Global
Warming:
Causes, Effects, and Fixes
http://inhabitat.com/wmo-confirms-that-there-is-no-slowdown-in-global-warming/
Margaret
Webster
8th
Grade Science
Ditmas JHS
Introduction
Global warming is the rise in the annual temperature of
Earth’s Atmosphere and Oceans since the 19th century. So it is getting warmer, isn’t that a good
thing? Ask a New Yorker after Hurricane
Sandy devastated the East Coast of the United States. Ask a naturalist or a climatologist about the
polar ice caps and how they have decreased in size by 40% in the past 30 years
and what impact it has had. Using the
Public Policy Analyst (PPA) format you will examine the causes, effects, and
potential fixes for global warming.
Task
1) Using the Public Policy Analyst (PPA)
format you will create a 10 slide power point that outlines the causes,
effects, and fixes for global warming.
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2) Create a poster to educate your peers
on global warming and simple changes to their daily activities help stop global
warming.
Process
1) You will be working in teacher
assigned groups of three.
2) Your power point MUST include at
least one slide for each step of the PPA.
To complete the linked worksheets listed use the resources given in item
5.
a. Define the Problem - Worksheet 1
b. Gather the Evidence – Worksheet 2
c.
Identify the Causes – Worksheet 3
d. Evaluate an Existing Policy – Worksheet 4
e. Develop Solutions – Worksheet 5
f.
Select the Best Solution (Feasibility vs. Effectiveness) – Worksheet 6
3) The power point should also include a
title slide, minimum of two diagrams, one data chart, and references.
4) Using the one of the Best Solutions
from step f of the PPA create a poster to educate your peers on global warming
and simple changes to their daily activities help stop global warming.
a. The poster MUST be on standard size
oak tag 22in x 28in.
b.
Nice, large, colored title to get people's attention about
your poster.
c.
You may use
printed graphics or free-hand illustrations.
d.
A minimum of 5
words to a maximum of three sentences.
e.
All group members
first and last name, and class code must be written on the back of the board in
permanent marker.
f.
This is an opportunity for you to be creative to help raise
awareness about this issue with our environment, so don't be afraid to make it
flashy and artistic! Project will be assessed on overall creativity,
appearance, and readability (3 points)
5) Resources:
a.
Global Climate Change: http://uhaweb.hartford.edu/GKAUFMAN/
b.
Natural causes of Global Warming: http://www.stmarysmedia.co.uk/jb12/project/naturalcauses.htm
c.
Melting Polar Caps and Pool Cleaning September 27, 2012 at 12:00pm by
Karen Rogers S. http://www.solar-breeze.com/blog/2012/09/27/melting-polar-cap-and-pool-cleaning/
d.
LiveScience Topic - Global Warming: News, Facts,
Causes & Effects: http://www.livescience.com/topics/global-warming/
e.
National Geographic’s - Causes of Global
Warming: http://environment.nationalgeographic.com/environment/global-warming/gw-causes/
f.
How to Prevent Global
Warming: http://www.ehow.com/how_2044984_prevent-global-warming.html
g. Global Warming & Climate Change New York Times related
articles: http://topics.nytimes.com/top/news/science/topics/globalwarming/index.html
h. Global Warming by the National
Resources Defense Council: http://www.nrdc.org/globalwarming/
i.
News
Busters - 'Skeptical Environmentalist' Doubts 'Underwater
Manhattan' Global Warming Scenario: http://newsbusters.org/blogs/jeff-poor/2009/05/18/skeptical-environmentalist-doubts-underwater-manhattan-global-warming-sce
Evaluation
Power Point Rubric
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CATEGORY |
4 EXCELLENT |
3 VERY GOOD |
2 SATISFACTORY |
1 UNACCEPTABLE |
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USE OF PPA |
INCLUDES ALL STEPS OF
THE PPA |
INCLUDES MOST STEPS OF
THE PPA |
INLCUDES ALL STEPS OF
THE PPA BUT WITH INACCURACIES |
DOES NOT INLCUDE PPA
AS A FORMAT OR HAS MANY INACCURACIES |
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Cooperation |
ALL MEMBERS OF THE
GROUP TOOK PART IN CONSTRUCTION OF THE POWER POINT (RESEARCH). |
ALL MEMBERS TOOK PART
IN CONSTRUCTION OF THE POWER POINT BUT NOT EQUALLY. |
FOUR OF THE FIVE MEMBERS TOOK PART IN
CONSTRUCTION OF THE POWER POINT. |
THE POWER POINT HAD
LITTLE GROUP COOPERATION AND WAS CONSTRUCTED BY ONE MEMBER |
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Originality |
Presentation shows
considerable originality and inventiveness. The content and ideas are
presented in a unique and interesting way. |
Presentation shows
some originality and inventiveness. The content and ideas are presented in an
interesting way. |
Presentation shows an
attempt at originality and inventiveness on 1-2 cards. |
Presentation is a
rehash of other people's ideas and/or graphics and shows very little attempt
at original thought. |
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Text – Font Choice
& Formatting |
Font formats (e.g.,
color, bold, italic) have been carefully planned to enhance readability and
content. |
Font formats have been
carefully planned to enhance readability. |
Font formatting has
been carefully planned to complement the content. It may be a little hard to
read. |
Font formatting makes
it very difficult to read the material. |
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Content - Accuracy |
All content throughout
the presentation is accurate. There are no factual errors. |
Most of the content is
accurate but there is one piece of information that might be inaccurate. |
The content is
generally accurate, but one piece of information is clearly flawed or
inaccurate. |
Content is typically
confusing or contains more than one factual error. |
|
Spelling and Grammar |
Presentation has no
misspellings or grammatical errors. |
Presentation has 1-2
misspellings, but no grammatical errors. |
Presentation has 1-2
grammatical errors but no misspellings. |
Presentation has more
