECTATIONS”
IF IT…)
INSTRUCTIONAL STRATEGIES
SKILLS CLUSTER 1: PREPARING FOR THE TASK
Day 1
1. Task engagement
1 class
period
Ability to connect
the task and new
content to existing
knowledge, skills,
experience, interests,
and concerns.
Day 1
2. Task analysis
Product: Post-It notes
1 class
period
Ability to understand
and explain the task’s
prompt and rubric.
Prompt: What does the
instructional task ask you
to do?
Product: Quick Write
Response
No Score
Prompt: What is your
understanding of global
warming: include what
causes global warming and
the effects of global
warming on our planet.
Meets: Post-it notes
rubric activity
completed.
LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011
 Opener - students will complete an opening journal entry and discussion in order to review the
content covered during a unit on the atmosphere. Example: “What do you think is causing Global
Warming and what effect is it having on our planet.”
 Students will complete the quick write in edmodo, (www.edmodo.com this is a secure social
learning network where teachers can set up classes. Students will receive a password to sign into
the class.)
 Discuss student responses as a class while viewing edmodo. What did students know about global
warming and what are the effects of global warming.
 Explain timetable for this module and discuss the resources we will use to complete our blog
entry. Refer back to what students know about global warming and the effects of global warming
and discuss what research they need to conduct to complete their blog entry.
 Share examples of argumentative writing that models what proficient argumentative writing looks
like.
 Discussion of how these examples meets the criteria for proficient argumentative writing.
 Students will participate in scoring these examples as a class.
1. Teacher will go through the rubric and ask students to score one example of argumentative
writing. For each element of the rubric students will offer feedback (ex. focus…”Students what
grade would you give this writing on focus? Why? Show in the writing where the author meets
the criteria for this score.”)
2. Next students will work in groups of 3-4 to score the next example, students will be given only
one element of rubric to grade (ex. focus, controlling idea, ect.), they are to score this element
individually and provide an explanation of why they assigned the score, they will put this
information on a post-it note. They will then discuss the scores given as a group and must
unanimously determine a score for that element. As a class each group will share the element
that they scored and give an explanation of why the group assigned the score to that element.
3. Finally students will use this skill later in the module to score a peer’s writing using the rubric,
this will provide feedback that will be used by the student author to revise and edit their writing.
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Post-It Note Activity Formative Rubric:
Product
Meets
Approaching
Needs support/scaffolding
Post-It
Note
Rubric
Student will participate in discussions of rubric and will offer
appropriate feedback on scoring of each element of sample
writing during class discussion. Next students will work in
groups to score the element of the argumentative writing
they were assigned. First by individually grading the element
and justifying the score given with appropriate and focused
details from the writing and finally as a group unanimously
determining the score that should be assigned to the writing
with appropriate and focused details to support their group
decision.
Student will participate in discussions of rubric and will
offer feedback on scoring of each element of sample
writing during class discussion. Next students will work
in groups to score the element of the argumentative
writing they were assigned. First by individually grading
the element and justifying the score given with
appropriate details from the writing and finally as a group
unanimously determining the score that should be
assigned to the writing with appropriate details to
support their group decision.
Student attempt to participate in discussions of rubric but struggles
with appropriate feedback on scoring of each element of sample
writing during class discussion. Next students will work in groups to
score the element of the argumentative writing they were assigned.
Student attempt to individually grade the element and justify the score
but the details chosen from the writing are inappropriate. As a group
students struggle to unanimously determine the score that should be
assigned to the writing and also struggle to provide appropriate details
to support their group decision.
SKILLS CLUSTER 2: READING PROCESS
Day 2-3
1. Active Reading
1-2 class
period
Ability to identify the central
point and main supporting
elements of a text.
L2 Ability to identify
analyze competing
arguments.
L3 Ability to make
Clarifying connections
or provide examples.
Product: Pre-Post Reading
Organizer
Prompt: What prior knowledge
do you have before reading the
article and what knowledge do
you have after reading the article.
Meets: Pre-Post
Reading Organizer
activity completed.
 Ability to understand necessary reading strategies needed for the task.
 Students will complete a pre-post reading organizer activity for article to gather
introductory knowledge of Global Warming and the effects on our global
climate.
 Students will discuss the strategies they used to read this article. These reading
strategies will be used as students gather evidence to support their claims.
Pre-Post Reading Formative Rubric:
Product
Meets
Approaching
Needs support/scaffolding
Pre-Post Reading
Organizer
Student completes all parts of organizer including:
Before reading -Determines if they agree or disagree
with each statement and provides appropriate and
detailed reason for their choice.
After reading- Determines if they agree or disagree
with each statement. Provides evidence from text that
accurately and effectively proves their choice was
correct by restating information and by accurately citing
text directly using appropriate format.
Student completes all parts of organizer including:
Before reading -Determines if they agree or disagree
with each statement and provides appropriate reason
for their choice.
After reading- Determines if they agree or disagree
with each statement. Provides evidence from text that
accurately proves their choice was correct by restating
information and by accurately citing text directly using
appropriate format with only minor errors.
Student attempts to complete all parts of organizer including: Before
reading -Determines if they agree or disagree with each statement
and attempts to provide appropriate reason for their choice but lacks
relevance.
After reading- Determines if they agree or disagree with each
statement. Attempts to provide evidence from text that proves their
choice was correct but lacks relevance or is incorrect. Inaccurately
restates information and inaccurately cites text directly using
inappropriate or incorrect format.
LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011
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Day 2
2. Lab- Global Warming
Product: Lab Report
Ability to conduct research on
global warming by completing
lab.
Prompt: What causes global
warming and what are the
effects of global warming.
Meets: Lab report
includes all parts of
the scientific
method.
 Students will conduct a lab that will include a hypothesis and research to answer
the problem of what is causing global warming and what are the effects of global
warming. http://www.starhop.com/library/pdf/studyguide/elementary/GloJar-7.pdf
Students will create a model of the Earth’s atmosphere and will use iPads and
Pasco Scientific Temperature probes to complete the lab. The data from the
temperature probe will be sent to the iPad via a Bluetooth connection.
Lab Report Formative Rubric:
Product
Meets
Approaching
Needs support/scaffolding
Lab Report
Hypothesis –An If/Then statement is
written. Clearly defined prediction.
Hypothesis –An If/Then statement is written.
Attempt to predict the influence of one
variable on another.
Hypothesis –Prediction is stated but not in
appropriate format.
Materials list-Complete list of materials
with descriptions (size, amount, ect.)
Materials list-Most materials listed.
