Download Menu of Learning Experiences

Blockhouse Bay Intermediate – Menu of Learning Experiences
Concept:
Enduring Understanding:
Environment is influenced by the actions and interactions of those within it.
.
Essential Questions
What is an environment?
How do we impact our environment to meet our needs?
What actions can we take to minimise our impact on the
environment without compromising our needs?
Learning Intentions
Level 4
Curriculum Content
Focus
Social Studies / Science /
English / Health
Menu of Learning Experiences
Tuning In
Let me make sense
of the topic!
What do I already
know?
Let me find out all I
can!
Tuning In:
Introduce and unpack
the Enduring
Understanding and
Essential Questions to
introduce the unit focus
for the term
Climate Change
Deciding
What do I want to
know?
How will I gather my
information?
How will I manage
my time?
Gathering
What new
information can I
find?
How many different
places have I
looked?
How will I manage
my time?
Sorting
Does this
information answer
my question?
Is my information
accurate?
What are my
conclusions?
Sharing
Have I included all
required
information?
Who is my
audience?
How will I share my
findings clearly?
Reflecting
What worked well?
What didn’t work so
well? What will I do
differently next time?
What will I do now?
Can I use my
knowledge to make
a difference?
SCIENCE COMPONENT
 Show a selection of photos and classify them into categories relating to their effect on the environment (eg: environmental, natural
disasters, global warming, pollution)
 Show Climate Change Picture Book
 Prior knowledge brainstorm -What do I already know about environment?
 Define terms from essential questions: environment, living things, needs (as opposed to wants), actions, minimise, impact,
compromising. (Optional to introduce Maslow’s Hierarchy of Needs)
Unpack essential questions
 Wonder Wall: write a number of “I wonder” questions on the environment using fat and skinny question format (see Thinking Skills
Toolbox)
Tuning in …
1a)
Categorising and
justifying our information
on climate change.
P1
 Watch ‘The Lorax’. (see Whanau Leaders for a copy of the DVD)
Complete ‘Cause and Effect” graphic organiser showing the sequence of events (decisions implemented by The Oncler) and the
impact / consequence on the environment
GLOBAL WARMING (cause)
 Understand and explain what the Carbon Cycle is: http://www.brainpop.com/science/earthsystem/carboncycle/
Kiwi Conservation Club – The Carbon Cycle (support for lower students)- in teacher pack
Fill out the Activity and Graphic Organiser
1b
Analysing cause & effect
of climate change.
(Causal explanation &
extended Cause &
effect)
Essential Question 1
Essential Question 2
 Understand what the Greenhouse Effect is: http://www.brainpop.com/science/earthsystem/greenhouseeffect/
Fill out the Activity, Argument Graphic Organiser (may use for argument essay for English assessment) and Vocab sheet
 Vocab – prior vocab required before movie. Fill out worksheet mix and match (on teacher drive). OPTIONAL / HOMEWORK
 ‘The inconvenient truth’ view CHAPTER THREE / FOUR
-
Basic Science of Global Warming
- Global Warming Cartoon
Listening triangle – (Person 1 explains their understanding to their group, Person 2 re-explains and adds to it, Person 3 re-explains
again and adds to the explanation).
Other resources to help explain Global Warming may be necessary for student understanding.
