Climate Change
Topic: Climate Change
Suggested Grade Level: 5th Grade
Conceptual Lens: Change; Systems
Supporting Concepts: Cycles, Interdependence, Culture
Careers: climatologists, geologists, meteorologists, chemists, sociologists, politicians,
economists, lawyers, paleoclimatologists, environmentalists, conservationists,
statisticians, ecologists
Process Skills: research, compare and contrast, critical thinking, decision making,
planning, problem solving, synthesis, analyze, reading graphs and charts
Vocabulary:
Aerosols, Albedo, Anthropogenic, Carbon Dioxide, Carbon Cycle, Climate Model, Coral
Bleaching, Correlation, Deforestation, Electromagnetic Radiation, Energy Budget
Greenhouse Gas, Greenhouse Effect, Photosynthesis, Phytoplankton, Remote Sensing,
Statistical Significance
Definitions and further explanations of the listed vocabulary terms related to climate
change can be found at http://www.exploratorium.edu/climate/glossary/index.html
Overview of Unit (for teacher):
Through a series of activities, the students will develop an understanding of the
impact that humans have on the earth’s natural cycles which can produce climate
changes. Students become practicing professionals as they research the economic,
sociological, and political influences that determine broad and varied perspectives
related to climate change throughout the United States and other countries. The junior
conservationists develop solutions for conserving natural and man-made resources as
well as recognize the impact that climate change has on possible conservation
measures.
Representing a selected member of the United Nations, students will look at the effects
of climate change in that country, identify steps taken to meet Kyoto Protocol
requirements and provide ideas to solve that country’s problem(s) resulting from climate
changes.
Culminating Performance Task:
Using the format of the United Nations Framework Convention, students will select a
member (developed) country. Each will research information about the effects of
climate change on this country. This will include the physical effects, economic effects,
sociological effects, and political effects. Students must find out what the country has
done to meet the requirements of the Kyoto Protocol. Using the information, students
will present possible solutions that could be used to address the problem of climate
change within his/her selected country keeping in mind the cultural, political and
financial parameters characteristic of each member nation. Students may create
multimedia presentations, presentation boards, brochures, newsletters and/or their own
selected products (with teacher approval) to accompany and enhance oral
presentations.
Several careers, other than those highlighted throughout the unit, are embedded in this
unit of study. As students participate in the activities, it is important that the teacher
note the methodologies that the students are using and relate these to the
corresponding career. Providing a description of the career and discussion about the
career and how what the students are doing relates to that of the practicing
professional.
Courses of Study Objectives (COS):
LANGUAGE ARTS
Students will:
5.1) Use a wide range of strategies to interpret, evaluate, appreciate, and
construct meaning from print materials.
5.2) Use text features to gain meaning.
5.4) Demonstrate literal understanding of print material.
5.5) Interpret passages in print material.
5.12) Read a variety of materials and genres encountered in daily lives.
5.13) Apply strategies of a skillful listener.
5.15) Recognize persuasive techniques found in a variety of sources.
5.21) Use appropriate reference sources for a variety of purposes.
5.23) Exhibit the habit of writing on a daily basis in academic, social, and/or
personal situations.
5.25) Use the writing process when composing different forms of written
expression.
5.26) Know and apply principles of grammar and usage in writing, speaking, and
presenting and apply mechanics in writing.
5.31) Correct errors in sentence structure in oral and written presentations.
5.34) Organize and present information in visual, oral, and/or print form.
5.36) Demonstrate increased facility with oral language for a wide range of
purposes and audiences
MATH
Students will:
5.5) Plot coordinates on grids, graphs, and maps.
5.14) Analyze data collected from a survey or experiment to distinguish between
what the data show and what might account for the results.
SCIENCE
Students will:
5. 9.) Describe the relationship of populations within a habitat to various
communities and ecosystems.
6.1) Identify global patterns of atmospheric movement, including El Niño, the Gulf
Stream, the jet stream, the Coriolis effect, and global winds that influence local
weather.
6.2) Describe factors that cause changes to Earth's surface over time.
TECHNOLOGY
Students will:
3) Use common input and output devices efficiently and effectively.