Materials list-Complete list of materials.
Experiment Procedures-Logical, detailed,
vertically numbered steps.
Experiment Procedures-Steps with some
detail. Minor errors.
Data table-Organized data entered
accurately and completely.
Data table-Most data organized with few
errors.
Graph-Data labeled and plotted accurately.
Correct units. Graph is in correct format
and proportion.
Graph-Data labeled and plotted with few
errors. Some correct units. Few format and
proportion errors.
Analysis-Discussion of explanation of
results, and unexpected results.
Analysis-Some discussion of explanation of
results, and irregular results mentioned.
Conclusion-Clear, logical conclusion based
solely on data. Refers back to hypothesis.
Conclusion-Logical conclusion consistent with
most data. Attempt to relate to hypothesis.
LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011
Experiment Procedures-Steps lack detail or
are out of order. Difficult to follow.
Data table-Data lacks organization, missing
data and/or many errors.
Graph-Data missing labels and plotted
inaccurately. Incorrect units. Many format
and proportion errors.
Analysis- Results are unclear. Irregular
results are ignored.
Conclusion- Based on expected outcome
rather than data. Minor relation to
hypothesis
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Day 3
2. Text Selection
Product: Text Selection Notes
Ability to identify
appropriate texts.
Prompt: Using the list of web
sites provided by the teacher
choose 4 sites. In addition to
web sites use iPad app
Climate A2Z for additional
research. For each site
chosen, list the needed
bibliographic information on
the text selection organizer.
Also include information for
what global warming is, what
causes global warming, and
the effects of global warming.
Meets: Identifies
author, title,
publisher, date, and
any other needed
information.
Includes information
for what global
warming is, what
causes global
warming and the
effects of global
warming.
 Provide access to research sources for students to access the texts, and create citation. Links to
be attached to teacher website or edmodo.
 Students will be given a list of web sites to choose from and will narrow that choice down to 4
for their blog entry.
 Students are to complete text selection note-taking organizer as they conduct their research.
 Students will use iPads and the Climate A2Z app to complete their research.
o
ESL complete guided reading w.s.
Text Selection Notes Formative Rubric:
Product
Meets
Approaching
Needs support/scaffolding
Text Selection Notes
Students will use iPads to choose 4 appropriate
sources for their blog entry and complete the
text selection note-taking organizer that includes
detailed information on the what global warming
is, what causes global warming and the effects of
global warming.
Students will use iPads to choose 4
sources for their blog entry and
complete the text selection note-taking
organizer that includes information on
what global warming is, what causes
global warming, and the effects of global
warming.
Students uses iPads but is unable to choose 4 sources
for their blog entry and has difficulty in completing the
text selection note-taking organizer. Students have
difficulty in including information on what global
warming is, what causes global warming, and the
effects of global warming.
LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011
12
On-going
as you
research
Product: Vocabulary Visual Organizer
3. Organize
vocabulary and
information from
selected texts.
Prompt: As you complete your research
determine the key vocabulary and
supporting vocabulary that will need to be
included in your essay, provide the
definition, examples, and drawing for each
of your terms.
Meets: Completes Vocabulary
Visual Organizer
 Ability to read purposefully and select relevant words that identify key
concepts, facts, or information.
 Tell students to look at their research and quotes chosen, and then
determine which terms to include in their vocabulary organizer.
Explain that they should look for terms that are essential for their
blog. Students will have different vocabulary in their organizer
depending on what research sources they have used and their view
on what has caused global warming.
Vocabulary Visual Organizer Formative Rubric:
Product
Meets
Approaching
Needs support/scaffolding
Vocabulary Visual
Organizer
Student completes vocabulary organizer and includes
detailed list of key vocabulary needed for blog. Terms
include: atmosphere, carbon dioxide, greenhouse
effect, climate, ecosystem, environment, fossil fuel,
greenhouse gases, and pollution and other vocabulary
that the student determines to be essential.
Student completes vocabulary organizer and
includes essential key vocabulary needed for
blog. Terms may include: atmosphere, carbon
dioxide, greenhouse effect, climate, ecosystem,
environment, fossil fuel, greenhouse gases, and
pollution.
Student has difficulty in completing vocabulary
organizer and choosing key vocabulary needed
for blog.
On-going
as you
research
4. Academic
integrity
Product: Bibliography
Meets: Bibliography completed
Prompt: As you complete your research
determine the information needed for your
bibliography, complete the web site column in
your research notes organizer.
 Ability to cite sources and provide quotes
from web sites.
 Students will use link on teacher web site to
create their bibliography.
Bibliography Formative Rubric:
Product
Meets
Approaching
Needs support/scaffolding
Bibliography
Student cite sources and provides essential
quotes from web sites that will be used to
enhance their blog entry and provide credibility
to their blog.
Student cite sources and provides essential
quotes from web sites that will be used in
their blog.
Student have difficulty as they cite sources
and they struggle in providing essential
quotes from web sites that will be used in
their blog.
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1-2 class
periods
5. Organize Notes
from research.
Product: Flip Chart
Meets: Flip chart completed.
Prompt: After you have
completed your research
determine the relevant
information you will include
in your essay.
 Ability to read purposefully and select relevant facts and
information that identify key concepts, facts, or information.
 Ability to summarize or paraphrase information gathered in
research to build an argument for the causes and effects of
global warming.
Flip Chart Formative Rubric:
Product
Meets
Approaching
Needs support/scaffolding
Flip Chart
Student creates flip chart that includes
detailed information for the headings: what
global warming is, causes of global warming,
and the effects of global warming.
Student creates flip chart that includes relevant
information for the headings: what global
warming is, causes of global warming, and the
effects of global warming.
Student has difficulty in creating flip chart
and has difficulty in choosing relevant
information for the headings: what global
warming is, causes of global warming, and
the effects of global warming.
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SKILLS CLUSTER 3: TRANSITION TO WRITING
1 class
period
1. Developing the
argument - Bridging
Conversation
Product: “Can You Convince Me?
Developing Persuasive Writing”
Meets: Persuasive writing
techniques organizer is
completed.
Complete the Argue, persuade,
advise on-line activity.
Prompt: The Power point provides
techniques for providing
argumentative writing strategies.
 Ability to determine how techniques change for arguing,
persuading, and advising.
 Ability to understand necessary skills and strategies for
completing task.
 Ability to cross over from research to writing by
developing skills in focusing argumentative essay with
supporting evidence.
 Students will view power point on techniques to include
in their argumentative blog.
 Students will complete vocabulary examples organizer
as they re-read the article “Global Warming: A Primer
by Larry O’Hanlon”.
