Global Warming Debate
Lesson Developed By: Jared Gottesman and Dorianne Pagnotti Sunshine State Standard Assessed:
SC.H.1.4.1: The student knows that investigations are conducted to explore new phenomena, to check on previous results, to test how well a theory predicts, and to compare different theories. SC.H.1.4.4: The student knows that scientists in any one research group tend to see things alike and that therefore scientific teams are expected to seek out the possible sources of bias in the design of their investigations and in their data analysis. SC.H.1.4.7: The student understands the importance of a sense of responsibility, a commitment to peer review, truthful reporting of the methods and outcomes of investigations, and making the public aware of the findings.
Lessons Learned - What worked well: Allowing the students to do their own investigations on the subject and to come to their own conclusions (supported by their collected evidence of course) Lessons Learned - Challenges: Allowing the students to do their own investigations on the subject. This factor ended up working well for the students that actually cared about this topic at all. There was a stark difference in the performance of those students who had no interest in the topic as opposed to those who did. Conclusion statement: The student understands what it means to investigate a topic scientifically and skeptically. What is the a-ha moment? The “a-ha” moment should occur during the student debates and discussion. Materials: Internet and library access A curious and critical mind Experimental steps for teacher: Bring up the topic of global warming and allow the students to casually discuss it. Hopefully some heated discussion will arise. Next you want to tell them that they will have a chance to debate their fellow peers. Have them choose a side (whether global warming is due to human actions or not) even if they are undecided. Next make your students aware that to properly debate a topic they need to know about both sides of the issue. Thus they will investigate and report on both sides of the global warming issue. Also talk with them about what it is like to investigate something scientifically; i.e. they
must approach the topic with an unbiased but critical mind, not allow their emotions to cloud the subject, rely on physical evidence to support their claims, etc. During debate day separate your students into two groups determined by what side they chose. The students’ goal will be to convince the opposing team to switch sides by presenting their case backed up by evidence. You will act as moderator allowing only one person from one side to speak at a time. You may want to assign team captains to help with this aspect. Also, try to steer away from politics and stick with scientific facts since politics has no say in whether a scientific theory is true or not. Experimental steps for students: The procedure for the students to follow is in the attached hand out. On it are some questions to guide them while conducting their research. It is very important that they reference all facts that they use to support their conclusion. This will allow others to check them and to see from what kind of source this individual is getting their information.
Global Warming (Handout)
Global Warming is lately a “hot” topic but is it a topic that you understand? Your job is to research this topic from the scientist’s point of view and as a scientist you need to have evidence that supports your findings on this topic. 1. 2. 3. 4. What is Global warming? Is global warming causing climate change? Is global warming due mainly to human actions? Many people believe global warming is due to human actions, but why is it that there are scientists that do not believe that this is the case?
As a scientist you must keep an open mind when investigating matters, but not too open that your brain falls out. This means that you must consider all possibilities, whether you like them or not, and base your final decision on physical evidence, not on feelings or emotions. It is okay to be undecided on a matter and hold off judgment until all the evidence is in. Also as a scientist you will have to publish your findings. In other words, you will have to answer the above questions typed and don’t forget to reference the sources you used. Use the links below to help you answer the questions and, of course, don’t forget about the resources at your local library. http://en.wikipedia.org/wiki/Global_warming_controversy http://www.npr.org/templates/story/story.php?storyId=1893089 http://42explore.com/globewrm.htm
http://www.globalwarming.org/ http://www.skepticism.net/faq/environment/global_warming/ http://www.channel4.com/science/microsites/G/great_global_warming_swindle/ Some books to consider (don’t forget encyclopedias!):
Complete Idiot's Guide to Global Warming by Michael Tennesen Global Warming: A Very Short Introduction by Mark Maslin Opposing Viewpoints Series - Global Warming by James Haley An Inconvenient Truth: The Crisis of Global Warming by Al Gore Global Warming (Writing the Critical Essay: An Opposing Viewpoints Guide) by Mary E. Williams The Discovery of Global Warming (New Histories of Science, Technology, and Medicine) by Spencer R. Weart