Author:
Melody Casey
Subject:
English Language Arts, Science
Material Type:
Lesson Plan
Level:
Upper Primary
Grade:
3
Tags:
  • GEDB
  • Global Education
    License:
    Creative Commons Attribution Non-Commercial
    Language:
    English

    Education Standards

    GEDB An Exploration of Landforms and Climate Change: Save the Landforms (Lesson 3 of 3)

    GEDB An Exploration of Landforms and Climate Change: Save the Landforms (Lesson 3 of 3)

    Overview

    Students will investigate the idea that gradual changes in landforms reflect changes in the Earth’s atmosphere caused by human activity and subsequent global warming. They will create classroom service announcements, detailing the possible causes of climate change and urging fellow students to take action, to become aware of the connections among their lifestyles and the preservation of landforms. Students will develop the perspective that daily activity in one place in the world can have an impact on the entire planet. This lesson was developed by Georgia Morrison as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

    Lesson Plan

    Description
    Students will investigate the idea that gradual changes in landforms reflect changes in the Earth’s atmosphere caused by human activity and subsequent global warming. They will create classroom service announcements, detailing the possible causes of climate change and urging fellow students to take action, to become aware of the connections among their lifestyles and the preservation of landforms. Students will develop the perspective that daily activity in one place in the world can have an impact on the entire planet.

    Content
    Student Engagement/Motivation
    Day 1

    The teacher will:
    ⦁    Use the following website to show pictures of the melting glaciers on Mount Kilimanjaro: http://350africa.org/8-ways-climate-change-is-already-affecting-africa/
    ⦁    Read the accompanying statistic to students, citing the percentage of ice that disappeared over a century.
    ⦁    Introduce the idea that our daily activities can cause an overall increase in our planet's temperature. Some of these activities include using motorized vehicles, wasting electricity, and cutting down trees.  All of these activities increase the amount of Carbon Dioxide in the air, and the presence of CO2 in the air warms the Earth.
    ⦁    Explain that the excessive heat that becomes trapped in the atmosphere can change some landforms.
    ⦁     Inform students that they will proceed to learn how global warming threatens the existence of some of these landforms as they exist presently. 
    The students will:
    ⦁    Discuss what they have heard about global warming with select peers and then share common ideas with the teacher and other students.
    ⦁    Predict what can happen to various landforms if the Earth's temperature continues to increase.

    Learning Targets and Criteria for Success
    Learning Targets: 

    ⦁    I can compare landform features over time.
    ⦁    I can organize information about environmental threats to landforms.
    ⦁    I can present information about environmental threats to landforms using technology tools.
     
    Criteria for Success:
    ⦁    I will define global warming and describe its effects on landforms.
    ⦁    I will create a graphic organizer to show the causes and effects of global warming in relation to landforms, as well as actions that can prevent climate change.
    ⦁    I will communicate strategies to save landforms from climate change in a video message. 

    Supplies/Resources
    ⦁    Chromebooks or laptops for viewing websites 
    ⦁    Interactive whiteboard to use for projection
    ⦁    http://350africa.org/8-ways-climate-change-is-already-affecting-africa/
    ⦁    ipads or video cameras
    ⦁    A Cause and Effect Chain (document attached)