8) Identify legal and ethical behaviors when using information and technology.
11) Utilize general purpose productivity tools to facilitate learning throughout the
curriculum.
12) Use a variety of media and technology resources to create and communicate
knowledge products across the curriculum.
14) Use the Internet to locate information.
16) Evaluate the relevance and appropriateness of electronic information
sources.
18) Use technology resources for problem solving.
19) Select appropriate technology tools and resources to address a variety of
tasks and problems.
CAREER TECHNOLOGY 6-8
1) Demonstrate an awareness of careers in the technology area being studied.
3) Demonstrate research skills related to current and projected employment
opportunities in the technology area being studied.
5) Exhibit positive human relations and leadership skills.
6) Demonstrate employability skills and work maturity skills.
8) Identify basic concepts and processes associated with careers in the
technology area being studied.
9) Utilize terminology associated with the technology area being studied.
10) Apply basic skills in communications, mathematics, and science appropriate
to the content of the technology area being studied.
12) Complete a given task as assigned.
14) Demonstrate teamwork skills related to the technology area being studied.
Pre-assessment/Introduction to Unit:
View the slide show (What Do You See?—this can be created by the teacher
using a variety of images from Google that are related to climate change and its
impact).
Elicit responses from the students as they reflect upon what they saw. This should be
done prior to any discussion or mention of the term “climate change.” The slide show
presents topics related to the impact of climate change.
Pre-assess prior knowledge (KWL, graphic organizer, test, etc.)
http://www.abc.net.au/science/quizzes/climatechange/ quizzes about climate change
(This is somewhat difficult, but can be used as a pre-assessment tool. The student
should print out score sheet for comparison to post-assessment).
Students will create journals for daily responses based on given prompts by teacher,
hands-on activity, video, or readings from various sources (these will be used as a form
of assessment throughout unit to check for student understanding of the concepts and
development of the essential understandings.) Journals may be spiral notebooks or
created by the students from cardstock or construction paper for the cover and unlined
paper for recording their responses.
Essential Understanding:
Human activity may be a part of the natural cycles on earth; we are responsible for
recognizing our potential impact on cycles and climate change.
Essential / Guiding Questions:
How is human activity a part of the natural cycles on earth?
How have humans had an impact on climate change? Is it positive or negative?
How can we create a positive impact? (or build on what is in existence?)
Scaffolding Question(s):
What is human activity?
Instructional Activity(ies):
The teacher will lead a discussion with the whole group about various human activities.
The class will generate a list of human activities and record these on butcher paper. As
the unit progresses, this list will be revisited to discuss how various natural occurrences
influence or hamper human activities. (Note: The human element probably represents
the most important aspect both of the causes and effects of climate change and
environmental impacts).
Scaffolding Question(s):
What are the natural cycles on earth?
What is the carbon cycle?
What is the rock cycle?
What is the water cycle?
What is the nitrogen cycle?
How does human activity affect each natural cycle?
Instructional Activity(ies):
The students will preview information at http://www.sage.wisc.edu/atlas/schematics.php
and http://eo.ucar.edu/kids/gree/cycles1.htm on the carbon cycle, rock cycle, water
cycle and nitrogen cycle. In their journals, students will write a brief description of each
cycle.
Read the information under the section “The Human Factor” for each natural cycle at
http://www.sage.wisc.edu/atlas/schematics.php. The students will create a T-chart in
their journals. One side will be labeled “positive” and the other column will be labeled
“negative.” The students will classify the influences of human activities on the natural
cycles as either positive or negative by listing these in the appropriate column.
The students will create a visual (drawing, cartoon, etc.) about how human activity
affects each natural cycle. Each will need to include a caption, title and/or dialogue
depending on the type of visual selected by the student.
http://peer.tamu.edu/NSF_Files/Lesson%20plan%20Environment%20K-8.doc is a
lesson plan in which students navigate several websites related to natural cycles and
discover how human activities affect these natural processes. The students will record
information from the various websites on a handout which can be printed from the
following site: http://peer.tamu.edu/NSF_Files/Worksheet%20Environment%20K-
8.doc.doc
As students engage in the above activities, they will be applying research
methodologies like geologists who look at all of the materials which make up the Earth
by studying the ways in which they are formed and altered.