“Can You Convince Me?” Formative Rubric:
Product
Meets
Approaching
Needs support/scaffolding
Persuasive Writing Techniques
organizer
Student views Persuasive Writing
Techniques ppt and completes
organizer that includes appropriate
detailed examples of each technique.
Student views Persuasive Writing
Techniques ppt and completes
organizer that includes appropriate
examples of each technique.
Student views Persuasive Writing Techniques ppt
but struggles to completes organizer that
includes appropriate examples of each technique.
SKILLS CLUSTER 4: WRITING PROCESS
1 class
period
1. Initiation of task
Product: Paragraph
Meets:
 Ability to summarize key points in an initial draft that
will be expanded on in final essay.
 Students will include their thesis, what global warming
is, what causes global warming, and the effects of global
warming. This paragraph will be posted on the edmodo
web site.
Prompt: Write a paragraph and
post on edmodo web site, includes
thesis and focuses on the causes of
global warming and the effects on
our global society.
Argumentative Paragraph Formative Rubric:
Product
Meets
Approaching
Needs support/scaffolding
Text Selection Notes
Student completes detailed paragraph
that includes: an appropriate thesis
statement, detailed explanation of
what global warming is, detailed
causes of global warming, and detailed
effects of global warming.
Student completes paragraph that
includes: an appropriate thesis
statement, relevant explanation of
what global warming is, relevant
causes of global warming, and
relevant effects of global warming.
Student struggles to completes paragraph that
includes: a thesis statement, explanation of what
global warming is, causes of global warming, and
effects of global warming.
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1 class
period
2. Planning Collaborative
discussions
Product: edmodo chat
Prompt: Read your peers
paragraph and provide an
argumentative response. Next
look at the responses you have
gotten from your peers and
defend your position on the
causes of global warming and the
effects of global warming on our
global society by responding back
to your peers with evidence to
support your thesis.
Meets: In chat student is able to
defend position with facts that
support claim when criticisms are
made by other student’s posts.
Student is able to respond to at
least 2 other students’ posts with
logical argumentative criticisms.
 Students are to write a convincing argumentative post
in response to reading peers paragraph with evidence
to support criticisms.
 Students are to defend claim in response to peers posts
in an edmodo chat.
Edmodo Chat Formative Rubric:
Product
Meets
Approaching
Needs support/scaffolding
Text Selection Notes
1 class
period
3. Developing
Product: Interactive graphic
organizer (Persuasion Map)
Meets: Interactive graphic
organizer completed on-line.
Prompt: After reading various
texts and completing research
notes organizer and Climate A2Z
organizer student will organize
thier ideas in a graphic organizer
(Persuasion Map).
Interactive Graphic Organizer Formative Rubric:
Product
Meets
Interactive
Graphic
Organizer
(Read/Write
/Think
Organizer)
 Students will use research completed earlier and
organized in Research Notes Organizer and Climate
A2Z Organizer to plan information for blog and provide
supporting evidence for claim by completing graphic
organizer (Persuasion Map) for blog.
Approaching
Needs support/scaffolding
Student completes all parts of organizer including:
Introduction-thesis statement, Main reasonsestablishes a credible claim and counter claims
fairly, Facts or Examples-accurately and effectively
presents evidence from reading material that are
relevant and support claims and Conclusionrestates claim in a way different from introduction
and adds depth of reasoning.
Student completes all parts of organizer
including: Introduction-thesis statement,
Main reasons-establishes claim and counter
claims, Facts or Examples-accurately
presents evidence from reading material
that are relevant and support claims and
Conclusion-restates claim in a way different
from introduction.
Student attempts to complete all parts of organizer
including: Introduction-thesis statement, Main
reasons-attempts to establish claim but makes no
mention of counter claims, Facts or Examplesattempts to present evidence from reading
material that are relevant to support claims with
minor lapses in accuracy and Conclusion-claim is
restated in the same way as in the introduction.
Facts or examples include quotes and sources to
be cited in text as well as in the bibliography in
correct format.
Facts or examples include quotes and
sources to be cited in text as well as in the
bibliography with only minor errors.
Facts or examples attempt to include quotes from
texts but inconsistently cites sources or does not
include sources.
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1 class
period
4. Revision and editing
Product: Draft of Argumentative
essay (posted to edmodo and peer
edited)
Meets: Student completes draft of
argumentative essay.
Prompt: Write an argumentative
essay that includes a 2-3 point
thesis statement, evidence to
support claims, and closing
paragraph.
 Students will produce an argumentative essay that
defends claims with evidence from research including
correct citation.
 Students will use rubric to provide feedback to 2 peers’
blogs. They will give the highlighted rubric to their
peers. Once students receive the highlighted rubrics
they will use that information to revise and edit their
blog.
Draft of Argumentative Essay Formative Rubric:
Product
Meets
Approaching
Needs support/scaffolding
Text Selection Notes
Student provides a clear and logical
2-3 point thesis statement, and
provides detailed evidence including
statements from research that
enhances their blog with correct
citation of materials. Students then
use the argumentative rubric to
highlight elements and provide
detailed feedback to 2 peers blogs.
Student provides a clear and logical
2-3 point thesis statement, and
provides relevant evidence including
statements from research with
correct citation of materials.
Students then use the
argumentative rubric to highlight
elements and provide relevant
feedback to 2 peers blogs.
Student struggles to provide a clear and logical
2-3 point thesis statement, and provide
evidence from research with correct citation of
materials. Students struggle to use the
argumentative rubric to highlight elements and
provide feedback to 2 peers blogs.
1 class
period
5. Completion – final
draft
Product: Argumentative essay
posted to a blog (edmodo web
site)
Meets: See teaching task rubric.
