Introduction
"Your coverage of the issue is well-informed, balanced, and wide-ranging--I hope you manage to get the word out to millions!
Many people are concerned about the possibility that the earth is getting warmer and the effects this change might have on the earth's ecosystem.This unit includes classroom activities to help students understand global warming and its possible effects on human beings. Lessons in the unit provide students with opportunities to study global climate changes, discuss and debate the current arguments for and against global warming and the Greenhouse Effect, investigate the possibility of global warming and the Greenhouse Effect, and present their findings in the form of research reports.
Students will:
- Learn about the Greenhouse Effect.
- Discuss and debate the evidence for the Greenhouse Effect.
- Develop a set of criteria for determining whether the Greenhouse Effect is real.
- Discuss how we might solve the problem of a Greenhouse Effect if it exists.
Task
The Greenhouse Effect Debate: Students discuss and debate the possibility of a Greenhouse Effect and its possible impact on the earth.
Students gather information about the Greenhouse Effect and participate in a debate about the merits of this theory on both sides. Students learn about the Greenhouse Effect, and its possible long-term effects, from a variety of resources. On-line and printed resources can be used to study the Greenhouse Effect. While scientists argue about whether the Greenhouse Effect is something we should worry about, politicians and environmentalists are arguing about how (or whether) we should "fix" the problem.
This lesson focuses on the international debate over the Greenhouse Effect, possible causes for it, whether we should be concerned and take action to reduce the Greenhouse Effect, or whether there is no problem to be worried about
Process
Students work in small groups collecting information on the Greenhouse Effect, and evidence for and against the possibility this phenomena exists.
They visit the available Websites collecting evidence that supports or refutes the Greenhouse Effect. This is followed by a debate about whether the earth is in fact warming up due to the Greenhouse Effect.
This links will help you!!
http://www.sciencearchive.org.au/nova/081/081key.html
http://www.globalissues.org/issue/178/climate-change-and-global-warming
http://topics.nytimes.com/top/news/science/topics/globalwarming/index.html
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http://www.sciencedaily.com/articles/g/greenhouse_effect.htm
http://www.sciencearchive.org.au/nova/016/016key.html
http://education.nationalgeographic.com/education/encyclopedia/greenhouse-effect/?ar_a=1
Students use the data they have collected to support their positions. Following this discussion, the focus shifts to political and environmental policies that might exacerbate the Greenhouse Effect, and a whole-class discussion of the possible impact of the Greenhouse Effect.
- Students begin by studying the Greenhouse Effect, using printed and on-line resources. For example, students can visit a Website to learn about the latest evidence and models predicting global warming. As students research the Greenhouse Effect, they should be collecting evidence that supports or refutes the theory. As they visit these Websites, students should also be identifying what effect global warming might have on the earth, and what possible solutions might exist to any Greenhouse Effect.
- Questions that the groups should consider as they collect information include:
The groups gather to participate in a debate about the scientific merits of the Greenhouse Effect. As participants offer their views, they should support their position with evidence drawn from their research.
- What impact might CO2 emissions have on overall global warming?
- Is there evidence of a strong connection between CO2 emissions and global warming?
- What impact have chlorofluorocarbons (CFC) emissions had on global warming?
- How is the structure of the ozone related to global warming?
- Would the earth be warming as quickly if we had not invented and used internal combustion engines for our transportation?
- How can we model future changes in the global climate with the scientific models available?
- What can global climate models tell us about life on earth for future generations?
- How much scientific weight should we place on the results of these models?
- As the discussion continues, students should write down what criteria would point to the existence of the Greenhouse Effect.
- Students discuss what effect global warming and the Greenhouse Effect might have on their lives, as well as the lives of others.
Evaluation
Debate Evaluation Checklist
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The team was well organized - each team member had a substantial and fairly equal role. |
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The speeches were clearly organized. The arguments were easy to follow. |
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The arguments were well supported. Assertion-Reason-Evidence |
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The opposing argument’s main point was anticipated by the first speaker. |
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Rebuttal speeches clearly responded to each point made by the opposing side. |
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Clearly stated summaries were given by the team. |
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Speakers used clear voices and had eye contact with audience. |
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Research materials were organized. |
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Positions were thoroughly researched. |
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TOTAL SCORE |
Comments:
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Conclusion
After the activities students have done about environmental issues, they should be more informed about the topic, plus generate in themselves and those around them more awareness about the issue.
Credits
This WebQuest was developed by Paola Andrea Díaz future English teacher, as a teching resourse to debeloped reading, listening, speaking & writing abilities.thaks!