http://earthguide.ucsd.edu/earthguide/diagrams/greenhouse/ - animated diagram on global warming
Fill out a Global Warming flowchart graphic organiser showing (1) the normal sequence of warming the earth
(on teacher drive)
(2) cause and cumulating effects (chain chart)
CLIMATE CHANGE (effect)
 ‘The inconvenient truth’ view CHAPTER NINE – CO2 levels back 650,000 years. OPTIONAL
 Understand the difference between Global Warming and Climate Change (Global Warming is the cause whereas Climate Change is
the effect. We are looking at Climate Change and how we individually can impact the environment positively)
http://www.brainpop.com/science/ourfragileenvironment/globalwarming/
Complete Activity and Vocabulary
 Read Climate Change article (NIE) Herald Oct 21 2008 (Focus: ensure students understand that climate change is the effect of
Global Warming) – in teacher pack
 Understanding climate change http://www.4million.org.nz/climatechange/understanding/index.php
 Show selected clips from ‘The Inconvenient Truth’ showing some of the effects of global warming eg Hurricane Katrina OPTIONAL
 Website that shows great before and after pics – www.worldviewofglobalwarming.org OPTIONAL
 Greenhouse effect in a jar experiment
http://www.4million.org.nz/climatechange/understanding/schoolstuff/greenhouseinajar.php OPTIONAL
 Going going gone experiments (see PDF file on teacher drive) showing how: OPTIONAL
- the greenhouse effect occurs on a smaller scale
- how plants counteract the greenhouse effect by absorbing the CO2 and releasing O2
 ‘The inconvenient truth’ view CHAPTER TWENTY ONE – Sea level rise. OPTIONAL
P2
 List the effects of global warming on humans and animals (climate change, loss of habitat, biodiversity, food sources), Make specific
links with current issues eg Tuvalu and Kiribati
Smartboard Resource on Tuvalu and Kiribati (teacher drive)
Time – “Feeling the Heat” (in teacher pack)
 Fill out Brain Pop Global Warming Graphic Organiser (teacher pack)
 Science mini inquiry: OPTIONAL
- define global warming using a flow chart and scientific explanations (include Natural Process and Human Activity causing CO2)
- name five effects on humans and animals (cause and effect graphic organiser)
- select a NZ or Pacific Island example that has been affected by Climate Change. Describe and explain the affects of Climate
Change (on the people, animal and plant life and the environment)
- predict and justify how this NZ or Pacific Island group may respond / adapt to environmental change
 Homework Activity - Thinkers Keys on The Environment (on teacher drive) OPTIONAL
SCIENCE ASSESSMENT
 SOLO Levelled Science Assessment and portfolio sheet (on teacher drive & teachers pack, answers on teacher drive)
Tuning in …
1c
Comparing & contrasting
different views of climate
change.
Essential Question 2
OPTIONAL – may use as part of argument
 Continuum statements – where students stand at present in regard to a number of lay-on-the-line questions on Global Warming
 Homework exercise - research and find an opposing view on the Global Warming theory (ie that it is a natural occurrence as part of
the earth’s natural cycle as opposed to be caused by human activity).
Share and discuss as a class.
Optional compare and contrast chart detailing arguments of each
Suggested that this information could be used as a basis for the student’s argument essay.
 Resources:
Media vs scientists clip in the video ( chapter 27 Science Fraud)
Looking at vested interests http://tiki.oneworld.net/global_warming/climate7.html
Opposing views re Antarctic http://www.nzherald.co.nz/feature/story.cfm?c_id=26&objectid=10421304
www.climatescience.org.nz opposing view
www.royalsoc.ac.uk explores misleading arguments
http://www.leonardodicaprio.com/ global warming and water (short) films by Leonardo Dicaprio
 Discussion re win / win situation of taking action to minimise impact on the environment as opposed to doing nothing if believe it is a
natural cycle. Can be tied in to the value of service learning action.
P3
Deciding
Gathering
Sorting
Sharing
Reflection
1d
Generate ideas, plan
and document actions
taken to improve our
environment.
Essential Question 3
SOCIAL STUDENTS / HEALTH COMPONENT
SERVICE ACTION SCAFFOLDING
 View video clip - Melissa Etheridge song ‘I need to wake up’
 Skills for Adolescence ‘Community Based Learning’ Book 8 – Lesson One / Starfish Story
 Talk by 13 year old girl to United Nations about their lack of response to Climate Change
http://www.youtube.com/watch?v=uZsDliXzyAY
 Maori and the Environment smartboard resource on Maori protocol (tikanga) for sustainability of the environment
 Pay it Forward - Saving the World - http://www.youtube.com/watch?v=tn06FQbIRGU
 ‘The inconvenient truth’ view CHAPTER TWENTY EIGHT – Balancing the environment and economy (movie of scales with gold and
earth)
Possible actions related to Climate Change
“Fortunately the actions we can take to tackle climate change make environmental as well as economic sense. Using energy more efficiently means we pay for less electricity, gas and
petrol. Tuning our cars improves air quality and health. And better insulation for our homes means they are warmer and we get sick less often…….”