The geologist learns more about the Earth and the ways in which it can be safely and
effectively utilized by humans. The field of geology is extremely varied and geologists
can be found working in a large number of subfields within the larger field of geology.
Teachers should emphasize the aspects of the field of study (geology) and the related
career (geologists) in this section. They should create a classroom display presenting
a description of the career and talk about how the students have been participating in
activities like those of a practicing geologist. Teachers could use
http://geology.com/articles/what-is-geology.shtml for assistance, if needed.
Extension Activities:
http://www.cotf.edu/ete/modules/msese/earthsysflr/cycles.html provides
the student with further explanations of the rock and water cycles.
http://peer.tamu.edu/DLC/Pages/RollingR129.asp is a lesson on the rock
cycle which includes a power point presentation, activity and a handout
for recording observations and outcomes.
http://peer.tamu.edu/DLC/Pages/TheWater163.asp is a hands-on lesson that
demonstrates the water cycle. This lesson takes 1-3 days.
Scaffolding Question(s):
What causes climate change?
What is the greenhouse effect?
How does the presence of carbon dioxide affect climate change?
Instructional Activity(ies):
Using multimedia presentation equipment, show the movie located at
http://www.epa.gov/climatechange/kids/global_warming_version2.html
to the class. Elicit responses from the class about the causes of global warming.
Students will write in their journals as they respond to the prompt “How does climate
change affect me or does it?”
http://www.ucar.edu/learn/1_3_2_12t.htm This activity is designed to have students
become familiar with how a greenhouse retains heat by building simple models.
Through discussion, you can explain how the atmospheric 'greenhouse effect' retains
heat.
http://www.texasep.org/html/air/air_4iss_grnhse.html contains a table listing greenhouse
gases emissions and their sources. With a partner, students will discuss the data
presented on the table and draw some conclusions from the data. One person from
each pair will present conclusions to the entire class and record on chalk board. Which
gas has the largest percentage of emissions?
http://earthobservatory.nasa.gov/Laboratory/PlanetEarthScience/GlobalWarming/GW.ht
ml The student will complete each investigation on climate change as they view several
movies and complete the practice questions. They will explore climatic condition of
different regions of the world and learn about possible consequences of continued
temperature increases. The students will form a hypothesis about the effects of climate
change on selected regions and run the climate model for each region from which they
will analyze the results in order to make predictions about further temperature changes
in that region. A printable worksheet can be downloaded and printed for student use.
http://www.cotf.edu/ete/modules/climate/GCcarbon1.html is divided into 3 major topics:
temperature, precipitation and plants and all provide information about these topics to
the production and impact of carbon dioxide. Student groups will be assigned a specific
section and read the information provided and present the information to the other class
members. Whole group discussion will follow as students suggest possible positive and
negative effects of emitted carbon dioxide into the atmosphere.
Meteorologists are atmospheric scientists whose career opportunities are quite varied
as they range from weather predictions and forecasting to more challenging areas
involving research, consulting, teaching, and information systems support. As students
conduct these activities, they become basic research meteorologists as they work with
numerical weather prediction models specifically designed for global warming.
http://www.ametsoc.org/AtmosCareers/index.html will provide background information
to the teacher for creating a visual display about the career field of meteorology and
class discussion. The short video (primarily about the media aspect of meteorology),
http://easylink.playstream.com/21_CenturyLearning/occupations/meteorologist_46.rm
describes the day in the life of a meteorologist. The teacher should continually
emphasize the methodologies being used by the students are those of a practicing
meteorologist or ask the students how their activity is related to the job of a real
meteorologist.
Climatologists do research in areas to find out the climate of the area. They study
weather patterns over many months and years to calculate what the weather will be like
from that time period to 50 years from now. A climatologist has to analyze and
interpret maps, charts, photographs, and other data. In the above climate change
activities, the students become practicing climatologists as they analyze and predict
changes in the earth’s temperature and make use of climate models. Again, the
teacher should make sure that the students realize the connection between the activity
and their being field practitioners. http://whyfiles.org/021climate describes the
climatologist’s toolbox used for present climate models and predictions and those
used to learn about climate in the past.
