This unit is designed to provide students with an increased awareness of issues that are of concern to the entire world through the use of one major example, global warming. Students will embark on a cross-curricular journey that will lead them through a confusing and politically charged dilemma that pits entire countries against each other.
In order to better understand the complexities of our world, they will look at the issues from many viewpoints, including those of:
They will participate in the work of these people, through research, debate, and experimental study. They will see not only the need for a solution, but the consequences already being felt. The purpose is to increase awareness of global issues and promote responsibility through local actions. The unit combines the outcomes of its early lessons in a culminating project that can be done by one or more classes working together. This final project is a “Global Warming Conference” that brings all sides together to discuss and find solutions to the problem.
The unit was designed to be used primarily in a ninth to tenth grade cross curricular setting. Language arts and social science lessons are included. The lessons are modular, most of which can be used independently or in any order the teacher sees fit. They can be taught individually or combined with other lessons.
The unit appeals to multiple intelligences, offering visual, auditory, direct instruction, independent study, small group learning, oral and written presentations, interviews, and performances. Sample worksheets, biographies, and other supplementary materials are included. Some information will be obtained through books, research articles, videos, or websites that may be listed in some lessons.
Each lesson uses a format that provides the following sections:
· Title of the lesson
· Outcomes - what the students are expected to know and do
· Conditions - time required, special locations outside the classroom
· Activities for both Teacher and Student
· Materials
· Modifications/Accommodations
· Assessment
· Standards
STANDARDS:
The California State Standards for 9th and 10th grade Language Arts and Social Science are used. In addition, standards from the “Life Centered Career Education” program are included for some lessons. Applicable standards are listed at the end of each lesson.
ASSESSMENTS:
Methods of assessment are also given in each lesson. They include the use of two rubrics, which are included in the appendix. One is a universal "Academic" rubric which can be adapted to any subject. The other is a "Life Skills" rubric which is used to assess skills that are needed for independent living in the real world. Students may be assessed both through performance or demonstration of tasks related to the outcomes. They may also be assessed using worksheets provided with lessons or with teacher made tests.
OUTCOMES:
GOALS:
Students will become more active, responsible, participants in the process of protecting the environment for themselves and future generations. They will understand that decisions about world affairs are complicated and can have large and unanticipated effects on large groups of people, both good and bad. They will make better, well thought out personal decisions, realizing that any decision or action may have
consequences for others. They will be self-confident public speakers and debaters. They will organize their research and thoughts to make logical and persuasive presentations.
CONDITIONS:
This unit should be completed in a nine-week quarter. Students will be working in the classroom, as well as the computer lab, the library, and independently in the field. They will be working individually, in small groups, and as a class. Most lessons are designed to be completed in one hour or less, though some may take several days. The lessons are modular and can be used individually or in any order chosen by the teacher. They can be combined into other lessons and modified for various grade levels. There may be worksheets accompanying some lessons that ask the student to demonstrate understanding. Activities require little exercise or dexterity.
MODIFICATIONS/ACCOMMODATIONS:
A number of methods for adapting these lessons for use with special needs students in inclusive settings are provided with each lesson.
There are a few general modifications that you can apply to all lessons. Make the print size larger. Rewrite the material if it is too difficult, or paraphrase it to teach the most significant concept for your class and subject. Provide additional visual resources such as pictures of philosophers or images of where and when they lived. Pair disabled students with those most able to offer assistance. Break lessons down into smaller chunks.
MATERIALS:
All materials needed are listed for each lesson under the MATERIALS heading of the lesson plan. Access to a library and Internet computers is needed for some lessons. Some films may be suggested or applied in certain lessons. Some lessons may make use of the concept mapping program INSPIRATION. Some URLs are provided for certain Internet information that needs to be accessed or gathered before or during lessons.