“An increase in human activities like driving cars, farming, burning cola and cutting down trees…….is increasing greenhouse gases emitted into the atmosphere each year….. (p2)
There are two main ways we can take action on climate change: reduce our greenhouse gas emissions; and be prepared so we can adapt to the inevitable changes and become more
resilient to our current climate……………………. (p12)
Taking action will require a shift in the way we are doing things but it may be easier than you think. Being truly sustainable doesn’t mean sacrificing our living standards but being smart
and determined about how we do things.” (p12)
 Read and discuss a range of resources identifying actions that will reduce our greenhouse emissions
 Climate Change article (NIE) Herald Oct 21 2008 (teachers pack)
 Show selected clips from ‘The Inconvenient Truth’ on taking action (Chpt 31 and 32)
 ‘ The Inconvenient Truth’ inside cover – “ten things to do”
 Next magazine – ‘Twenty Ways to Leave a Lighter Footprint (teachers pack)’
 http://www.climatecrisis.net/takeaction/whatyoucando/
 Climate Change Impacts on NZ poster (Ministry of Environment) (teachers pack)
 “Get a grasp of the Facts” booklet (Ministry for the Environment) – Reading Tumble / Groups (teachers pack)
 “Look ahead to the future” booklet (Ministry for the Environment) – Reading Tumble / Groups (teachers pack)
 “Small acts Big impacts” booklet (Ministry for the Environment) – Reading Tumble / Groups (teachers pack)
IDEAS FOR SERVICE LEARNING
Cutting back on energy use helps to reduce greenhouse gases emitted during the production of energy (ie greenhouse gases are produced during the process of making electricity):
 Make our homes more energy efficient
P4
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Buy energy efficient appliances
Replace bulbs with energy efficient ones (is this effective)
Get an insulation wrap for hot water cylinders
Turn your thermostat down
Use less hot water
Install an energy efficient showerhead
Wash clothes in cold or warm water
Turn off electronic devices when you are not using them
Think about what you can do to reduce emissions generated from vehicle use;

Drive less- walk, bus, car pool, bike, skateboard, take the train more often

Keep tyres inflated at the right pressure

Tune cars regularly

By fuel efficient cars!
AND……….
 Compost food (cuts methane emissions – methane produced from landfills – food doesn’t break down properly)
 Recycle more – generally it doesn’t take as much energy to recycle the raw materials as it does to produce them from scratch
 Avoid products with a lot of packaging
 Plant a tree- a single tree will absorb one tonne of carbon dioxide in its lifetime
AND…………………
 Implement an environmentally friendly action eg. Turning off lights and computers, establishing recycling bins around the school
 Awareness posters
 Visual reminders
 Write a letter to: BoT, Mr Andrews, Auckland City Council, a company, local newspapers (eg. They could write to their local MP expressing their concerns about climate
change and the governments role in this)
 Planning for changes that could be made at home
 Organise a meeting eg. With parents sharing what they have learnt and what they want to change
 Power point at assembly encouraging students to make changes in the way they do things
 Establish a new classroom routine eg. Litterless lunch once a week (use containers or paper to wrap lunch instead of plastic wrap)
 Invite someone into the school to make a presentation to students
 Classroom monitor system eg. “Switch off” monitor and an ongoing plan to ensure this continues
 Design badges, stickers flyers etc to be circulated in the school or wider community
 Design a slogan or logo
 Make a short film promoting change
 Write, record and perform a song promoting change
 Organise a competition
 Plan and carry out an awareness campaign eg. Encouraging students to turn off lights, recycle, etc
 Create a picture book or story to educate younger people
 Organise a performance or fashion show
 Say no thanks to plastic shopping bags
P5
AND…….

Create a ‘Take Action Tips’ newsletter, pamphlet, brochure, power-point, children’s book suitable for primary aged students
Include: An explanation why you should take action to minimise your impact on the environment
Identify at least five achievable action tips suitable for your target audience.