Extension Activities:
http://www.windows.ucar.edu/tour/link=/earth/climate/climate_crossword.html is an on-
line crossword puzzle about climate change and relevant vocabulary. Students are
scored and can check answers.
http://www.teachingboxes.org/seaLevel/lessons/lesson3_activity2_worksheets/index.ht
m is an interactive lesson where students view photos and provide responses to
questions associated with each question. This should give students understanding of
the interrelationships of various natural occurrences that influence climate change.
http://www.keystonecurriculum.org/highschool/week1/lesson_1.html
can be used as an introductory activity to the meaning of climate change and its causes.
http://www.cotf.edu/ete/modules/climate/GCmain.html has students creating an ESS
analysis to predict the effects of increased atmospheric concentrations due to carbon
dioxide of the yield of hard red winter wheat in Kansas.
http://www.earthday.net/~earthday/lesson%20plans/Climate_Change_Curriculum_Engli
sh.pdf has the students involved in analyzing temperatures over the past and inferring
that a warming of the atmosphere has occurred. They look for patterns within the data
to predict rates of temperature changes.
Scaffolding Question(s):
What positive human efforts can keep climate change from getting out of control?
Instructional Activity(ies):
Using the power profiler at http://www.epa.gov/cleanenergy/energy-and-you/how-
clean.html the students will create a report that will show students the air emissions
attributable to the electricity used in their homes or businesses during one year, along
with a description of what these numbers mean in everyday terms. The students will
print out these reports for future reference.
http://www.time.com/time/2007/green_home is an interactive website which stresses the
reduction of carbon emissions from our homes. The student will record the amount of
carbon dioxide reduced each year by one person when doing the energy saving
suggestions. The class will calculate the amount of carbon dioxide reduction per year
for the entire class if the students practiced energy saving habits. Students will create a
personal plan for the reduction of carbon dioxide based their individual situations.
Extension Activities:
http://www.agu.org/sci_soc/policy/climate_change_position.html discusses the human
impacts on climate. There is much debate about this one topic. Students will need to
read the article and develop an opinion about the impact of human activity on climate
change and offer ways that humans can change personal habits that might impact the
negative effects of climate change.
Essential Understanding:
Human conservation of resources can affect and be affected by climate change.
Essential / Guiding Questions:
How can human conservation of resources affect climate change?
How can human conservation of resources be affected by climate change?
Scaffolding Question(s):
What are resources?
What are renewable resources?
What are non-renewable resources?
How fast are non-renewable resources disappearing due to human activity?
Instructional Activity(ies):
http://www.ace.mmu.ac.uk/eae/sustainability/Older/Fossil_Fuels.html provides general
background information about non-renewable resources.
“Fossil Fuels and the Ticking Clock” located at
http://www.alliantenergykids.com/stellent2/groups/public/documents/pub/phk_001458.p
df is a two-session (30-45 minutes) lesson where students determine the difference
between renewable and non-renewable energy sources emphasizing the growth
difficulty of finding energy where supply
is decreasing. The student will track his/her own use of a non-renewable energy source
during a given day.
http://sftrc.cas.psu.edu/LessonPlans/Forestry/AncientCiv.html The students will explore
the past use of resources and rate their civilization on their lasting environmental
impact. Students work in groups and select a spokesperson to present their findings
and evaluations to the class.
Pass out a copy of Climate Change Fact Sheet to each student. This can be obtained
at http://earthday.net/~earthday/node/149 . Using the information, students focus on
those events that primarily use non-renewable resources and write a paragraph in their
journals that addresses the problems occurring as a result of this usage of non-
renewable resources. The students will predict what they believe will occur in the future
if the non-renewable resources are continued to be used at their present rate.
Extension Activities:
http://sftrc.cas.psu.edu/pdfs/Resources%20Lesson%20Plan.pdf is a lesson plan in
which students describe resources, distinguish between non-renewable and renewable
resources and recognized the use of each in the environment.
Scaffolding Question(s):
What is conservation?
What energy sources are being used by humans?
What are ways that humans are conserving resources?
