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Established Goal(s): Include content standards, CCSS, course or program objectives, learning outcomes, etc.
ESS3-5:Studentswillaskquestionstoclarifyevidenceofthefactorsthathavecausedtheriseinglobal
temperaturesoverthepastcentury.Emphasiswillbeonthemajorrolethathumanactivitiesplayincausing
theriseofglobaltemperatures.
Essential Question(s):
Bothhumanactivitiesandnaturalprocessesplayarolein
globalclimatechange.
Addingmorecarbondioxidetotheatmosphereallowsless
What is the impact of humans on the Earth?
energytoescapeouratmosphere,causingwarmingofthe
Earth.
Scientistknowthatourclimateischangingbytemperature
recordings,sealevelrising,decreasesinsnowcover,and
depletionofglaciersandArticice.
Climatechangecanaffectanecosystemandthesurvivalofa
species.
Stepscanbetakentoreducetheamountofpollutantsbeing
producedbyhumans.
Stage 2- (Desired Results- How do you know they know? Collecting Data)
Performance Task
-Through what
authentic
performance task(s)
will students
demonstrate the
desired
understandings?
- By what criteria
will performances
of understanding be
judged?
Other Evidence
Explanation
Data Collected
Application
Standard(s)
DoNow
H- hook
students
Day
Ican:Researchasourceofpollutionanduseevidencetodescribeitseffectsonclimatechange.
Discusspossibleresultsofclimatechangeonanecosystem,usingspecificexamples.
Presentpossibleactionsthatcanbetakentoreducethereleaseofgreenhousegases.
ESS3-5:Studentswillaskquestionstoclarifyevidenceofthefactorsthathavecausedtheriseinglobal
temperaturesoverthepastcentury.Emphasiswillbeonthemajorrolethathumanactivitiesplayincausingtherise
ofglobaltemperatures.
Brainstormsourcesofpollution,bothnaturalandman-made.Discusshowthesesourcesofpollutioncould
contributetoclimatechangequietlywithapartner.
WhatIamdoing?
Learning
Activities
E- equip
R- rethink and
revise
E- evaluate
T- tailor
instruction
O- be organized
Whatthestudentsaredoing?
WhatdataamIcollecting?
Countingthenumberofstudentsintheclassto
DoNow
knowhowtodividethemintogroups
Listeningtothediscussions
Listingthesourcesofpollutionthatstudents
cameupwithontheboard,discussinghow
thesecanaffectclimatechange
Sharingtheirideas
Studentcomprehensionthroughoralanswers
Dividingstudentsintogroupsof4-5,assigning
themapollutionsourcetoresearch:
deforestation,agriculture,decompositionof
waste,burningoffossilfuels,fertilizers,
electricity
Listeningtoinstructionsthenfindinganareato
work.Researchwillanswerthesequestions:What
isyourpollutionsource?Howdoesitcontributeto
climatechange?Whatcanbedonetoreduceits
negativeeffects?
Discussionbystudents,observationofresearchon
iPads
Walkingaround,answeringquestions
Creatingapostertopresenttheirfindingsabout
theirpollutionsource
Observationofstudentprocess
Listeningtopresentations,askingforfurther
detailwhennecessary
Eachgroupwillpresenttheirresearchfindings,
thosethatarenotpresentingwilllistenandtake
notes
Informationontheposterandoralpresentation
KeyVocabulary Climatechange,greenhouseeffect,greenhousegases,carbondioxide,methane,nitrousoxide,deforestation,pollutants,fossilfuels
Ticketoutthe Writeoneinterestingpieceofinformationthatyoulearnedfromthepresentationsandhowthissurprisedyouoraffectedyourthinkingaboutclimate
change?
Door