Introduction
You already know that you are a citizen of your school, your local community, and Kazakhstan, but did you know that you are also a global citizen? That's right! You are a citizen of Planet Earth. Just by being born, you already have rights to live in a safe, peaceful, beautiful world.
As you know the environment contains everything we need to live: clean water to drink and wash in, space in which to live and move, fresh air to breathe and food to eat. But our environment is in danger. We are destroying it. Do you know how? Well, we are doing it each time we throw away garbage. Yes, garbade is a big problem for the environment. It destroys land, pollutes the water and contaminates food. However, garbade is not the only problem. Here we are going to know the other problems that are causing bad effects in our environment.
The Earth needs your help!
As a global citizen, it is your responsibility to take care of the Earth. What you choose to do is up to you, but in order to keep our Earth safe, peaceful and beautiful, we need to make some changes in our lives.
What will you do?
Task
Your task will be to research what human activities are currently affecting the Earth and how they are affecting it. You will then research ways others have come up with to solve the problems. You will tell whether you think they are good ideas or bad ideas and why you think that. You will also try and come up with some ideas of your own as to how we as a community and population inhabiting this Earth can change in order to prevent any more damage to planet Earth and the life that lives here. All of this information:
1) What human activities are affecting the Earth?
2) What are we already doing to change our impact on the Earth?
Process
[video:https://www.youtube.com/results?search_query=Climate+Change+-+The+Cause… 1
1. Watch the video about Global Environmental Problems
[video:https://www.youtube.com/watch?v=AIzwXHn74QI]
2. Go to https://www.mindmeister.com/ru and make a Mind Map on Environmental Problems and present it.
3. Individually go to https://quizlet.com/164056575/environment-flash-cards/?new and study new vocabulary.
4. Each of you write a word you have just learnt on the board. Then as class you will stand in a circle and take it in turns to tell a story. When you use one of the words from the board you can nominate another student to continue the story. This continues until all the words have been used.
Lesson 2
Essay
1. As a first step, have a look on how to write an argumentative essay:
http://homeworktips.about.com/od/essaywriting/a/argument.htm
http://homeworktips.about.com/od/satwritingsection/a/stance.htm
http://homeworktips.about.com/od/thesissentence/a/fuss.htm
Lesson 3
1. Watch the video to get the general idea about the climate changes:
https://www3.epa.gov/climatechange/kids
2. You are going to work in groups of 5. Work together and go through the links given below to get a general idea on the topic. After the investigation of the topics write a report answering the given questions on the worksheets. You will be given 10 minutes for the investigation of each question and 2 minutes for writing a report.After each stage you will present your report to the second group and they will evaluate you according the given rubrics:
a. Before you begin your investigation of the changing climate, you should understand the difference between “climate” and “weather.” How is climate different from weather? How are climate and weather related?
https://www3.epa.gov/climatechange/kids/basics/concepts.html
b. Now try to get the main information about the greenhouse effect.
- What is the greenhouse effect?
- How is amplified warming different from natural warming
http://eo.ucar.edu/kids/green/warming4.htm
http://news.bbc.co.uk/2/shared/spl/hi/sci_nat/04/climate_change/html/greenhouse.stm
c.There are many different factors that contribute to climate change.
- What factors are most responsible for significant changes in the climate?
- Which of these are natural causes and which are driven by human activity?
http://eo.ucar.edu/kids/green/warming5.htm
https://www.koshland-science-museum.org/explore-the-science/earth-lab/causes
https://www3.epa.gov/climatechange/kids/solutions/technologies/index.html
d. Humans, like all species on this planet, will see many alterations in their environment as the global climate changes.
- How will humans be affected by changes in the climate?
- How will global warming change ecosystems and the environment?
https://www3.epa.gov/climatechange/kids/impacts/index.html
https://www.koshland-science-museum.org/explore-the-science/earth-lab/impacts
https://www.koshland-science-museum.org/explore-the-science/earth-lab/changes
Lesson 4
1. Open the link given below. What can you see there?
2. Stick debate
1. Each of you receives three sticks.
2. You are going to commence a debate on the given Topic.
3. Every time you speak, you must hand in a stick.
4. Once the three sticks have been used you cannot speak any more. That's why think carefully carefully about what you would like to say.
