BB+English+LP

=Lesson Planner= Conceptual Lens: Effects Instructor: Bridget Spears Content: English Grade Level: 7th Time Frame: 4 Weeks** 1.Students will understand that their actions can affect people's perceptions of global warming. || **Critical Content** Students will know... 1.How the different biomes have changed due to global warming. 2.What the different terminology regarding global warming is. 3.What materials harm the environment and how to cut down the use of these materials. 4.How to write a persuasive essay informing others of the effects of global warming. 5.How global warming will affect our future. 6.How to properly inform others of the dangers of global warming. || **Standards** 1. 2. 3. 4. 5. 6. || I**nstructional Plan/Learning Activities** 1.**Hook:** Students will watch 'An Inconvenient Truth' and will discuss their feelings and thoughts afterwards. Learning **Activity:** Students will research global warming and how it affects the planet. Students will also be given a list of vocabulary words and will have to use them in a podcast. **Artifact:** Students will write a paper describing what they have learned about global warming and what they would like to learn more about. 2.**Hook:** Students will come up with a survey for the school to complete asking the different students and classrooms how much recyclable paper, plastic, and aluminum they throw away on a weekly basis. **Learning Activity:** Students will research what "green" means and will take tours of different buildings that are environmentally friendly. They will find out how they were made and how they can use the same techniques in their own community. **Artifact:** Students will create an iMovie to pass out to the different classrooms informing others of how to use environmentally friendly products. 3.**Hook:** Students will watch 'Earth in the Hot Seat' by Bill Kurtis and A&E. They will then discuss what they have learned. **Learning Activity:** Students will research the different biomes and how they have been affected by global warming. Students will create a webquest detailing what they have learned about the effects of global warming on their biomes. **Artifact:** Students will create two models of biomes. The first will be what they imagine the biome to have looked like before global warming. The second will be what they imagine the biome to look like five years in the future. 4.**Hook:** Students will use the "Greenhouse Effect Visualizer" from Northwestern University to observe global warming and climate changes. **Learning Activity:** Students will create their own hypotheses about sunlight and temperature changes and will use them in the visualizer. **Artifact:** Students will create a Powerpoint describing how they feel about global warming and the greenhouse effect. They will include two hyperlinks in their powerpoint that will connect to important informational sites. 5.**Hook:** Students will have a debate about a different issue. Afterwards, they will discuss how they got the opposing side to see their argument. **Learning Activity:** Students will figure out how they feel about global warming and will write a persuasive essay to a local politician about their opinion and concerns. **Artifact:** Students will create a Wikispace page in order to make their persuasive essay public and more meaningful with informational hyperlinks (different from the powerpoint sites). 6.**Hook:** Students will watch other classes iMovies and look at their projects. **Learning Activity:** Students will take class time to think about what they have learned about global warming. They will create a presentation for the entire school. **Artifact:** Students will make a blog describing what they have learned during this unit and will connect their powerpoint presentation and their wikispace page to their blog to make it look more professional. || 1.How can you change people's perceptions about global warming? 2.How does global warming affect the different biomes of the world? || **Skills** 1.Exhibit how the different biomes have been affected by global warming. 2.Interpret different vocabulary words associated with global warming. 3.Propose new "green" ideas to use in their school and community. 4.Argue how the world would be different without global warming. 5.Consider the effects on the world if global warming had started earlier. 6.Reflect on what you have learned and how you can use this knowledge to inform others. || **Standards** 1.**A1:** Students read and make generalizations from texts within a grade appropriate span of text complexity by applying their knowledge and strategies of comprehension, vocabulary alphabetics, and fluency. 2.**C1:** Students propose and revise research questions, collect information from a wide variety of primary and/or secondary sources and follow the conventions of documentation to communicate findings. 3.**C1:** Students propose and revise research questions, collect information from a wide variety of primary and/or secondary sources and follow the conventions of documentation to communicate findings. 4.**E1:** Students adjust listening strategies to understand formal and informal discussions, debates, or presentations and then apply the information. 5.**A1:** Students read and make generalizations from texts within a grade appropriate span of text comlexity by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency. 6.**B3:** Students write academic essays that state a clear position, supporting the position with relevant evidence. 1. 2. 3.http://www.aetv.com/class/admin/study_guide/archives/aetv_guide.0330.html 4. 5. 6. ||
 * Unit Theme: Global Warming
 * **Enduring Understandings**
 * **Guided Questions**
 * 7B:** Demonstrate ownership of appropriate vocabulary by effectively using a word in different contexts and for different purposes.
 * D:** Distinguish between primary and secondary sources.
 * A:** Determine the nature and extent of information needed.
 * C:** Acknowledge and build on the ideas of others.
 * 7F:** Demonstrate comprehension by summarizing, generalizing, drawing conclusions, making judgements, and making connections between prior knowledge and multiple texts.
 * B:** Write essays that support an idea and build a logical argument excluding extraneous information and differentiating between facts and opinions. || **Resources**