Submit your final draft for scoring and feedback
Prompt: Teaching task
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MATERIALS, REFERENCES, AND SUPPORTS
FOR TEACHERS
http://dsc.discovery.com/convergence/globalwarming/primer/primer.html
Global Warming- Facts & Our Future
Science Museum of the National Academy of Sciences
http://www.koshland-science-museum.org/exhibitgcc/index.jsp
PBS- The Heat Over Global Warming
http://www.pbs.org/now/shows/304/
Discovery: Global Warming All You Need To Know With Tom Brokaw
http://dsc.discovery.com/convergence/globalwarming/globalwarming.html
FOR STUDENTS
o
o
o
o
o
o
o
o
o
Quick Write
Pre-Post Reading Organizer
Vocabulary organizer
Notes Flip chart
Argue, Persuade, Advise On-line Activity
Edmodo Chat
Interactive Graphic Organizer
Argumentative Essay Draft
Argumentative Essay Rubric for final copy
o
Optional- Figment web site to share essay
A Student’s Guide: Global Climate Change
http://epa.gov/climatechange/kids/index.html
KS3 Bitesize Writing: Argue, Persuade, and advise
http://www.bbc.co.uk/schools/ks3bitesize/english/writing/argue_persuade_advise/activity.shtml
Argumentative essay interactive graphic organizer to map out essay
http://www.readwritethink.org/classroom-resources/student-interactives/persuasion-30034.html
World View of Global Warming- The Photographic Documentation of Global Climate Change
file:///Users/lcary/Desktop/Global%20warming,%20photography,%20pictures,%20photos,%20climat
e%20change,%20impact,%20science,%20weather,%20arctic,%20ant.webarchive
http://www.epa.gov/climatechange/kids/index.html - Website that provides overview of climate
change, information on causes of global warming and the effects on our global society.
http://figment.com/ an online community where students can share their writing and have their
peers critique their work.
Power Point for Climate Change notes
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Example of how I have set up my web page for resources
Persuasive strategies ppt.
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Section 4: What Results?
1.Notes in foldable example
pg. 1
pg. 2
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pg. 3
pg. 4
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2. Quick Write -Student example of quick write-What do students know about global warming?
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3. Example of students peer editing
Payton G. to 4th-group 1 (4th period)
Global Warming has many different causes. In my opinion, major pollution by humans and deforestation cause Global Warming.
One reason why pollution causes Global Warming is that it causes so much Carbon Dioxide. Carbon Dioxide is one of the gases
that trap heat in the atmosphere, which will make Earths climate warmer. The reason why deforestation causes Global Warming
is that when trees get cut down, they don’t give out oxygen and they won’t take in Carbon Dioxide. With all the CO2 in the air,
the Earth can really heat up. If every person can work together on saving energy and start planting trees, we could change the
future of Earth to a good one instead of a bad one.
Pollution is probably the most well known cause of global warming. We all pollute everyday by driving, turning on the lights,
and even turning on a fan. Just one flip of a switch will release Co2 (Carbon Dioxide) into the air. Here’s one way to think of
the future if we don’t stop polluting. Black smoke and smog covering the sky, no electricity at all, no wildlife almost anywhere.
Would you want your children or grandchildren living in such a place, because I definitely wouldn’t? If you could turn off the
lights or the TV when you’re done with it, you could save a lot of money and you could save so much coal for your future
children or grandchildren.
Deforestation is one of the most unknown causes of Global Warming. First off, deforestation is the destruction of trees and
wildlife for us humans. Deforestation is a major issue today. Too many trees are falling to the ground just for a house. Sooner
or later the government will have to cut down parts of major wildlife like rain forests. My idea is to plant one tree seed after a
tree is cut down. It might take a while to grow but it will still take away CO 2 and give out oxygen. An example of this kind of
world is a book called The Lorax by Dr. Seuss. It shows how the world could be like if we don’t stop cutting down trees and
planting them. One tree a day, can keep the Carbon Dioxide away.
Now you might say, “ We all need trees to make homes” or “If we stop cutting down trees, there will be many jobs lost.” I
never said that you had to stop cutting trees down; I said that we need to start planting trees. Now I also know that we all
need homes for everybody in the world today so, if we could maybe make smaller homes and not humongous mansions that
only two people live in. You also could say that we need coal to keep our lives going and so we can make money. This is very
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true, but I’m only saying that we need to try to conserve that extra energy that we use all the time and don’t even think about
it. Just a little bit of energy each day can turn to a whole bunch of energy later.
All of these reasons should show you that you need to start conserving fast. Deforestation and Pollution could really harm our
environment since we do it everyday. I want you to remember what it could be like in the future. Black smoke everywhere,
almost no blue skies, barely any wildlife left. Once again I'm going to ask you this question, Would you or your children or your
grandchildren like to live in that kind of a world?
Bibliography
. "Global Warming." National geographic. National Geographic, 2011. Web. 24 Feb 2012.
<http://environment.nationalgeographic.com/environment/global-warming/>.
. "Global Warming." What You Need to Know. Discovery Communications, 2011. Web. 24 Feb 2012.
<http://dsc.discovery.com/convergence/globalwarming/globalwarming.html>.
Show Less
5 hours ago
Reply
Share
Tag
Drew K. - It would be easier to read if you wrote it in paragraphs. When you say, "Would you want your
grandchildren living in such a place? Because I sure wouldn't." needs to be in quotations because it's in your own words
and its being directed to the reader.
5 hours ago
Ashley S.- You have a lot of information but you need to use quotes in your writing, like according to...and then use
the quote from that source. Don’t forget to include what source you used after the quote in parenthesis. Other than that
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it is looking good.
5 hours ago
2 examples from each level
4. Student examples of Final Blog Entries
(4)
Unwanted Warming
Tia L.
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Have you ever noticed how extreme our climate is these days? There are many causes for this but the main cause is
something called Global Warming! "Global Warming is the worldwide rise in surface temperatures", according to scientists from
the United Nations group, Intergovernmental Panel on Climate Change or IPCC (National Geographic, 2011.) The major
contributor to global warming is human made contributions. Humans who release too many greenhouse gases each day into
our atmosphere cause global Warming. Greenhouse gases include carbon dioxide (CO2). Carbon dioxide (CO2) is an example of
a greenhouse gas that our atmosphere cannot take too much of. The IPCC goes on to report that, “Humans are pouring carbon
dioxide into the atmosphere much faster than the plants and oceans can absorb it.” (National Geographic, 2007) One way these
gases are added is when people all over the world drive large cars that contain gases such as carbon dioxide (CO2) in the
exhaust of these cars. Another way people add carbon dioxide is when factories are built that release CO2 gases in the
atmosphere. These gases leave the factory in the form of pollution. Pollution adds to the total amount of greenhouse gases in
our atmosphere. Finally, humans add CO2 to the atmosphere when they cut down trees or participate in deforestation. When
our trees are cut down this takes out plants that absorb CO2, if these trees are not available to absorb CO2 then these gases in
our atmosphere will increase. We can’t continue to add greenhouse gases to our atmosphere like this forever; Global Warming
needs to be stopped.