5. Everyone should be encouraged to use all the sticks.
TOPIC
Climate Change Is Destroying the Earth
Guess The Word
CLIMATE CHANGE FURTHER RESEARCH
Last lesson you learned about the causes of climate change and the impacts of global warming, more research is needed about how to study and respond to climate change. Each member of the group will now assume a role for the investigative team of experts (Climate Scientist, Policy Analyst, Economist, Energy Expert, and Urban Planner). Each of you will work individually, according to your role, and investigate the issues related to global warming from several different perspectives. When finished with your individual research, you will share what you have learned with your team and prepare a report to be presented to UN officials. Reference the appropriate worksheet to complete this activity
• Climate Scientist: Investigate the scientific data behind climate change and tools used to study global warming.
• Policy Analyst: Learn how laws and public policy can affect climate change.
• Economist: Study the economic impacts associated with global warming.
• Energy Expert: Explore how we get energy for transportation and electricity and learn how energy use impacts the climate.
• Urban Planner: See how architects, engineers, and city planners are responding to climate change by using sustainable materials and energy efficient designs.
Climate Scientist
1.. What kind of activities do climate scientists do on a day-to-day basis?
2. What is "proxy data"? What are some of the sources of proxy data that scientists use to study climate change?
https://www.koshland-science-museum.org/explore-the-science/earth-lab/modeling
3. What is the relationship between CO2 and temperature? Before modern times, what were the highest levels of CO2 recorded?
https://www.koshland-science-museum.org/explore-the-science/earth-lab/causes
1. What kind of activities do policy analysts do on a day-to-day basis?
http://infoclimate.org/wp-content/uploads/2014/04/Kazakhstan_Climate_Change_Profile-EN.pdf
2. What is position of Kazakhstan? Write about internal policy and international obligations
http://www.climate.kz/eng/?m=html&cid=20
3. What are some of the major international policy efforts aimed at global warming issues? How do the efforts differ?
http://www.lse.ac.uk/GranthamInstitute/wpcontent/uploads/2015/05/KAZAKHSTAN.pdf
1. What kind of activities do economists do on a day-to-day basis?
2. What are some of the predicted economic costs associated with a warming climate? What parts of the world are expected to be hardest hit from an economic perspective because of global warming?
http://greenconduct.com/blog/2011/02/03/extreme-weather-and-the-costs-of-climate-change/
3. How can an individual calculate his or her "carbon footprint"? What are some of the economic choices that individuals can make to reduce their carbon footprint?
http://www.nativeenergy.com/household-carbon-calculator.html
1. What kind of activities do energy experts do on a day-to-day basis?
2. What are some alternative transportation technologies under development that reduce fossil fuel consumption? Which options are available where you live?
http://www.nrel.gov/workingwithus/advanced-vehicles-fuels.html
3. What are some of the alternative energy technologies being developed to reduce fossil fuel consumption in producing electricity? Which options are available where you live?
http://www.nrel.gov/workingwithus/learning.html
1. What kind of activities do urban planners do on a day-to-day basis?
2. What kinds of technologies, materials, and design elements are urban planners using to make buildings and communities more energy efficient?
http://www.aia.org/aiaucmp/groups/aia/documents/pdf/aias077675.pdf
3. What are some of the technologies, materials, and design elements available to make houses more energy efficient?
http://energy.gov/energysaver/energy-efficient-home-design
Argumentative Essay
After each member of the group has completed researching the individual roles, the group should come together and discuss the following questions:
1. Is the Earth’s climate warming? If so, what are the causes and how have human activities contributed to this warming? How confident are scientists about climate change? What kind of information is still needed to bolster understanding of global warming (e.g. environmental impacts, computer models, historical data, economic costs)?
2. What choices do humans have for responding to global climate change? Present the choices available at the personal, state, federal, and international levels. What are the pros and cons associated with these different choices? How will these choices affect the economy, public policy, our lifestyles, and the kinds of technologies used?