Each tip accompanied by a concise explanation or justification of why this is needed
Examples of service learning action projects:
City Issues Series of Books: (Waste Book, Air Quality book and Teacher Resource) (teacher pack)
The City Issue books are all online: http://www.arc.govt.nz/council/sustainability-education/education-resources/education-resources_home.cfm -
 Display and discuss NZ Greenhouse Gas Emissions Graph (Smartboard)
 Understand how their positive actions will link with the reduction of greenhouse gases
- how does turning off a light reduce greenhouse gases (GHG are produced through electricity generation)
- NB – all actions looking to reduce greenhouse emission will have some impact. Some actions have more impact than
others dependent on the method of electricity generation (eg: hydro / wind has less direct impact / coal has more impact)

Put potential actions on a continuum classifying them from most positive impact on the environment to the least
 In small groups brainstorm taking into consideration your continuum and list of potential actions what things you can do to take action
on climate change focussing on these categories (transport, waste, food, water, energy).
2a) State and maintain
point a view and attempt
to persuade the reader.
2b)
Structure my argument
and provide some
evidence to support my
point of view.
2c
Use persuasive yet
straight forward
language in my writing.
All teachers will need to plan their own individual English unit plans that suit their class level. Check out the Resource Room and
Teacher Drive for resources / reading tumbles
Assessment task is a formal structured argument essay (exposition – one side of the argument)
Some suggestions for argument essay topics are
 Global warming – we can all make a difference
 Plastic bags – an unnecessary evil
 See 1c for other ideas.
 Global warming can seem like too much of a problem for one person to make a difference.
 We need to wait for more evidence before taking action on climate change.
 Rural areas should not be spoilt by wind turbines, called wind farms.
 Global warming isn’t all bad. Milder winters mean less cost in heating our homes.
 We have done too much damage to the world and now it is changing too fast for us to make much difference.
 We are on the edge of the greatest die-off humanity has ever seen. We will be lucky if 20% of us survive what is
happening. We should be scared stiff.
The rubrics for assessing the formal structured argument essay are on the teacher drive.
P6
SOCIAL STUDIES CULMINATING PERFORMANCE / AUTHENTIC ASSESSMENT TASK
Complete an Environmental Action Plan / Timeline and Reflection (teachers pack and drive)
In Groups: - Identify a positive environmental need to implement in the home, school or community
- Decide on possible service actions
 Individuals / Groups / Class action your Service Learning and celebrate your efforts.
Assess / Portfolio
Individually: - Link the action with a clear understanding of how it minimises impact on the environment
- Develop a detailed achievable plan, with timelines and relevant tasks
In Groups: - Students share individual plans and select the best from their group to implement or to take to the class to decide on a class project
Individually: - Portfolio evaluation / reflection
Websites
http://www.greenpeace.org/new-zealand/
http://www.seussville.com/games/lorax/game.html
http://unfccc.int/resource/beginner_02_en.pdf (beginners guide to kyoto protocol)
http://www.tki.org.nz/r/hot_topics/climate_e.php
websites especially for kids on climate change – suitable for reading tumbles
http://www.epa.gov/climatechange/kids/ - kid friendly (web quest – see attachment)
http://www.ecokids.ca/pub/eco_info/browse_topics/environmental_issues.cfm
http://www.coolkidsforacoolclimate.com/
http://www.climate.org/topics/links/educational/kids-links.shtml
http://www.takingitglobal.org/
http://www.teachersdomain.org/collection/k12/sci/ interactive website
Resources
Dr Seuss – The Lorax (book – resource room / DVD- available through whanau leaders)
An Inconvenient Truth DVD
The Environment – Thinkers Keys (on teacher drive) – Maybe a good homework activity
Kiwi Conservation Club – The Carbon Cycle (support for lower students in teacher pack)