According to a 2007 IPCC report, human-caused global warming is contributing to greenhouse gases (National geographic,
2007.) Cars that humans drive are a main factor in Global Warming. This is because they let off fumes in their exhaust known to
contain CO2, which is one of the main greenhouse gases. These gases from the exhaust rise up into our atmosphere adding to
the total amount of greenhouse gases. These gases are not good for our environment when they are in large amounts and we
do not want or need them around. These gases escape from the muffler of a car and are produced from the gasoline our cars
use to run. These gases are bad for our environment because they release toxic gases into our atmosphere. You might think
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the bigger car you own makes you seem the coolest but I bet you have never thought that the bigger car equals more gas,
which leads to extreme amounts of pollution. When too much of these gases fill our atmosphere they get trapped beneath the
ozone layer, slowly building up and tearing holes through this layer.
The next human-caused contributor of Global Warming is the production of pollution from factories. According to the
Marian Koshland Science Museum, “Black soot released by smoke stacks and wild fires absorbs solar radiation and can warm
the Earth.” (2012) Just think how big a factory is! In factories to get rid of waste they some times burn them. This sets off
something called smog. As this cloudy, thick, black smoke fills the air, plants start to absorb this air. Until so much smog fills
the air that plants cannot absorb anymore of these gases. These gases absorb solar radiation and this increases the Earth’s
temperature. According to the IPCC 2007 report, “Average temperatures have climbed 1.4 degrees Fahrenheit (0.8 degree
Celsius) around the world since 1880, much of this in recent decades, according to NASA's Goddard Institute for Space Studies.”
(2007)
Finally when humans participate in activities like deforestation this increases the Earth’s temperature, according to the
Marian Koshland Science Museum, “Deforestation can significantly increase the amount of atmospheric CO2, which warms the
planet.” (2012) By completely cutting down all of the trees in an area this will decrease the amount of plants that are available
to absorb these gases and convert them to oxygen.
Some people may not agree with my statements, for example they might say "No, there will always be enough plants in this
world that will help take CO2 out of our atmosphere." Well that is completely wrong. If we don’t stop polluting our air with
these greenhouse gases our temperature will increase to the point that it will have an impact on our planet, especially the
animals on our planet. According to National Geographic, “Arctic ice is rapidly disappearing, and the region may have its first
completely ice-free summer by 2040 or earlier. Polar bears and indigenous cultures are already suffering from the sea-ice loss.”
(2011) Someone else might say, "The holes in the ozone layer are being caused from something else." Not true. Because tons
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of gases build up our temperatures are rising. This is our planet’s problem, and we have got to find a cure.
I hope you can see how humans are the main cause for Global Warming. And if we do not act now our children’s and the
next generation’s futures are going to be in jeopardy. You can start today, join in and lets begin making a difference for the
future of our planet!
"Global Warming." National geographic. National Geographic, 2011. Web. 23 Feb 2012. N.p., 2011. Web. 23 Feb 2012.
"Global warming fast facts." News.nationalgeographic.com. National Geographic News, 2007. Web. 23 Feb 2012.
"Global Warming Facts and Our Future." Science museum of the national academy of sciences. Marian Koshland Science
Museum, 2012. Web. 23 February 2012.
(4)
What Is the Cause?
By: Ashley S.
What is global warming? According to Larry O’Hanlon, a scientist who writes for National Geographic, “Global
warming is the worldwide rise in surface temperatures across the globe.” It happens when greenhouse gases trap the
Sun’s radiation in the atmosphere and that results in higher temperatures. I believe that the most significant cause of
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this current warming is the increasing concentration of these greenhouse gases in the atmosphere. These gases
include carbon dioxide (CO2), methane, and nitrous oxide. My reasons behind this are that these gases are increasing
at an alarming rate in atmospheric concentrations along with the temperatures in the atmosphere.
One way that CO2 is being introduced into our atmosphere is by the cars we drive. According to the National
Resources Defense Council, “Cars produce more than 1.5 billion tons of CO2 annually. “(2005) That’s a lot of carbon
dioxide put into the atmosphere every year. The world’s largest source of all global CO2 emissions with about 21.2% in
2006 was china according to David Golding an environmental scientist and author of Climate A2Z. “ Another way that
CO2 is being added to the atmosphere is by deforestation. Deforestation accounts for 20% of carbon dioxide
emissions, more than the combination of vehicles, airplanes, and ships” according to Golding (2012). Trees use CO2
from the atmosphere and convert that into O2 through the process of photosynthesis. Without these trees the CO2
levels will increase because there are less trees to use the CO2. Also another way that CO2 is entering our atmosphere
is when we burn fossil fuels such as natural gas, oil, or coal. CO2 is a by-product of burning these fuels. These are some
reasons why this gas (CO2) has the highest concentration level in our atmosphere.
Another greenhouse gas is methane. According to National Geographic News, “A molecule of methane produces
20 times the warming of a carbon dioxide molecule.” (2007) Methane enters the atmosphere because a cow’s diet and
multiple stomachs cause her to produce methane every time she exhales. As a result of this, methane is the second
most significant cause of greenhouse gases behind CO2.
An additional source of greenhouse gases is nitrous oxide, which is the largest contributor to our atmosphere.
According to the National Environmental Protection Agency, or E.P.A., nitrous oxide is 300 times more powerful than
carbon dioxide. (2012) Nitrous oxide occurs naturally but is being increased as fertilizers are being added to the soil
in agriculture management practices. When nitrous oxide enters the atmosphere it has a very long atmospheric life.
(EPA, 2012) The only way for this gas to leave the atmosphere is when the sun breaks the molecule down.
Some might disagree and say that greenhouse gases are not the cause of our rising global temperature but you
cannot dispute the evidence. These gases trap heat and as their concentration increases, so do the global
temperatures. “Average temperatures have climbed 1.4 degrees Fahrenheit (0.8 degree Celsius) around the world
since 1880, much of this in recent decades”, according to NASA's Goddard Institute for Space Studies. (National
Geographic 2007)
The cause of global warming isn’t just deforestation or cars or humans or even cows. It’s all of them, we all put
greenhouse gases into the air one way or another. The cause of global warming is simply the amount of greenhouse
gases in our atmosphere.
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Bibliography
. "Global warming." National geographic. National Geographic, n.d. Web. 6 Mar 2012.
<http://environment.nationalgeographic.com/environment/global-warming/>.
. "Global Warming Basics." National resources defense council. National Resources Defense Council, 2005. Web. 6 Mar 2012.
<http://www.nrdc.org/globalwarming/f101.asp>.
Golding, D., “Climate a2z.” Web. 6 Mar 2012. http://www.climatea2z.com/
Hanlon, H.. "Global warming: A primer." Discovery Channel. Discovery Communications LLC, 2011. Web. 6 Mar 2012.