What are the responsibilities of the governmental agency that oversees the
conservation of resources?
Instructional Activity(ies):
Using a graphic organizer web with the word “conservation” written in the
middle, the teacher will lead the class in a brainstorming session about ideas associated
with conservation. The teacher will write the student responses and clarify any
misconceptions stated.
http://www.ace.mmu.ac.uk/eae/sustainability/Older/Conservation_and_Preservation.htm
l explains the difference between conservation and preservation.
http://climatechangenorth.ca/section-BG/BG_I_03_S_E.html describes methods of
energy conservation. This website can be reviewed by the students and they can
investigate ways that renewable resources can be better used for energy production.
Students will write a response in their journal about the conservative use of renewable
and non-renewable resources influence on climate change.
“Roving Reporter” involves two-three class sessions
(http://www.alliantenergykids.com/stellent2/groups/public/documents/pub/phk_001459.
pdf ) in which students generate a list of energy sources and ways to conserve energy
at home, school, and in the community. They will conduct surveys of adults to
determine types of energy sources they use and how they attempt to conserve energy.
Using demographic data, the students organize data and make inferences to be
presented in the form of a newspaper.
http://www.epa.gov/history/ presents an overview of the establishment of the EPA and
some its goals. Using the link to the timeline of accomplishments, students are placed
into groups for the decades of the 70’s, 80’s, 90’s and the 2000’s. The groups will
examine the events of each assigned decade and will create a poster presenting a
timeline of major events that occurred during that decade. The group will present their
information to the class.
Extension Activities:
http://www.rmi.org/sitepages/pid305.php is an article about ways that kids can conserve
energy. Students should read the article and create a brochure that contains a checklist
of ways that one might conserve energy.
Scaffolding Question(s):
What human efforts can conserve non-renewable resources?
How can renewable resources be used effectively?
How are these efforts impacted by climate change?
Instructional Activity(ies):
The lesson at http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID-8&DocID=26
requires students to investigate a variety of renewable energy resources as well as the
benefits and drawbacks of each.
http://www.sciencenetlinks.com/lessons.cfm?Grade=3-5&BenchmarkID=8&DocID=13
Students distinguish between renewable and nonrenewable sources of energy and
investigate a variety of renewable energy resources in order to compare benefits and
problems with each.
http://das.ee.unsw.edu.au/~solar/classrooms/3_1.html is presented in a
cartoon format with the primary focus on the use of renewable resources
as energy sources thus reducing the depletion of non-renewable resources.
The students will need to view this informational presentation along with
http://das.ee.unsw.edu.au/~solar/classrooms/4_1.html . The students will design an
eco-friendly house following the directions at
http://das.ee.unsw.edu.au/~solar/classrooms/s_t_project.html
At http://www.nature.org/initiatives/climatechange/issues the students will learn about
eight impacts of climate change. The class will be divided into pairs and/or triads (as
needed) and assigned one impact per group. The groups will connect to the link for that
impact and read the article on-line. Each will discuss the contents of the article and
prepare a short summary of the article to be present to the class. The group should
include their response(s) to the question of “how has their assigned climate change
topic impacted efforts for conservation of non-renewable and usage of renewable
resources?”
A career as a conservationist requires one to work in a variety of environments with a
wide range of specialty areas. A conservationist is also known as a conservation
scientist and natural resource manager because he/she must manage the use and
development of forests and other areas as well as natural resources that are in danger.
The students become junior conservationists as they develop plans to manage
renewable and non-renewable resources. Throughout the activities, the teacher should
use the term conservationist and describe to the students how they are practicing
professionals as they perform tasks like those of conservationist. A classroom display
(poster, chart,etc.) describing the career of a conservationist would be helpful for the
students to connect what they are doing to what a real conservationist would do at
his/her job.
For background information, the teacher can find information about the career at
http://education-portal.com/articles/Conservationist%3A_Career_Profile.html .
Extension Activities:
http://www.ace.mmu.ac.uk/eae/sustainability/Older/Doing_Our_Bit.html presents a
discussion about ways that human efforts can impact climate change.
For a hands-on activity related to solar energy, go to Make A Pizza Box Solar Oven on
Solar Now Project's site.