3. What policy recommendations do you have for the United Nations member countries? This includes policies regarding scientific research, international treaties, funding new technologies and energy sources, federal legislation, environmental impacts, etc. How will countries from different parts of the world need to respond differently?
Write an essay that includes answers to all of the questions. These questions might require further research into the issues. In addition to the references you used individually, you can use the references in the Additional Websites and Resources document.
Evaluation
| Very good | Good | Developing | |
|
Grammar and Sentence Structure |
The sentences are clear and easy to understand. Each sentence contains one idea. There are few grammatical mistakes. |
Some sentences are unclear and a little difficult to understand. Some sentences contain many ideas. There are some grammatical mistakes. |
The sentences are often unclear and difficult to understand. The main idea is unclear. There are many grammatical mistakes. |
| Ideas |
There are a lot of original ideas. You have explained your ideas clearly |
There are some original ideas. Sometimes ideas aren't explained. |
There are few original ideas. The ideas aren't explained |
Lesson 3
|
|
Beginning 1 |
Developing 2 |
Developing 2 |
Exemplary 4 |
Total Possible Score |
Score |
|
Group Worksheet |
Short answers are incomplete or incorrect. Identification of disease is incorrect.
1 Point |
Short answers are mostly correct and mostly complete. Correct identification of disease.
2 Points |
Short answers are correct and mostly complete. Correct identification of disease.
4 Points |
Short answers are thorough and thoughtful. Correct identification of disease.
5 Points |
5 |
|
|
Group Report Question #1 |
Grammar, organization, formatting, logical arguments, and adequacy of elements considered are minimally acceptable.
3 Points |
Grammar, organization, formatting, logical arguments, and adequacy of elements considered are acceptable.
5 Points |
Grammar, organization, formatting, logical arguments, and adequacy of elements considered show mastery of subject.
8 Points |
Grammar, organization, formatting, logical arguments, and adequacy of elements considered are at the highest level of performance.
10 Points |
10 |
|
|
Group Report Question #2 |
Grammar, organization, formatting, logical arguments, and adequacy of elements considered are minimally acceptable.
3 Points |
Grammar, organization, formatting, logical arguments, and adequacy of elements considered are acceptable.
5 Points |
Grammar, organization, formatting, logical arguments, and adequacy of elements considered show mastery of subject.
8 Points |
Grammar, organization, formatting, logical arguments, and adequacy of elements considered are at the highest level of performance.
10 Points |
10 |
|
|
Group Report Question #3 |
Grammar, organization, formatting, logical arguments, and adequacy of elements considered are minimally acceptable.
3 Points |
Grammar, organization, formatting, logical arguments, and adequacy of elements considered are acceptable.
5 Points |
Grammar, organization, formatting, logical arguments, and adequacy of elements considered show mastery of subject.
8 Points |
Grammar, organization, formatting, logical arguments, and adequacy of elements considered are at the highest level of performance.
10 Points |
10 |
|
|
Group Report Question #4 |
Grammar, organization, formatting, logical arguments, and adequacy of elements considered are minimally acceptable.
3 Points |
Grammar, organization, formatting, logical arguments, and adequacy of elements considered are acceptable.
5 Points |
Grammar, organization, formatting, logical arguments, and adequacy of elements considered show mastery of subject.
8 Points |
Grammar, organization, formatting, logical arguments, and adequacy of elements considered are at the highest level of performance.
10 Points |
10 |
|
Group Evaluation Rubrics
LESSON 4
Individual Worksheet
|
|
Beginning |
Developing |
Accomplished |
Exemplary |
Total Possible Score |
Score |
|
Individual Worksheet |
Worksheet is incomplete. Answers show minimal understanding of material. 5 Points |
Worksheet is complete. Answers show moderate understanding of material.
10 Points |
Worksheet is complete. Answers show mastery of material.
12 Points |
Worksheet is complete. Answers show the highest level of understanding.
15 Points |
15 |
|