. "Nitrous Oxide." www.epa.gov/nitrusoxide/scientific.html. US Environmental Protection Agency, 2012. Web. 6 Mar 2012.
Unknown, . "Global warming fast facts." News.nationalgeographic.com. National Geographic News, 2007. Web. 6 Mar 2012.
<http://news.nationalgeographic.com/news/2004/12/1206_041206_global_warming.html>.
(3)
Global warming
By Caleb K.
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In my opinion greenhouse gases added to the atmosphere as a result of human
activities are the main causes of global warming. According to David Golding, an
environmental scientist, “Global warming in simplest terms is the world wide rise in surface
temperatures.” (2012) This means that the earth is getting hotter. I think that greenhouse
gases added as a result of human activities are the main reasons for this increase in
temperature.
“Greenhouse gases can damage the atmosphere and cause global warming”, according
to the National Geographic website. (2012) They are destroying the atmosphere and that
allows more UV rays to enter therefore heating earth. The U.S. was the largest emitter of
carbon dioxide or CO2 (a greenhouse gas) until 2006 when China overtook it. (Golding
2012) Many natural and human made gases contribute to the greenhouse effect. That
warms the earth’s surface. The green house gasses include CO2, water vapor, methane, and
nitrous oxide.
Pollution is putting fossil fuels into the air which is causing harm to the atmosphere.
Vehicle exhaust contributes about 60% of all carbon emissions nation wide and up to 95%
in large cities. (National Geographic 2012) Methane emissions come from many human
made causes like coal mining, landfills, and from burning fossil fuels. Humans are putting a
lot of junk in the atmosphere. That’s how we contribute to global warming.
I know you may be thinking that’s not the cause. But according to David Golding
”Greenhouse gases are the main cause of global warming.” You may also be saying what
about deforestation. I know that a tree being cut down causes an increase in CO2. However,
CO2 is a greenhouse gas so that supports my statement.
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Overall global warming is a bad thing. It is going to cause temperatures to rise. So by
knowing what is causing it, that will help us to know what to try to stop it. Lets all help stop
global warming.
Bibliography
"Global Warming." National geographic. National Geographic, 2011. Web. 24 Feb 2012.
<http://environment.nationalgeographic.com/environment/global-warming/>.
Golding, D., “Climate a2z.” Web. 6 Mar 2012. http://www.climatea2z.com/
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(3)
The “Hottest” Problem in the World!
By Krissy M.
Global warming has become a worldwide problem. There are several issues causing global warming and as a result there
are many effects of global warming. Global warming is the increasing temperature here on Earth. One of the main causes of
global warming appears to be deforestation. Deforestation is the cutting down and burning of trees. According to National
Geographic, “Forests still cover about 30 percent of the world’s land area, but swaths the size of Panama are lost each and
every year.” (2012) Why should this be a problem? It’s a problem because trees hold carbon dioxide, or CO2, in their leaves.
When the trees are cut down all the CO2 is released back into the air. Also trees take in CO2 during the process of
photosynthesis and convert that gas into oxygen that we breathe. If the trees are burned this CO2 is never taken out of the
atmosphere and this will lead to an increase in the amount of CO2 gases as well as an increase in the overall global
temperature.
Deforestation adds greenhouse gases to the atmosphere and this plays a big part in global warming. The greenhouse
effect, so named because the sun’s rays enter into our atmosphere and gets trapped like in a greenhouse, can be a good thing
for our planet. If we didn’t have greenhouse gases to hold in the heat, our planet would not be warm enough to live on. (EPA
2011) The problems start when the concentration of greenhouse gases is too much for our atmosphere. This is called the
greenhouse effect. According to Discovery Communications, “The greenhouse effect causes the temperatures in our atmosphere
to heat up too much, too fast.”
Along with deforestation there are other issues adding to the greenhouse gases in our atmosphere. The main greenhouse
gases are carbon dioxide, methane, water vapor, and nitrous oxide. These are heating the planet and atmosphere, so the
temperatures worldwide are rising. China-made merchandise is another cause of global warming. This is because China’s
factories are powered by coal, the dirtiest fossil fuel. China also opens a new coal-fired plant every week! (Discovery 2012) By
burning these fuels we are putting more CO2 into the air. So much carbon dioxide is in the air that plants cannot absorb it fast
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enough. The higher concentration of ozone in the atmosphere traps heat and increases the earth’s average temperature.
According to EPA, “If people keep adding greenhouse gases into the atmosphere at the current rate, the average temperature
around the world could increase by about 4 to 12°F by the year 2100.” (EPA 2011) So if you think that this summer’s
temperature seems hotter than last summer you are right!
The effect of all of these gases in our atmosphere is that it causes the worldwide temperature to rise, glaciers and ice caps
to melt at the poles and this causes polar bears and penguins to lose their homes. According to EPA, “If the Earth keeps
getting warmer, up to one–fourth of all the plants and animals on Earth could become extinct within 100 years.” (2011) These
plants and animals make-up the food chains and food webs in the ecosystems across our planet. As you can imagine taking
some of these animals out of the food web will have an effect on the ecosystems they are in as well as ecosystems that overlap
theirs. Some people may think that global warming is not a huge problem but as you can see it is and has the potential to
impact all parts of our earth!
Global warming is an important problem that needs to be helped right away! Some ways to help are by buying more
organic foods, replacing regular light bulbs with compact fluorescent light bulbs (CFL’s), and recycling. Another way is to reuse
your shopping bags. “When 1 ton of plastic bags is reused or recycled, the energy equivalent of 11 barrels of oil are saved”, according to
How recycling can help stop global warming. (2007) By recycling we not only can keep from mining new metals such as aluminum that will
take fossil fuels but we also can keep these materials out of our landfills. These are all simple and easy changes to help the lives of
arctic animals in the poles.
Bibliography
. "Global warming." National geographic. National Geographic, n.d. Web. 6 Mar 2012.
<http://environment.nationalgeographic.com/environment/global-
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"How Recycling can Help Stop Global Warming." How recycling can help stop global warming. Help Stop Global Warming,
2007. Web. 6 Mar 2012. <http://www.help-stop-global-warming.com/global-warming-recycling.html>.
"Global Climate Change." N.p., 2011. Web. 6 Mar 2012. <http://epa.gov/climatechange/kids/basics/index.html>.
"Global Warming." What You Need to Know. Discovery Communications, 2011. Web. 6 Mar 2012.
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The Warming of the Globe
By Zach F.
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Global warming is what it sounds like the warming of the earth’s surface temperature. But out of the many reasons I think the
burning of fossil fuels, coal, oil, and natural gas and also the Greenhouse effect are causing global warming. These are my two
main reasons that I think global warming is caused by.
