Joan Schleifer

Introduction

Global warming is a world wide problem. The earth retains some heat that should escape into space. This warming has tremendous impact on all living organisms and their survival.

Your class has been selected by the Governor’s Task Force of New York State to study and report on some environmental problems related to global warming in the State.

Task

Your class will be working in groups of 4 students. Each group will research a given problem related to global warming. How does global warming affect biodiversity?

• How does global warming affect ecosystems?
• How is global warming changing the climate

Each group will present their research in the form of a one page written report, and a five minute oral presentation.

Process

The one page paper should include the following;

Line one: Assigned problem and group members.

Introduction: Define and explain your problem.

Body: Two to three paragraphs. Discuss some current policies and if they are addressing the problem.

Conclusion: Suggest legislation and possible solutions.

Five minute presentation should include all members.

THE PPA PROCESS

• Step 1 Define the problem
• Step 2 Gather the evidence
• Step 3 Determine the causes
• Step 4 Examine an existing policy
• Step 5 Develop Solutions
• Step 6 Select the Best Solution

Resources

Web search and links:

Google

Environmental Protection Agency (EPA)

EPA for kids

www.Sciencefriday.com

Evaluation

PROJECT RUBRIC

GROUP MEMBERS _______________________________________________________________

_______________________________________________________________

	Exceptional	Admirable	Acceptable	Amateur
Organization	Extremely well organized; logical format that was easy to follow; flowed smoothly from one idea to another and cleverly conveyed; the organization enhanced the effectiveness of the project	Presented in a thoughtful manner; there were signs of organization and most transitions were easy to follow, but at times ideas were unclear	Somewhat organized; ideas were not presented coherently and transitions were not always smooth, which at times distracted the audience	Choppy and confusing; format was difficult to follow; transitions of ideas were abrupt and seriously distracted the audience
Content Accuracy	Completely accurate; all facts were precise and explicit	Mostly accurate; a few inconsistencies or errors in information	Somewhat accurate; more than a few inconsistencies or errors in information	Completely inaccurate; the facts in this project were misleading to the audience
Research	Went above and beyond to research information; solicited material in addition to what was provided; brought in personal ideas and information to enhance project; and utilized more than eight types of resources to make project effective	Did a very good job of researching; utilized materials provided to their full potential; solicited more than six types of research to enhance project; at times took the initiative to find information outside of school	Used the material provided in an acceptable manner, but did not consult any additional resources	Did not utilize resources effectively; did little or no fact gathering on the topic
Creativity	Was extremely clever and presented with originality; a unique approach that truly enhanced the project	Was clever at times; thoughtfully and uniquely presented	Added a few original touches to enhance the project but did not incorporate it throughout	Little creative energy used during this project; was bland, predictable, and lacked "zip"
Presentation Mechanics	Was engaging, provocative, and captured the interest of the audience and maintained this throughout the entire presentation; great variety of visual aids and multimedia; visual aids were colorful and clear	Was well done and interesting to the audience; was presented in a unique manner and was very well organized; some use of visual aids	Was at times interesting and was presented clearly and precisely; was clever at times and was organized in a logical manner; limited variety of visual aids and visual aids were not colorful or clear	Was not organized effectively; was not easy to follow and did not keep the audience interested; no use of visual aids

	Exceptional	Admirable	Acceptable	Amateur
Organization
Content Accuracy
Research

Conclusion

After you have completed this project you will have a better understanding of how the environment affects all living organisms.

Standards

New York State Learning Standards

LIVING ENVIRONMENT

6. Plants and animals depend on each other
and their physical environment.

• describe how plants and animals, including humans, depend upon each other and the nonliving environment • describe the relationship of the sun as an energy source for living and nonliving cycles

• describe the flow of energy and matter through food chains and food webs • provide evidence that green plants make food and explain the significance of this process to other organisms

• explain factors that limit growth of individuals and populations • explain the importance of preserving diversity of species and habitats • explain how the living and nonliving environments change over time and respond to disturbances

7. Human decisions and activities have had a profound impact
on the physical and living environment.

• identify ways in which humans have changed their environment and the effects of those changes

• describe how living things, including humans, depend upon the living and nonliving environment for their survival • describe the effects of environmental changes on humans and other populations

• describe the range of interrelationships of humans with the living and nonliving environment • explain the impact of technological development and growth in the human population on the living and nonliving environment • explain how individual choices and societal actions can contribute to improving the environment

ELA STANDARDS

English/Language Arts

Standard 1--Language for Information and Understanding

Students will read, write, listen and speak for information and understanding