Global Warming in New York City

Edly Destine

Earth Science 9^th Grade

RICE HIGH SCHOOL

YAHOO IM: TWISTEDBALISTICS

Introduction

What would be the consequences of global warming? Will the city be submerging? Will we face another ice age? How would that directly affect the state of New York? Most of the city’s landscape is at risk, risk that is driven by human activities. Your task will be to research on the current effect and ways to stop or reduce warming causing activities in New York City. So you will be working as a chemist, ecologist, and health scientist an activist or a politician to create a solution. You will be grouped in groups of 4 where each member will take the role of one of the professionals above.

Task

You will use the Internet to find as much information as possible about the direct effect of global warming in NYC. You will write a 2-page paper about your entire finding and work citing included. Use the following format for citing documents found on the Internet: You will use the Internet to find as much information as possible about the direct effect of global warming in NYC. You will write a 2-page paper about your entire finding and work citing included. Use the following format for citing documents found on the Internet: Author of document (if known), title of document, name of organization that posted document, place where organization is located, date given on document, and online address or mailing address where document is available. You will use Macromedia flash to create an animation relating to one of the effects of global warming in the city. Last but not least you will create a public policy that will reduce the problem in New York City.

Process

You will be divided into groups of five. This is a group project.

Chemist-collect and analyze evidence of global warming in New York City (use the resources selected below in the resource section); responsibilities also include keeping records of this for the entire group

Ecologist-help the chemist collect and analyze evidence of global warming in New York City (see above)

Health scientist- takes the date from the chemist and ecologist and looks for effects as they relate to health issues of people in New York City

Activist or a politician-is responsible to writing the final two -page paper for the group to be presented to the teacher

You will have to follow the steps below in developing and presenting your work. Each link below will take you to the web site of Syracuse University, where you will find extended explanation for the terms:

(1) Define the problem

(2) Gather evidence

(3) Identify causes

(4) Evaluate a policy

(5) Develop solutions

(6) Select best solution

Use these worksheets to define the problem, gather evidence, identify causes, evaluate a policy, develop solutions, and select best solution.

Resources

http://www.cnn.com/EARTH/9804/07/global.warming - NYC and global warming

http://www.ucsusa.org/greatlakes/glregionnew.html - NYC and Global warming

http://teachersnetwork.org/everywhere/solano/WebquestNew/index.html#intro

http://www.jenningsk12.net/FE/mcentire/globalwarmingwebquest/globalwarmingwebquest.html

http://www.nationalcenter.org/Kyoto.html - Policies on Global warming

http://www.webthang.co.uk/tuts/tuts_fmx/scott2/scott2a.asp - Microsoft Flash Player tutorial

Evaluation

Criteria	Exemplary 4	Accomplished 2-3	Beginning 1	Total Score
Participation in writing paper	Had a good understanding of topic and gave viewpoint.	Somewhat understood topic and offered viewpoint only when asked.	Didn't understand topic and could not offer viewpoint when asked.
Summary of findings	Included important facts about Global Warming.	Included most important facts but left out one or two important facts.	Had one or two important facts but left most facts out of summary.
Graphic Appeal	Had appropriate graphics that enhanced project.	Had some graphics but did not necessarily enhance project.	Did not have graphics or graphics were inappropriate for topic.
Persuasiveness	Was able to persuade others in to his/her way of thinking.	Tried to persuade only when prompted.	Although prompted, did not try to persuade.
Presentation	Used appropriate presentation skills most of the time.	Used appropriate presentation skills some of the time.	Did not use appropriate presentation skills.
References cited	Cited references	Had most references cited	Had some references cited
Understanding of Role	Showed a clear understanding of their group's point of view.	Showed some understanding of their group's point of view.	Showed no real understanding of their group's point of view.
Group participation	Were helpful and participated in-group activities.	When prompted participated in-group activities.	Did not participate in-group unless prompted several times.

TOTAL

Standard

The present Web Quest focuses on the following Science Performance Standards:

S5 Scientific Thinking

S5d: Proposes, recognizes, analyzes, considers, and critiques alternative explanations; and distinguishes between fact and opinion.

S5e: Identifies problems; proposes and implements solutions; and evaluates the accuracy, design, and outcomes of investigations.

S6 Scientific Tools and Technologies

S6d: Acquires information from multiple sources.

S7: Scientific Communication

S7a: Represents data and results in multiple ways.

S7b: Argues from evidence.

This web quest also focuses on the following English Language Arts Performance Standards:

E1c: Read and comprehend informational materials.

E2a: Produce a report of information.

E3c: Prepare and deliver an individual presentation.

E4b: Analyze and subsequently revise work to improve its clarity and effectiveness.

Conclusion

Now that you have completed this webquest, you have developed critical thinking skills, a gain an appreciation for saving our planet, particularly New York City. You have also learned the basics of Microsoft Flash MX, which you will be able to use in the future for other animation projects.