The burning of fossil fuels includes: coal, oil, and natural gases and has been happening for many years. This is what Epa.gov
said “More than 100-200 years ago people started burning large amounts of fossil fuels, coal, oil, and natural gas. This is one
reason why there is a hole forming in the ozone layer. The smoke that is putting off of the burning is forming a thick smoke
called smog. Smog is in places like California or places with large factories.
The greenhouse gases are the second important reason why I think global warming is happening. Greenhouse gases trap heat
in the ozone and is destroying the ozone. Also greenhouse gases absorb and emit radiation waves. Cars also let off large
amount of greenhouse gases everyday. This is what John Cox had to say “Global warming is a term that is extremely useful
when you’re ruining the planet”. But one important thing to say is that a greenhouse gas isn’t a bad thing; earth would be in
distress with out it.
You might say that animal like cows are the biggest reason for global warming. A cow does produce methane every breath but
global warming has been happening for 100-200 years with large amounts at a time. This happens everyday when factories
start working everyday.
In conclusion the burning of fossil fuels, coal, oil, natural gases and the greenhouse effect I think has the most impact on global
warming. Remember these are only two reason these should all stop is what I think. We can prevent this by going eco-friendly
also like factory using electricity and car also should.
Bibliography
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"Global Climate Change." A student. N.p., 2011. Web. 24 Feb 2012. <http://epa.gov/climatechange/kids/index.html>.
Hanlon, H.. "Global warming: A primer." Discovery Channel. Discovery Communications LLC, 2011. Web. 24 Feb 2012.
<http://dsc.discovery.com/convergence/globalwarming/primer/primer.html>.
Novi Meadows Elementary, . "Global Warming." Thinkquest. Oracle Education Foundation, 2002. Web. 24 Feb 2012.
<http://library.thinkquest.org/CR0215471/global_warming.htm>.
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Warming our earth
By Ashton B.
We all try to help the cause of global warming. By recycling or using electrical vehicles instead of releasing harmful gasses such
as fossil fuels But how a when does this process reign? It all begins with problems called greenhouse gasses.
Now we know the greenhouse effect is the worldwide raise in surface temperatures but now we the world need to know what
is causing it. According to current scientist the greenhouse gasses like methane and carbon dioxide absorb heat and energy,
eventually heating us the worlds earth to the point where animal have lost their homes certain species are coming extinct and
we the people are starting to worry.
These gasses may not be the only reason our atmosphere is heating though scientist have discovered natural disasters such as
hurricanes volcanic eruptions’ but it doesn’t end there.
The machinery we use also lets off harmful gasses known as fossil fuels have you ever seen a plant and freeing off the harmful
gasses into the atmosphere those are fossil fuels these are harmful to our earth as well and all this adds up to what we the
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people call global warming.
Now you know how global warming is caused its effect and how we can help chemicals known as greenhouse gasses pollute
and harm our air absorb heat and energy causing our atmosphere to consume warmth from the earth. You may say, “there is
no global warming” or something like “it doesn’t exist” but these reason are in invalid it is proven our greenhouse gasses like
methane carbon dioxide and nitrous oxide absorb heat and energy. So according to scientist those reasons are incorrect and
greenhouse gasses are the cause of global warming.
(1)
GLOBAL WARMING
By Serenity G.
Global Warming, a subject almost everyone is talking about. So, to get it out of your system, Global Warming is just another
saying for the rhythm of temperatures that everybody thinks is a bad thing. Why? Because it is 2012 and a lot of people think
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the world is going to end from Global Warming, well, I am here to explain that Global Warming IS efficient for life on earth, but
if we get to much of it, that’s a bad situation to be in.
The causes (that everybody thinks) of Global Warming are Green House Gases, the burning of fossil fuels, oil, cars, and more. I
personally do not think that cars are a big issue in this situation because if you think about it; all cars do id drive on the road,
yeah I know, I know, unfortunately we need gas to drive but really, cars, not a problem. Fossil Fuels and the burning of them I
can see why, because we need oxygen and if the fossil fuels get into the air and mix with oxygen, we can die!!!
Scientist think the effects of Global Warming are; ice melting world-wide, butterflies, foxes, and alpine plants moving North and
in cooler areas. A researcher by the name of Bill Fraser says, “Penguins are not breeding as often.” And oddly, Wikipedia says
that the ecological and social changes caused by the rise of global temperatures, I just think that’s technology, NOT GLOBAL
WARMING!!!
Some of you may say, “God controls the temperature, Global Warming is just a fake myth.” And others are going to say,
“Global Warming is the answer to everything, we can think outside the box and come up with something never before.” Well, I
play good cop bad cop, but truthfully. I lean more on the side that it’s a myth.
I hope I changed your opinion about Global Warming. If not and your right where you were, I tried my best on laying down
facts (or nothing true). Because of Global Warming, our earth is warm even though a fact I lay down now, Alaska has had their
coldest winter yet. Help change Global Warming by picking up the earth so that it can be efficient no matter what we do.
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(1)
Earth is sweating…
By Sooyeon L.
Global warming is the temperature in Earth is going up because of many things. Cause of global warming we have lots of
damages and it is getting more and more. We need to solve this huge problem...
In my opinion, main cause of global warming is fossil fuels. And I have 3 main reasons for that.
Pollution is one of the causes of global warming, and burning fossil fuel is cause of pollution. Fossil fuels are fuels made of
organic matter such as coal and oil. When fossil fuels are burned, they give off a greenhouse gases called co2. About pollution,
there is many kinds of pollution but burning fossil fuels is mainly cause of air pollution.
Greenhouse gases are one of the causes of global warming, and it made up with fossil fuels. Several greenhouse gases cause
global warming and greenhouse gases come from fossil fuels in cars, factories and electricity production.
Fossil fuels and carbon dioxide trap the heat from the sun near the Earth. Fossil fuels and carbon dioxide trap the heat from the
sun near atmosphere. So the heat from the sun is stay near the earth then temperature goes up. That called global warming.
Bibliography
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. "Global Warming." National geographic. National Geographic, 2011. Web. 24 Feb 2012. .
. "Global Warming." What You Need to Know. Discovery Communications, 2011. Web. 24 Feb 2012.
CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)
Classroom assessment
task
Background to share
with students
(optional):
Reading texts:
ARGUMENTATION CLASSROOM ASSESSMENT RUBRIC
[As of September 2011, this rubric is under construction]
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Teacher Work Section
Appendix
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Resources:
Global Warming Visual Organizer for Reading Argument (Article)
Before Reading
Agree/Why?