Energy Quest's Science Projects for Kids offers hands-on projects related to
Hydropower, including one in which students create a small water turbine model.
Students can share their findings on renewable energy with a local congressperson via
email. If they don't know the address, they can find it at Who Is My Representative?
Essential Understanding:
The interdependence of political, sociological, and economic systems impact a culture’s
understanding and perspective related to climate change.
Essential / Guiding Questions:
How does climate change impact global economy and personal economics?
What role does local, state, national, and world politics play in the approach to
understanding and seeking solutions for climate change?
How do climate changes affect sociological systems?
How does climate change create interdependence among political, sociological
and economic systems?
How does a culture’s political, sociological and economic systems impact their
approach toward addressing climate change issues?
In order for students to gain a better understanding of the impacts of climate change
(global warming), the teacher should take the time to introduce each of these ten top
things one needs to know about global warming located at
(http://hdgc.epp.cmu.edu/teachersguide/teachersguide.htm#topten ). Present each
separately and lead a class discussion in order to determine student’s knowledge level.
The student’s understanding is needed in order for them to address the issue of climate
change among different political, economical and sociological systems.
Scaffolding Question(s):
What is economics?
What is meant by global economy?
How is the global economy impacted by climate change?
How can one’s own personal economics be affected by climate change?
Instructional Activity(ies):
Discuss the definition of economics using this link
http://www.investorwords.com/1648/economics.html with the students.
Students will read and discuss the sectors that make up the global economy and then
conduct an activity related to clothing that presents the interaction of these different
sectors by following the instructions at
http://www.aag.org/Education/center/cgge-
aag%20site/GlobalEconomy/lesson1_page1.html
http://www.keystonecurriculum.org/2008middleschool/LESSONS/M_EconomicsandEmi
ssions.pdf is a lesson that has student working in groups to create airplane designs that
have reduced emissions and apply the principles of economics to this. Groups are
presented obstacles due to climate change which they must address in the production
of their products.
Using the information from the document located at
http://www.cier.umd.edu/documents/US%20Economic%20Impacts%20of%20Climate%
20Change%20and%20the%20Costs%20of%20Inaction.pdf
the teacher will introduce to the students using available media sources(i.e. overhead
transparency, LCD projector, etc.) the five major ideas about the impact of climate
change on the economy from the 2000 Global Change Research National Assessment.
Next, the class will be divided into 8 groups with each group assigned a different region
of the United States. Each will be given information about the impact of climate change
on these different regions. The groups are to prepare a presentation that includes the
major impacts of climate change on the economics of the assigned US region. Since
the impact will vary among regions, the teacher will have a prepared chart on butcher
paper (or similar visual form) that students may write specific information about their
region.
After completion of this activity, the students should write in their journals about the
impact on their personal economics, both now and in their plans for the future, keeping
in mind the economic impact of climate change in their own region.
The Impact of Climate Change on the United States Economy by Robert Mendelsohn
and James E. Newmann will provide further background information for teachers and
interested students.
An economist is a person who is a specialist in the field of economics which is a social
science concerned with the production, distribution, exchange and consumption of
goods and services. Economists do research. Economists prepare surveys to collect
data and then figure out what the data mean much like the students did in the previous
activities. They also forecast how the economy might change in the future as the
students did when they looked at the impact of climate change on their personal
economic future. Economists study topics such as prices, jobs, taxes, interest rates,
and the stock market. Writing reports on their research is a very important part of the
economist’s job. Economists can work for Federal, State, or local governments. They
assist governments with figuring out policies related to taxes, trade with other countries,
the minimum wage, and many other topics. Some economists work for businesses
where they help them to figure out what to sell and at what price. Economists work with
numbers, charts, and computers. They often work alone doing research. However, they
also may be part of a team. Most must meet deadlines. (This information was obtained
at http://www.bls.gov/k12/social01.htm ). Again, it is important for the teacher to
continually refer to the career during each activity and point out how the student is
working like a practicing economist.
Extension Activities:
http://www.keystonecurriculum.org/2008middleschool/LESSONS/SS_EatingUpEnergy.p
df is a lesson where students compare and contrast amount of energy consumption and
CO2 emissions among the top-10 user countries to understand global effects of
emissions.
