Introduction
Global warming is the gradual change of temperature of the Earth oceans, atmosphere, and surface. It causes melting ice which leads to the rise of the sea level, or unusually strong hurricanes. It is, these days, one of the most concerned problem among us. Hence, learning about the global warming is absolutely essential. This webquest is designed for students to learn about the causes and effects of global warming and how to prevent it.
Task
Students will read articles about (1) the causes of global warming, (2) its effects, and (3) some ways to prevent it. Then, students will write an essay (about 250 - 300 words) on what they have read based on the following layout:
Introduction (50 words):
- the definition and significance of global warming
- where and how it occurs
- interrogative question of whether anything can be done about it
Body (150 - 200 words): divided into 3 paragraphs
- causes of global warming
- effects of global warming
- possible solutions of global warming
Conclusion (50 words):
- summarise the key points
- personal message/opinion/suggestion to conclude
Process
Causes of Global Warming:
http://www.nationalgeographic.com/environment/global-warming/global-warming-causes/
http://planetsave.com/2009/06/07/global-warming-effects-and-causes-a-top-10-list/
http://timeforchange.org/cause-and-effect-for-global-warming
Effects of Global Warming:
http://www.nationalgeographic.com/environment/global-warming/global-warming-effects/
http://www.livescience.com/37057-global-warming-effects.html
Solutions of Global Warming:
Evaluation
Your essay will be graded based on this rubric. Consequently, use this rubric as a guide when writing your essay and check it again before you submit your essay.
| Traits | 4 | 3 | 2 | 1 |
| Focus & Details | There is one clear, well- focused topic. Main ideas are clear and are well supported by detailed and accurate information. | There is one clear, well- focused topic. Main ideas are clear but are not well supported by detailed information. | There is one topic. Main ideas are somewhat clear. |
The topic and main ideas are not clear. |
| Organization | The introduction is inviting, states the main topic, and provides an overview of the paper. Information is relevant and presented in a logical order. The conclusion is strong. | The introduction states the main topic and provides an overview of the paper. A conclusion is included. | The introduction states the main topic. A conclusion is included. | There is no clear introduction, structure, or conclusion. |
| Voice | The author’s purpose of writing is very clear, and there is strong evidence of attention to audience. The author’s extensive knowledge and/or experience with the topic is/are evident. | The author’s purpose of writing is somewhat clear, and there is some evidence of attention to audience. The author’s knowledge and/or experience with the topic is/are evident. | The author’s purpose of writing is somewhat clear, and there is evidence of attention to audience. The author’s knowledge and/or experience with the topic is/are limited. | The author’s purpose of writing is unclear. |
| Word choice | The author uses vivid words and phrases. The choice and placement of words seems accurate, natural, and not forced. | The author uses vivid words and phrases. The choice and placement of words is inaccurate at times and/or seems overdone. | The author uses words that communicate clearly, but the writing lacks variety. | The writer uses a limited vocabulary. Jargonorclichés may be present and detract from the meaning. |
|
Sentence structure Grammar Mechanics Spelling |
All sentences are well-constructed and have varied-structure and length. The author makes no errors in grammar, mechanics, and/or spelling. | Most sentences are well-constructed and have varied-structure and length. The author makes a few errors in grammar, mechanics, and/or spelling, but they do not interfere with understanding. | Most sentences are well-constructed, but they have a similar structure and/or length. The author makes several errors in grammar, mechanics, and/or spelling that interfere with understanding. | Sentences sound awkward, are distractingly repetitive, or are difficult to understand. The author makes numerous errors in grammar, mechanics, and/or spelling that interfere with understanding. |
Source: wid.ndia.org/about/Documents/WID_EssayRubric.pdf
Conclusion
Congratulations on finishing all tasks!
As long as students reach this stage, they have gained numerous knowledge of the causes and effects of global warming and some solutions to prevent it. Moreover, they are able to read for specific details and achieve more vocabulary of this topic. Last but not least, students develop their critical thinking skill and the skill of writing an informative essay.
Credits
All, S. L. (Director). (2015). Global Warming for Kids [Motion Picture].
Bradford, A. (2014, December 17). Plane Earth. Retrieved April 28, 2017, from Live Science: http://www.livescience.com/37057-global-warming-effects.html
change, T. f. (2007, January 14). Climate change. Retrieved April 28, 2017, from Time for change: http://timeforchange.org/cause-and-effect-for-global-warming
Geographic, N. (2017, January 19). Reference. Retrieved April 28, 2017, from National Geographic: http://www.nationalgeographic.com/environment/global-warming/global-war…
Geographic, N. (2017, January 17). Reference. Retrieved April 28, 2017, from National Geographic: http://www.nationalgeographic.com/environment/global-warming/global-war…
Hayley (Director). (2009). Global warming - What can we do? [Motion Picture].
Markham, D. (2009, June 7). Retrieved April 28, 2017, from Planetsave: http://planetsave.com/2009/06/07/global-warming-effects-and-causes-a-to…
Pakitongkitong, T. (Director). (2011). Global Warming - Reuse, Reduce, Recycle, Respect [Motion Picture].
Progress, C. f. (2007, September 24). Energy and Environment. Retrieved April 28, 2017, from Center for American Progress: https://www.americanprogress.org/issues/green/news/2007/09/24/3462/the-…