Disagree/Why?
Statement 1
Global warming is the
worldwide rise in surface
temperatures.
Prove it (using evidence from your reading) 1. Cite directly
Before Reading
Agree/Why?
Disagree/Why?
Agree
2. Restate In your Own Words
Statement 2
The rate of global
warming is decreasing
dramatically.
Prove it (using evidence from your reading) 1. Cite directly
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After Reading
Disagree
Agree
After Reading
Disagree
2. Restate In your Own Words
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Before Reading
Agree/Why?
Disagree/Why?
Statement 3
There are the obvious
signs of global warming.
Prove it (using evidence from your reading) 1. Cite directly
Before Reading
Agree/Why?
Disagree/Why?
2. Restate In your Own Words
Statement 4
Oxygen is good at
absorbing sunlight and
converting that energy
into heat
Prove it (using evidence from your reading) 1. Cite directly
Before Reading
Agree/Why?
Disagree/Why?
Agree
Agree
Prove it (using evidence from your reading) 1. Cite directly
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After Reading
Disagree
2. Restate In your Own Words
Statement 5
The greenhouse effect
isn't a bad thing.
After Reading
Disagree
Agree
After Reading
Disagree
2. Restate In your Own Words
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Before Reading
Agree/Why?
Disagree/Why?
Statement 6
People have caused the
greenhouse effect.
Prove it (using evidence from your reading) 1. Cite directly
Before Reading
Agree/Why?
Disagree/Why?
2. Restate In your Own Words
Statement 7
2010 was Earth's
warmest year in a
century.
Prove it (using evidence from your reading) 1. Cite directly
Before Reading
Agree/Why?
Disagree/Why?
Agree
Agree
Prove it (using evidence from your reading) 1. Cite directly
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After Reading
Disagree
2. Restate In your Own Words
Statement 8
It's global change that
affects people.
After Reading
Disagree
Agree
After Reading
Disagree
2. Restate In your Own Words
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Name_____________________________________________ Class Period_______
You may use and attach notebook paper if you need more room for research notes.
Website-Give
address and
author if known
***You will use this for your
bibliography
What is Global
Warming?
***Include at least one Quote from
Website (evidence to support your
statement)
What Causes
Global Warming?
(Claims)
What are the
effects of Global
Warming?
***Include at least one Quote from
Website (evidence to support your
statement)
***Include at least one Quote from
Website (evidence to support your
statement)
1.
2.
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Website-Give
address and
author if known
***You will use this for your
bibliography
What is Global
Warming?
***Include at least one Quote from
Website (evidence to support your
statement)
What Causes
Global Warming?
(Claims)
What are the
effects of Global
Warming?
***Include at least one Quote from
Website (evidence to support your
statement)
***Include at least one Quote from
Website (evidence to support your
statement)
3.
4.
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Name_________________________________________
Click on the above app and take notes on: What global warming is, causes of global warming and consequences (effects) of global warming. Look at each letter of the
alphabet; it will either be a cause, consequence, or solution. After skimming the book choose 3 causes and 2 consequences (effects) of global warming. Include a quote
from your section. Finally determine essential vocabulary you will need to include in your blog.
What is Global Warming-Claim
1.
Causes of Global Warming- Claim
2.
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Quotes from book-Evidence
1.
Quotes from book-Evidence
2
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3.
3.
Consequences (effects) of Global Warming-Claim
Quotes from book-Evidence
1.
1.
2.
2.
Essential vocabulary to include in blog: Terms that your audience may not know (ex. if one of your causes is deforestation explain this
term).
Term
Definition
Picture
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ESL Text Selection Alternative
What are the Causes and Effects of Global Warming?
Scientists have spent decades figuring out what is causing global warming.
They've looked at the natural cycles and events that are known to influence climate, the weather in an area. But the amount and pattern of
warming that's been measured can't be explained by these factors alone. The only way to explain the pattern of climate change is to include the
effect of greenhouse gases (GHGs) emitted by humans.
One of the first things scientists learned is that there are several greenhouse gases responsible for warming, and humans emit them in a variety
of ways. These gases are released into the atmosphere, a mixture of gases surrounding the Earth, and cause the air to retain heat. Most gases
come from the burning of fossil fuels in cars, factories and electricity production. The gas responsible for the most warming is carbon dioxide,
also called CO2. Other contributors include methane released from landfills and agriculture (especially from the digestive systems of grazing
animals), nitrous oxide from fertilizers, gases used for refrigeration and industrial processes, and deforestation which is the loss of forests that
would otherwise store CO2.
What are the effects of these greenhouse gases according to these scientists?
The planet is warming, from North Pole to South Pole, and everywhere in between. Globally, the temperature is already up more than 1
degree Fahrenheit, and even more in sensitive polar regions. Signs are appearing all over, and some of them are surprising. The heat is not only
melting glaciers and sea ice, it’s also shifting precipitation patterns and impacting the environment setting animals on the move.
Some impacts from increasing temperatures are already happening.
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o
Ice is melting worldwide, especially at the Earth’s poles. This includes mountain glaciers, ice sheets covering West Antarctica
and Greenland, and Arctic sea ice.
o
Sea level rise became faster over the last century.
o
Precipitation (rain and snowfall) has increased across the globe, on average.
Other effects could happen later this century, if warming continues.
Source for climate information: IPCC, 2007. http://environment.nationalgeographic.com/environment/global-warming/
A. Match the following terms with the definitions:
1. Carbon Dioxide
a. mixture of gases that surround the earth
2. Atmosphere
b. level of the sea half way between high and low tide
3. Deforestation
c. temperature increasing on Earth
4. Global Warming
d. gas formed by the burning of fossil fuels
5. Sea level
e. rain, sleet, hail, snow and other forms of water falling from the sky.
6. Ecosystem
f. weather conditions for an area including temperature and rain fall.
7. Climate
g. consists of a group of plants and animals interacting with each other
and with their surrounding.
8. Precipitation
h. remove a lot of trees from a place
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B. Write T (true) or F (false) next to each statement and justify your answer with a quote from the text.
______1. The average global temperature is rising. ___________________________
_____________________________________________________________________________________________
__________ 2. Globally sea levels are rising. _________________________________________________________
______________________________________________________________________________________________
___________ 3. Greenhouse gases are causing climate change. _____________________________________
_____________________________________________________________________________________________
___________ 4. Precipitation is increasing across the globe. ________________________________________
____________________________________________________________________________________________
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Example of my web site Global Warming page
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