    Learning Tasks and Practice
    Days 1-2

    The teacher will:
    ⦁    Provide further instruction on global warming using the following video and discussion:  
    https://video.nationalgeographic.com/video/101-videos/climate-101-causes-and-effects. The following website also contains information to help students understand the concept of global warming.  It can be projected or used for reference: https://climatekids.nasa.gov/climate-change-evidence/
    ⦁    Emphasize that climate change can destroy coral reefs and erode coastlines.  It can melt glaciers, which affects the presence and strength of rivers and the ocean.  It can cause islands to rise and volcanoes to erupt.  It may cause earthquakes which can change mountains, caverns, and caves.
    Days 2-4:  
    The teacher will:
    ⦁    Review with students the causes of global warming:  Carbon emissions from vehicles and factories, Deforestation
    ⦁    Review with students the effects of global warming as they relate to landforms:  Glaciers are melting; Sea level is rising; Coastlines are disappearing; Storms, earthquakes, and volcanic eruptions are more prevalent
    ⦁    Challenge students, through guided discussion, to predict the effects on wildlife and people if these landforms change.
    ⦁    Review with students ways to reduce global warming:  Save electricity by turning off televisions, devices, and appliances; Carpool; Walk or ride a bike rather than ride in a vehicle; Plant trees
    ⦁    Direct students to make graphic organizers which outline and connect these causes, effects, and calls to action. The creation of a graphic organizer enables students to think critically about global warming concepts and to synthesize their understanding into an authentic product.
    The design of each graphic organizer will be determined by the students.  They can draw text boxes, bubbles, or other shapes and connect them with any features they choose.  The students will have the freedom to organize information as they desire.  The only requirement is that the information on the graphic organizer flows logically.  Students must be able to show how their ideas connect when they relay statements about causes, effects, and calls to action.
    The students will:
    ⦁    Create graphic organizers on posters individually, in pairs, or in groups.  
    Days 5-6:
    The teacher will:
    ⦁    Explain that a service announcement is similar to a television commercial.  It consists of a brief message to inform viewers of an issue and how they can make positive change.
    ⦁    Direct students to record service announcements that detail the occurence of global warming, its effects on landforms, and actions people can take to reduce climate change.
    ⦁    Provide students rehearsal time and practice time with the recording devices.
    ⦁    Monitor students as they perform and record their video messages.
     The students will:
    ⦁    Work individually, in pairs, or in groups to produce video service announcements.
    ⦁    Share their video messages with other students, teachers, or friends and family outside of the school setting.  The videos can be played for live viewing, or they can be sent via email or text messages.

    Technological Engagement
    Students will watch an online video and explore websites to learn about global warming. The lesson culminates with the production of service announcement videos that can be shared electronically.

    Collecting and Documenting Evidence of Learning
    The completion of meaningful graphic organizers and persuasive video products will serve as evidence that students have organized and presented information related to environmental threats against landforms.

    Student Self-Reflection and Action Steps
    When assigning the task, the teacher will tell students that a word bank can be provided, if needed.  Students who struggle to compose statements for the graphic organizer should ask for a word bank.  The word bank should be developed in consultation with those students who need it.  It should be personalized according to their specific requests.

    Students who struggle to create a video will know to continue with rehearsals until they can confidently record a service announcement.

    Feedback/Instructional Adjustments
    Circulate as students create their graphic organizers, offering clarifications related to the content.  Advise students to use their best writing conventions, with attention to capitalization, punctuation, and spelling.  It may be necessary for students to create two graphic organizers, a draft and then the final product.

    Extended Learning Opportunities 
    To accommodate kinesthetic learners, students may have an additional opportunity to demonstrate their understanding of the causes and effects of global warming.  The students will make a human chain linking each cause to an effect. Each effect, in turn, will connect to another effect.  
    The teacher will:
    ⦁    -Distribute cause and effect statements randomly to students. Sample cards are attached to this lesson.
    ⦁    -Direct students to stand with their statements in a logical order.   
    ⦁    -Coach students to change places and arrange themselves until the statements they each hold connect to the statements held by students standing before and after them.
    The students will be able to see a sequence of events resulting from human activity.

    Explore global warming and climate change in further depth by reviewing and discussing the information provided by these websites:

    http://www.eschooltoday.com/climate-change/effects-of-climate-change.html

    https://www.natgeokids.com/au/discover/geography/general-geography/what-is-climate-change/

    Teacher Reflection of Learning
    This lesson successfully integrates English Language Arts, Science, and Information and Technology standards within the context of a global issue.