Read Climate Change article (NIE) Herald Oct 21 2008 (teacher pack)
Smartboard Resource on Tuvalu and Kiribati (teacher drive)
Time – “Feeling the Heat” (in teacher pack)
SOLO Levelled Science Assessment and portfolio sheet
Brain Pop graphic organisers (teacher pack)
Ministry for environment poster and booklets (teachers pack)
P7
Links to relevant discussion forums etc for teens and really good info on issues
http://www.earthday.net/resources/l2e.aspx - Earthday and letters to editor/Views
opposing Al Gore
http://www.climatescience.org.nz/assets/2006510223000.CSC_News_3.PDF
Statistics
http://whyfiles.org/211warm_arctic/
http://rainforests.mongabay.com/0907.htm
http://www.niwascience.co.nz/ncc/ (has maori link)
More Websites
Suitable for Teachers
http://www.climatechange.govt.nz/science/index.html - The causes of, the evidence for and the effects of climate change. Climate change impacts in New Zealand – Suitable material
as a Reading resource (perhaps not so much for your lower level learners)
http://www.climatescience.org.nz/ - Articles on climate change (several links attached)
http://www.mfe.govt.nz/publications/climate/climate-change-solutions-overview-sep07/html/page3.html - New Zealand’s climate change solutions
http://www.mfe.govt.nz/publications/climate/ - various publications available in HTML format
Suitable for Teachers & Students
http://tiki.oneworld.net/global_warming/climate_home.html - General information on climate change… 12 actions individuals can do to help stop global warming.
http://www.coolkidsforacoolclimate.com/ - Taking individual action to slow global warming / shows causes & effects
http://www.4million.org.nz/climatechange/understanding/schoolstuff/climate-change-1.pdf - Climate Change BOOK 1: Why is the earth slowly getting warmer? Why is this
happening? Does it matter? What can we do about it?
http://www.4million.org.nz/climatechange/understanding/schoolstuff/climate-change-2.pdf - Climate Change BOOK 2: What is New Zealand doing about climate change? What can
you do to help? –
http://www.4million.org.nz/climatechange/understanding/schoolstuff/pictures/index.php - picture resource
http://www.4million.org.nz/climatechange/understanding/schoolstuff/playitcool/index.php - ‘Play it Cool’ – easy activity to find out more about reducing greenhouse gas emissions &
the effects of climate change
http://www.4million.org.nz/climatechange/understanding/schoolstuff/greenhouseinajar.php - Greenhouse effect in a jar experiment… links in with Stats unit (graphs)
http://www.4million.org.nz/climatechange/understanding/faq.php - FAQ’s
http://environment.nationalgeographic.com/environment/global-warming/gw-impacts-interactive.html - Likely scenarios if climate change continues (causes / effects… acid rain, air
pollution, biofuels, deforestation, global warming solutions, hydropower, ozone depletion, toxic waste)
http://environment.nationalgeographic.com/environment/photos/ocean-pollution.html - Photo gallery of polluted oceans
National Geographic Video Clips
http://environment.nationalgeographic.com/environment/global-warming/gw-causes.html
Video (5-6mins): State of the Earth – Climate Change… as ice melts, polar bears struggle to survive
Video (2mins): Cutting Cow’s Gas Emissions
Video (3.30mins): Greenhouse gases
Video (7mins): A way forward – facing climate change
Video (7mins): Global Warming 101
Video (3mins): Antarctica Ice
Video (2.30mins): Glacier Melt
Online Games
http://www.ecokids.ca/pub/fun_n_games/printables/puzzles_&_wordgames/assets/environmental/ghg-actsheet.pdf - Puzzles & word games (Greenhouse Gas Match-Up)
http://www.ecokids.ca/pub/games_activities/climate_change/index.cfm - Games & Activities / Quizzes
PDF file to go with the Inconvenient truth dvd - get the graphics to view on your smartboard. Here is the link:
http://www.aninconvenienttruth.com.au/truth/doc/sg_an_inconvenient_truth.pdf
Also from TKI sites on climate change http://www.tki.org.nz/r/hot_topics/climate_e.php
A kid friendly site http://epa.gov/climatechange/kids/index.html
An opposing view (sceptics view of Al Gore presentation) http://www.stopdumbingdown.com/index_files/Page496.htm (click on Global Warming)
P8