Unit Summary
In this project, students as environmentalists, investigate silent crimes against our environment. Students understand about the environmental issues like greenhouse effect and global warming concept by chemical investigations in the lab, conduct research; survey their neighbours, parents and friends to gauge their awareness level regarding the greenhouse effect; and speak to experts to gain a more informed perspective on their research. They use wiki as a research base to develop and share knowledge about the environmental issues. The class blog is used by the groups to share thoughts, debate and reflections. Students conduct an awareness campaign for making students and parents aware about global warming.
Curriculum-Framing Questions
- Essential Question
Are we progressing irresponsibly?
- Unit Questions
Are we responsible for global warming?
What can we do to stop global warming?
- Content Questions
What is green house?
What is greenhouse effect?
Which are greenhouse gases?
What is global warming?
What are causes of global warming?
Instructional Procedures
Prior to instruction
- Prepare brainstorming sheet to trigger thinking process while discussing essential question.
- Prepare discussion rubric for explaining expectations during discussions.
- Prepare K-W-L Chart to gauge students needs.
- Prepare research checklist to help students in research process.
- Set up class wiki and create introduction page.
- Set up class blog and create introduction page.
- Prepare what is wiki? and wiki rubric to assist students while working on wiki.
- Prepare what is blog?, blog guidelines and blog checklist to assist students while working on blog.
- Arrange for science lab and all equipments for experiment.
- Organise videoconference with experts.
- Make Publication scoring sheet to assist students while working on poster/flyer.
Introduce the unit (1 period)
Ascertain students’ prior knowledge concerning the essential question, Are we progressing irresponsibly? Activities could include:
- Dividing students in groups of 5 students each.
- Brainstorming boarder perspective and the global issues we are facing today.
- Providing brainstorming (DOC 25KB) sheet and let students put down their points.
- Sharing discussion rubric (DOC 52.5KB) for explaining expectations during discussions.
- Discussing the brainstorming sheet of each group.
Conclude the discussion based and have students note down the points in their books.
Gauge students’ needs (1 period)
Make students sit in same groups. Orient students that their project is based on global warming and green house effect. Assign the role of environmentalists. Encourage a large group discussion about the topic by asking students to share their thoughts on global warming and green house effect. Put forward some questions like:
- What is global warming?
- Why is it called as a global phenomenon?
- Share some changes that we see around us due to global warming
Provide K-W-L chart (DOC 25KB) and have each group fill in K & W columns. Check the KWL charts of each group.
Conduct Research (3 periods)
Provide time for students to explore the basics of green house effect by conducting internet research. Lay down rules for use of Internet and online resources including online etiquette, language, laws and requirements for documentation. Orient students about the rules and research checklist (DOC 39.5KB). Put forward the research question of the session:
- What is a green house?
- What is green house effect?
- Research on green house gases
- What is global warming?
- What are the causes of global warming?
Provide time for students to conduct research. Recommend following Web sites for animated explanation of green house effect and global warming.
Ask students to summarise their research findings in research log (DOC 41.5KB). Remind students to follow the research checklist (DOC 39.5KB) and adjust their research process accordingly.
Introduce class wiki (3 periods)
Orient students that they would be using a wiki in the project. Explain wiki and its features by providing a handout what is wiki? (DOC 26.5KB). Provide a demo of different features of the class wiki*. Arrange for students to do hands on for at least 2 periods.
Ask students to add their research findings on the class wiki*. Orient students to check other group’s work on wiki pages. Instruct students to use query corner in the class wiki to ask any question. Assign each group the role of query corner editor for one week. Share wiki rubric (DOC 34KB).
Science Lab Experiment (3 periods)
Provide group of students with Greenhouse Gases…Rising Gases or Poisons? Lab sheet (DOC 67KB) and make students conduct experiment to find out Does excess of Greenhouse gases causes any harm to plants?
Provide 5 large gas jars with one-holed lids, 5 delivery tubes, experimental setup to prepare carbon dioxide, water vapour, carbon monoxide, nitrogen dioxide and methane [separately], 5 watered plant saplings, 5 stop watches, video camera for each group. Instruct students to read through and follow the procedure provided in the lab sheet. Closely monitor each group and provide assistance wherever required.
Ensure that students fill in their observations in the Lab Sheet using the images recorded on the Video Camera. They will need to note accurately, the state of each plant at regular time intervals.
Ask students to record their learnings in the after lab (DOC 33KB) worksheet. Monitor students and provide help when needed. Ask students to add their experiment findings on the class wiki*. Orient students to check other group’s work on wiki pages.
Blog (3 periods)
Introduce blog - Orient students that they would be using blog in the project. Explain blog and its features by providing a handout what is blog? (DOC 35KB). Provide a demo of different features of the blog*. Provide blog guidelines (DOC 397KB) and arrange for students to do hands on for at least 2 sessions.
Give opportunity for discussing about Are we progressing irresponsibly? in small groups. Have students go through their research notes. Have students post their views on Are we responsible for global warming? on class blog*. Share and explain blog checklist (DOC 43.5KB). Provide time for students to conduct internet research if needed. Instruct students to go through each other's blog entries and post comments.
Awareness Survey & Analysis (4 periods)
Have the students conduct an awareness survey of their parents, neighbours with the survey handout (DOC 31.5KB) either in hard copy or via e-mail.
Ask students to add their survey results on the class wiki*. Then, ask students to analyse their findings using a graph or pie-chart.
Videoconference (2 periods)
Give opportunity to discuss, What can we do to stop global warming? in small groups. Have students go through their research notes.
Arrange videoconference to discuss the unit question What can we do to stop global warming? with an expert. Orient students on how to conduct videoconferencing, how to record dialogues and how to pose questions when speaking with experts online. Instruct each group to share their survey and analysis with an expert [pre-decided by the teacher at a mutually convenient time] via videoconferencing.
Orient students to check other group’s work on wiki pages
Blog (1 period)
Have students share their thoughts What can we do to stop global warming? on class blog*. Provide time for students to conduct internet research if needed. Instruct students to go through each other's blog entries and post comments.
Awareness Campaign (2 periods)
Ask students to arrange an awareness campaign in the school and share their learning with parents, students of other classes, teachers, etc. using posters (DOC 123KB) or flyers. Provide time for students to make posters or flyer. Distribute publication scoring sheet (DOC 35KB) and discuss the same with students. Have students self – assess using the rubric and make changes. Send invitations for awareness campaign. Ask students to divide responsibilities within the group.
Project reflection on the blog (1 period)
Culminate the project by asking students to reflect on the entire project and post entry in the blog about the overall experience of project. Have students fill in the L column of the K-W-L chart and share the same in the blog. Encourage students to go through blog entries of other students and comment.
Prerequisite Skills
Conceptual Knowledge
- Basic knowledge of photosynthesis, pollution, gases such as CO2 and water vapour.
Technical Knowledge
- Knowledge of Internet research.
Differentiated Instruction
Resource Student
- Provide help for interpretation of information during research.
- Provide extra time for research, lab work and online activities.
- Allow suitable graphic organisers during lab work, research to minimise writing.
- Provide assistance to ensure transaction of thoughts to presentation.
Gifted Student
- Extended research, including presenting findings in 250 word essay.
- Create 3-D graph/chart to summarise findings from lab investigation.
Credits
This Unit Plan is adopted from the project idea implemented by Ms. Sinduja Sridhar, Inventure Academy, Bangalore