LEILA HAYES

JOHN F. KENNEDY HIGH SCHOOL

INTRODUCTION:

Man has destroyed the environment by being reckless with our natural resources. Global warming results. The danger global warming poses to our planet is a concept familiar to many but understood by few. Today scientists around the world are studying global warming and the greenhouse effect. They are warning of the dangers that humankind creates with increasing industrialization, pollutants, and widespread disregard for the environment. Electricity generated from large-scale hydropower dams, coal, gas, and nuclear power plants pollute the environment, and they are also destructive to our rivers, our fish, and our health.

Think about it! Many people around the world believe that our planet is in trouble. Do you agree? How optimistic are you about eventual solutions to these problems? Whose responsibility is it to solve these problems?

Here is where you voice, your opinion, and your solution can be heard.

Matt: Well, we’ve been working hard for a while now. How about a coffee break in the cafeteria?

Anne: Sounds good to me. Just let me get my coffee cup.

Jeff: You take your own cup down to the cafeteria? Why?

Anne: Because the cafeteria only has those plastic foam cups.

Matt: And what’s wrong with that?

Anne: You mean you don’t know? Both of you really ought to keep up more on environmental issues.

Jeff: So what’s the problem?

Anne: The plastic foam used in those coffee cups contains chlorofluorocarbons. And those are the chemical compounds that destroy the earth’s ozone layer.

Jeff: I had no idea! I thought destruction of the forest was the cause.

Anne: It’s all related. The fewer trees there are, the more the greenhouse gases and other chemicals build up. And everyone should realize that it’s a cycle we had better break while we still can.

Matt: And our not using plastic foam products helps do that?

Anne: Yes. Everyone should be warned that buying them and other products like spray cans, air conditioners, and refrigerators contributes to the problem.

Jeff: So you are saying that we should put pressure on manufacturers to come up with alternatives to these chemicals?

Anne: That’s certainly one thing we all ought to be doing. And it’s really important to read up on the latest environmental research. We should find out all we can to help work toward solutions. If we don’t, we will eventually destroy our own planet.

TASK:
It is your task to brainstorm some pressing environmental problem facing the world today, and find a solution to that problem.

Using the Public Policy Analyst, http://www.maxwell.syr.edu/plegal/ppa/intro.html to help you.

1. You will write a three page report defining the social problem. and the cause and effect of global warming.

2. You will follow the six steps of the Public Policy Analyst.

v Define the problem.

v Gather the evidence.

v Identify the causes.

v Evaluate a policy.

v Develop solutions.

v Select best solution.

3. You will review the sample list, and use the worksheets to guide you in making your decisions.

4. You will also use the Graphic Organizer “Inspiration” to help you organize your thoughts so that you can write a better essay.

5. In your essay you will also list at least three solutions that you think would be applicable in solving the problem.

Your paper must contain :

a.) Your Thesis statement .
b.) Three body paragraphs, and

c.) Your conclusion.

d.) Follow the conventions of written standard English

We will be using Parts ll and lll of the English Language Arts Regents Standards.

6. You will also be required to make a Power Point Presentaion of at least six slides on your specific problem.

1. You will be asked to work in groups of three or groups of four.

2. After that is done, the group will work on the solutions to the problems.

3. You will click on the web site addresses that I will provide for you to get the information you need.

4. At the end of your research, you will make a presentation to the class.

Here are the directions for each group:

Group l:

Group one will define what part the “greenhouse effect” plays in Global Warming. You will use the following web address to do your research:

http://www.epa.gov/globalwarming/kids/climateweather.html

http://www.science.gmu.edu/~zli/ghe.html

http://www.soton.ac.uk/~engenvir/environment/air/greenhouse.effect.html

Group 2:

Group two will define “Rainforests” and how their destruction causes global warming. You will use the following web address to do your research:

http://www.enchantedlearning.com/subjects/rainforest/

http://www.ran.org/

http://www.ran.org/kids_action/

Group3.

Group three will do their research on the “Gases that cause Global Warming.” Some of your web site addresses will be:

http://www.junkscience.com/news2/catalyt.htm

http://www.stonyfield.com/Ido/Transportation/GlobalWarminghome.shtml

http://www.ucsusa.org/releases/07-08-02.html

Group 4.

Group four will find out “how household products contribute to global warming." Some of your web site addresses will be:

English Language Arts

Standard 1: Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. 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 that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2: Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

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.