Scaffolding Question(s):
What is a political system?
Do politics affect the approach to resolving climate change? If yes, how?
How do current political candidates address the issue of climate change?
Instructional Activity(ies):
View the power point presentation at
http://www.chariho.k12.ri.us/faculty/cdber/govpwpt.ppt#256,1,THE THREE BRANCHES
OF GOVERNMENT for the purpose of reviewing with the students the basic make-up of
the US government.
http://www.climateark.org/shared/reader/welcome.aspx?linkid=80187&keybold=climate
%20politics should be read by the teacher and he/she should present the information to
the group for open discussion.
http://www.whitehouse.gov/infocus/environment is a fact sheet entitled “Taking
Additional Action to Confront Climate Change.” Print out enough copies for the class
and have the students read this. Students will create a T-chart with 2 columns. One
column will be labeled Wrong and the second column will be labeled Right. Students
will list approaches that policymakers could use to address the problem of climate
change. After students have the opportunity to openly discuss these options, they are
to predict which could most likely be achieved and justify reasoning for these options
being more achievable than others presented.
Students will identify the current candidates for president and vice-president in the
upcoming 2008 USA Presidential Elections. Students will use the Internet, newspapers
and other current resources in order to investigate the position that each candidate
takes on the topic of climate change. Students will create a “campaign poster” for each
candidate that presents their researched information about the candidate’s promised
approach to climate change. Each student will write in his/her journal based on this
idea, “Which presidential candidate would you vote for if climate change was the
deciding factor in your choice? Justify your answer with a minimum of 2-3 sentences.
Politicians are those individuals who choose a career in politics. While the students do
not actually become politicians in the previous activities, they need to realize the
influence of politicians as policymakers. Politicians influence public decision making
through politics and influences the way a society is governed through an understanding
of political power. One who chooses a career in politics may hold decision-making
positions in government, corporations and other entities that are governed by self-
defined political processes. Through these activities, the students should realize the
influence of policymakers on the idea of climate change and relate it to the political
views of the 2008 presidential candidates.
Extension Activities
http://www.climate.org/2002/topics/localaction/grnhs.shtml provides how some states
are addressing the issue of climate change while Congress is lagging behind. The
students will need to read this article and compare and contrast how Maine and New
York are approaching the issue of climate change using criteria from the Kyoto Protocol.
Scaffolding Question(s):
What is a sociological system?
How is it impacted by climate change?
Instructional Activity(ies):
http://www.wordiq.com/definition/Sociology presents an in-depth definition of sociology.
Student pairs will need to read the article that emphasizes the science of sociology.
Students should begin developing an understanding that both political and economic
systems are components of the sociological system. Upon some relevant questioning
by the teacher, he/she can ascertain that students are recognizing this. Once the
students have read this article, they should create a flow chart (graphic organizer) of the
macrostructures of sociology and link sub-topics to each major macrostructures. Links
are provided in the article to assist students with this.
http://www.earth.columbia.edu/articles/view/2124 is an article about research conducted
by Columbia University that presents the effects of climate on society. The class should
read this article and prepare for a class discussion emphasizing the impact of climate
change on the aspects of society previously presented on the graphic organizers from
the previous lesson. The students may be given additional time to explore other
internet related articles on the impact of climate change on society. The students
should reflect in their journals on how climate change impacts their community, family
and themselves.
Students become practitioners in the field of sociology in the previous exercise as they
explore how climate change affects society and what impact these changes have on
everyday life. Sociologists investigate the social, religious, political, economic and
governmental institutions of a society. There are a wide range of specialty areas that
sociologists might choose: social stratification, inequality, development, social
problems, education, health, law, organizations, research, industrial and clinical
sociology. With rapid change, conflict and dislocation in the world, a career in
sociology provides one with the intellectual tools to understand society and analytical
skills to address pressing societal issues like climate change.
(http://www.unisa.ac.za/default.asp?Cmd=ViewContent&ContentID=11128 ) It is
important that after the initial activity that the teacher ensures that the students see
themselves as sociologists as they analyze the information to determine the impact of
climate change on society.
