Jennifer Scarapicchia

P.S. 194

How Does Global Warming Affect Different Habitats?

Introduction

Class 311 has been hired as consultants for the Environmental Protection Agency (EPA) to study the problem of global warming and how it habitats around the world. You will be using the internet to answer questions and learn as much as possible about the habitat you choose and how it is affected by global warming.

Here are the different habitats:

Desert Rainforest Tundra

Grasslands Wetlands

Task

Part 1. You will choose one habitat to research. You will work in a group based on which habitat you have chosen. With your group, you will develop a poster that describes the effects of global warming on your habitat and the animals that live there. Included in your poster should be what the government is currently doing to handle this problem.

Part 2. You will work independently to write a letter to the government suggesting other ways they can help the habitat you chose.

Process

· Use the links below to complete the PPA worksheets and take your notes.

· After your group completes the PPA worksheets, copy the information neatly onto index cards for your poster.

· Illustrate your poster using original drawings or by printing pictures from Google Images.

· Don’t forget to check your spelling and include a bibliography of the websites you used.

· Last, write a letter suggesting a new solution to the problem.

PPA Steps: 1. Define the problem 2. Gather the evidence 3. Identify the causes 4. Evaluate an existing policy 5. Develop solutions 6. Select the best solution

Deserthttp://environment.nationalgeographic.com/environment/habitats/desert-threats/ http://www.global-greenhouse-warming.com/Sahara-Desert.html Rainforesthttp://wwf.panda.org/what_we_do/where_we_work/amazon/about_the_amazon/why_amazon_important/ http://www.rainforestfoundationuk.org/Rainforests_and_Climate_Change Tundrahttp://environment.nationalgeographic.com/environment/habitats/tundra-threats/ http://www.pbs.org/wnet/nature/episodes/arctic-bears/the-melting-arctics-impact-on-its-ecosystem/780/ Grasslandshttp://wildtracks.wordpress.com/world-ecosystems/grassland-ecosystems/ http://environment.nationalgeographic.com/environment/habitats/grassland-threats/ Wetlandshttp://www.nwf.org/Wildlife/Threats-to-Wildlife/Global-Warming/Effects-on-Wildlife-and-Habitat/Estuaries-and-Coastal-Wetlands.aspx

Evaluation

PS 194- CCLS Writing Rubric - Grade 3- Opinion				Name:
	Level 1	Level 2	Grade 3	Level 4	Teacher
	Well below Grade Standard	Approaching Grade Standard	Grade Level Standards	Exceeds Grade Standard
Text Type and Purposes	Write opinion pieces in which they a. introduce the topic or name the book they are writing about, b. state an opinion, c. supply a reason for the opinion d. provide some sense of closure.	Write opinion pieces in which a. introduce the topic or book they are writing about b. state an opinion and supply reasons that support the opinion, c. use linking words (e.g., because, and, also) to connect opinion and reasons, d. provide a concluding statement or section.	Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section.	Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.
Production and Distribution of Writing	With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. b. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.	a. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. b. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.	a. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. b. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. c. With guidance and support from adults, use technology to produce and publish writing	a. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience b. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. c. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others
Research to build and Present Knowledge	a. Participate in shared research and writing projects b. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.	a. Participate in shared research and writing projects b. Recall information from experiences or gather information from provided sources to answer a question.	a. Build knowledge about a topic b. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories	a. Build knowledge through investigation of different aspects of a topic. b. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. c. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Organization	a. Stays on topic b. Use signal words (i.e., first, next, then, last) c. Includes 2 or more details that describe/support topic. d. Provides a sense of closure	a. Each paragraph has a topic b. Use signal words when appropriate and necessary c. Use relevant and factual details to support topic d. Conclusion is evident and supports topic	a. Each paragraph has a topic with a clear beginning, middle and end b. Use signal words and phrases to link related information when necessary and appropriate c. Use relevant information gathered from experience and details from text d. use related information to provide a sense of closure.	a. Introduce a topic clearly b. Group related information into paragraphs and sections c. Link ideas within categories of information using signal words and phrases from text d. Information relevant and provides a sense of closure.
Language and Conventions	a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically	a. Capitalize all proper nouns b. Use commas when appropriate c. Use an apostrophe when appropriate d. Use learned spelling patterns to spell words e. Use reference tools to correct spelling	a. titles are capitalized b. Form and use regular and irregular pronouns c. Simple and compound sentences are evident d. Use spelling patter and generalizations using word families	a. Use correct capitalization throughout b. Use commas and quotation marks when appropriate c. Use conjunctions to think sentences when appropriate and necessary.

Conclusion

At the end of this project, you will have a deeper understanding of how global warming has specific effects on each of the different habitats on our planet. You will have taught your peers what you have learned and you will have listened to your peers share their knowledge. Through your Public Policy Analyst and letter to the government, you will also have taken a step towards finding solutions to this worldwide problem.

Standards

Reading:

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.

RI.3.3 Determine the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Writing:

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

W. 3.2 Write information/explanatory texts to examine a topic and convey information and ideas clearly.

Speaking & Listening:

SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expression their own clearly.