than 2 grammatical and/or spelling errors. |
|
Sequencing of
Information |
Information is
organized in a clear, logical way. It is easy to anticipate the type of
material that might be on the next card. |
Most information is
organized in a clear, logical way. One card or item of information seems out
of place. |
Some information is
logically sequenced. An occasional card or item of information seems out of
place. |
There is no clear plan
for the organization of information. |
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Use of Graphics |
All graphics are
attractive (size and colors) and support the theme/content of the
presentation. |
A few graphics are not
attractive but all support the theme/content of the presentation. |
All graphics are
attractive but a few do not seem to support the theme/content of the
presentation. |
Several graphics are
unattractive AND detract from the content of the presentation. |
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Effectiveness |
Project includes all
material needed to gain a comfortable understanding of the topic. It is a
highly effective study guide. |
Project includes most
material needed to gain a comfortable understanding of the material but is
lacking one or two key elements. It is an adequate study guide. |
Project is missing
more than two key elements. It would make an incomplete study guide. |
Project is lacking
several key elements and has inaccuracies that make it a poor study guide. |
Poster Rubric
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CATEGORY |
4 EXCELLENT |
3 VERY GOOD |
2 SATISFACTORY |
1 UNSATISFACTORY |
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PPA Policy Followed |
All questions were answered
completely and rationales for the answers were clearly stated. |
All questions were answered
completely, but rationales for the all the answers were not clearly stated. |
Not all questions were answered
completely, or greater than 2 rationales for the all answers were not clearly
stated. |
All questions were not
answered completely. |
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Graphics - Relevance |
All graphics are
related to the topic and make it easier to understand. All borrowed graphics
have a source citation. |
All graphics are
related to the topic and most make it easier to understand. All borrowed
graphics have a source citation. |
All graphics relate to
the topic. Most borrowed graphics have a source citation. |
Graphics do not relate
to the topic OR several borrowed graphics do not have a source citation. |
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Graphics -Clarity |
Graphics are all in
focus and the content easily viewed and identified from 6 ft. away. |
Most graphics are in
focus and the content easily viewed and identified from 6 ft. away. |
Most graphics are in
focus and the content is easily viewed and identified from 4 ft. away. |
Many graphics are not
clear or are too small. |
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Labels |
All items of
importance on the poster are clearly labeled with labels that can be read
from at least 3 ft. away. |
Almost all items of
importance on the poster are clearly labeled with labels that can be read
from at least 3 ft. away. |
Several items of importance
on the poster are clearly labeled with labels that can be read from at least
3 ft. away. |
Labels are too small
to view OR no important items were labeled. |
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Knowledge Gained |
Student can accurately
answer all questions related to facts in the poster and processes used to
create the poster. |
Student can accurately
answer most questions related to facts in the poster and processes used to
create the poster. |
Student can accurately
answer about 75% of questions related to facts in the poster and processes
used to create the poster. |
Student appears to
have insufficient knowledge about the facts or processes used in the poster. |
Conclusion
Now that you have completed this web
quest you are now familiar with the greenhouse effect, global warming, its
causes, effects, and potential practices to fixing the global warming problem. The time has come for you to raise the cry to
stop the damage!
Standards
NYS Science and
ELA Standards
Science
Standard
1: The central purpose of scientific inquiry is to
develop explanations of natural phenomena in a continuing, creative process.
Science
Standard 4, Key Idea 5: Plants and animals depend on
each other and their physical environment.
Science
Standard 4, Key Idea 6: Human decisions and activities
have had a profound impact on the physical and living environment.
English Language Arts
Standard 1:
As listeners and readers,
students will collect data, facts, and ideas, discover
relationships, concepts, and generalizations; and use knowledge generated from
oral, written, and electronically produced texts.
As speakers and writers, they
will use oral and written language to acquire, interpret, apply, and transmit
information.
Standard 3: Language for Critical Analysis
and Evaluation
Students will listen, speak, read, and write for
critical analysis and evaluation. As listeners and readers, students will
analyze experiences, ideas, information, and issues presented by others using a
variety of established criteria. As speakers and writers, they will use oral
and written language that follows the accepted conventions of the English
language to present, from a variety of perspectives, their opinions and
judgments on experiences, ideas, information and issues.
Standard 4: Language for Social Interaction
Students will listen, speak, read, and write for
social interaction. Students will use oral and written language that follows
the accepted conventions of the English language for effective social
communication with a wide variety of people. As readers and listeners, they
will use the social communications of others to enrich their understanding of
people and their views.