Extension Activities
http://www.climatehotmap.org/curriculum/climate_change_guide.pdf is a curriculum
guide of four activities that allow students to explore the impacts of climate change.
These are written for high school students but could easily be adapted to 5 th grade.
Scaffolding Question(s):
What is interdependence?
How does change in one system impact other systems?
What role has climate change played in creating interdependence among political,
economical, and sociological systems in different cultures?
http://www.cbo.gov/ftpdocs/41xx/doc4171/04-25-ClimateChange.pdf
is a helpful document entitled The Economics of Climate Change: A Primer and
includes background information along with international adaptations to climate policy.
Instructional Activity(ies):
In this lesson, the students will learn about the concept of global interdependence by
exploring the origins of goods that they use everyday. The entire lesson is located at
http://www.nationmaster.com/lps/lesson_plan_interdependence and at the conclusion of
the lesson students should reflect upon the idea of ‘what if we had to only wear clothes
or eat food originating in our country only?’ Write responses to this in journal.
http://www.frontiernet.net/~mikef/lessonplans/lesson1a.htm continues to broaden
students’ understanding of global interdependence and economic implications. The
students develop a deeper understanding of global relations. Students will categorize
items as “natural resources,” “agricultural goods,” “manufactured goods,” and
“technological goods.”
Students are then placed into 5 groups each representing different countries and
provided items that are imported and exported from these countries. Students will then
actually import and export these items (using kits provided by the teacher) to develop
understanding of interdependence among trading nations. Groups have obstacles
along the way that interfere with their trades. Students use the third evaluation question
to determine if they can relate the activity to a real life situation.
It is important at this point that the students have an understanding of the United
Nations Framework Convention on Climate as the framework of global efforts to combat
global warming and the Kyoto Protocol which is an international and legally binding
agreement to reduce greenhouse gas emissions worldwide. The students can be given
Climate Change information sheets “The Climate Change Convention” and “The Kyoto
Protocol.” These can be printed at www.unep.ch/conventions . They should read these
and conduct further research on these two topics if time available.
http://www.nationalgeographic.com/xpeditions/lessons/10/g35/tapestry.html is a lesson
where students will use a variety of media to explore culture as the sum of learned
patterns of behavior, institutions, values, and belief systems. Students will learn how to
identify, compare, and appreciate the cultural characteristics of different regions and
people.
The students will use their previously selected country (for climate change) for this
activity which will allow them to explore cultural aspects of their selection. The option of
creating the quilt or banner is up to the teacher as the provided questions are very
useful in conducting the cultural research on the country.
http://www.sociosite.net/topics provides the students with all topics related to sociology.
Display the list on the overhead projector or LCD projector and tell the students to read
over the list. As they review the list, they should recognize that the economical system
and the political system are part of the sociological system. These are all interrelated.
“Understanding the World Today” brings together knowledge of our social, political and
economic world. Where we are, how we got here, and where we are going. A solid
understanding of the world is the first step for improving living conditions of all people
throughout the world. The home page contains reports related to social, economic and
political information about different areas. Under the resource section, the students will
find a link to global warming where they will find a plethora of information about global
approaches to climate change and its impact on political, sociological and economical
systems within various cultures.
This is very relevant information for the students as they begin to plan their culminating
activity for this unit. This can be found at http://gsociology.icaap.org . “What cultural
characteristics influence the country’s approach to climate change?” should be
investigated by the students.
The previous activities provide opportunities to emphasize where the students
have become practitioners in economics, sociology, and politics.
Extension Activities
Use the lesson at
http://www.keystonecurriculum.org/2008middleschool/LESSONS/M_TriangleTriage.pdf
to further students’ understanding of the interdependence of sociological, political and
economical systems. Student groups acting as different countries brainstorm criteria for
the 3 E’s (environment, social equity, and economics) of sustainability that they feel are
important in arriving at a solution to their country’s climate change.
Other sites:
http://www.epa.gov/climatechange/policy/index.html
http://hdgc.epp.cmu.edu/teachersguide/teachersguide.htm
Culminating Performance Task: See beginning of unit.