Floresville ISD LoTi Lesson Plan

 

Character Ed-Rhonda Bourland, Global Warming Project/Debate 
 

 

 

Lesson Information
Title of Lesson Character Ed-Rhonda Bourland, Global Warming Project/Debate
Grade Levels 8th
Subject Science
Course No course information associated with this lesson.
Authors and Contributors

rbourland 
Lesson Submission Date 3/6/2007 11:03:19 AM
Lesson Approval Date 4/16/2007 3:32:00 PM


 

Learning Objectives
TEKS /
Student Expectations 		8(3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information; (D) evaluate the impact of research on scientific thought, society, and the environment; and 8(2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to: C) organize, analyze, evaluate, make inferences, and predict trends from direct and indirect evidence; 8(12) Science concepts. The student knows that cycles exist in Earth systems. The student is expected to: (B) relate the role of oceans to climatic changes; and
Targeted TAKS /
Department Objectives 		Objective 1: The student will demonstrate an understanding the nature of Science. Objective 5: The student will demonstrate an understanding of earth and space systems.

 

Lesson Overview

A brief summary of the lesson and the expected outcomes.
Overview n/a

 

Engaging Questions

The task asks students to show their "know how" on something important and challenging, not just their knowledge.

Engaging /
Essential Questions 		1. What is global warming? 2. Who studies global warming? 3. Is Global Warming threatening? 4. Can we change global warming? 5. What affects climates and global warming? 6. What are greenhouse gases? 7. Why are greenhouse gas amounts increasing? 8. Can we predict climate change? 9. Will climate models help assess the future problem? 10. Who is responsible for fixing global warming? 11. Student generatd questions for debate.

 

Authentic Learning

The task reflects what people might actually do in the real-world; including real life issues, themes, and problems.

Activities n/a
Related Character Pillars

 

High Level Thinking Processes

The task requires complex-thinking skills (critical/creative thinking, decision making, problem solving)
Bloom's Taxonomy

Knowledge , Analysis , Comprehension , Synthesis , Application , Evaluation  
Description Knowledge: Students will obtain definitions though power point, magazine articles and discussions. Comprehension:Students will discuss past and present climates through research. Application: Students will apply their knowledge to a climate/ocean currents lab investigation. Analysis:Student groups will analyze the pros and cons for various organizations and their arguments for global warming solutions. Synthesis:Students will use scientific arguments to develop theories of how ocean water temperature and salinity will affect future world climate. Evaluation:The student congressional committee will assess and approve the debate proposal developed from the student group debate teams. Character Pillars addressed: The students will be demonstrating the following character traits. Responsibility: Be accountable for your choices Think before you act — consider the consequences Respect: Treat others with respect; follow the Golden Rule Be tolerant of differences Use good manners Be considerate of the feelings of others

 

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profiles of the students.

Differentiation Activities Adjusted Questions , Flexible Grouping ,
Description Flexible groups: Students will be grouped according to level of learning. Adjusted questioning: Students will be asked questions and cued according to need of the individual student.

 

Technology Applications

Technology (computers, handhelds, software applications, Internet) is used in a seamless fashion to promote student learning.

Technology Applications internet for research using desktop and tablet camcorder/video debate microsoft word (final document)
Web Resources

 

Assessment
Assessments

http://rubistar.4teachers.org/index.php 1349221  
File Attachments

 

Other Resources

Other Resources

This lesson was created from an imported lesson. The values below do not directly correspond to the new lesson template. You can choose to omit the values below or integrate them to other portions of your lesson.

Concepts/TopicsAnalyze Research Organize Predict trends from evidence Communicate conclusions Evaluate the impact of scientific research on the environment Relate role of oceans to climates

EBAM1.Students will obtain basic knowledge through vocabulary from power point, magazine article and discussion. 2.Students will conduct a lab investigation to determine the affects of temperature and saltiness of ocean waters on the climate. 3.Students will research climate conditions and changes that have occurred over the centuries. They will determine the roles the ocean played. 4.Students will hold a mock congressional committee debate on global warming. Students will role play various corporations such as power plant companies or automobile manufacturers, environmentalists, scientists, and consumers.Groups will argue the point of resposibility of Global warming to the nation. 5.Students will research and collect information supporting their arguments. The congressional committee will develop the rules for the debate/hearing. 6.Students will focus on repecting other teams while presenting. 6.Each group representing the agencies will have the opportunity to present their views and argue their point to the congressional committee. 7.The committee will make a decision and recommendation by writing a supporting document summarizing and clarifying their decision.

Performance TaskStudents will be able to relate past and present climates to the oceans across the globe. Students will predict and argue through mock congressional debate. Students can represent various corporations such as power companies, automobile companies, environmental protection agencies, scientist, etc. Each group or agency will have the opportunity to present their views by voicing their opinions on their responsibility to global warming. All groups will be respectful of others opinions. The congressional committee will make a final decision and write a supporting document to clarify their decision.

Resourcesteacher library books magazines