BB+Science+IP

=Instructional Plan/Learning Activities=
 * Content:** Science
 * Instructional Plan || Understanding || Know || Skills || MLR ||
 * 1.
 * Hook:** Listen to Al Gores speech on podcast regarding global warming.
 * Learning Activity:** Students will be broken up into three groups. Group 1: will research when global warming was first recognized and its current status. Group 2: will research what impact global warming might have on our lives and all other organisms. Group 3: will research greenhouse gases and their effects on the ozone. Students will then do a jigsaw, which will lead to a class discussion over the seriousness of this problem.

http://commtechlab.msu.edu/sites/letsnet/ noframes/subjects/science/b5u1.html

-Students will understand the effects global warming has on the physical environment and all organisms within it. -Students will understand how global warming has revolved and is altering environmental patterns. || 2. the importance of recognizing the depletion of the ozone and the effects it could have on the environment and all organisms within it. || 2. Evaluate: the design process including the stages of problem identification, solution design, implementation, and evaluation. || **B2(g) Students use systematic process, tools, equipment, and a variety of materials to design and produce a solution or product to meet a specified need, using established criteria.** || http://education.arm.gov/teacherslounge/ lessons/climate_change.pdf
 * Artifact:** Students will design a wiki that will include explanations and facts about global warming, and the history and stages of the problem. The wiki will be used throughout the whole unit to upload activities and new information about global warming. || 4. Science:
 * 2.
 * Hook:** Students will watch this youtube video on greenhouse affects. http://youtube.com/watch?v=7wTVJpjOJAA
 * Learning Activity:** Students will be broken up into pairs. Each pair will receive two thermometers, a water bottle with a hole on the top, and a heating lamp. Students will place one thermometer through the hole of the bottle, and leave the other one outside beside it. Students will record the data every minute for ten minutes. The bottle will reflect the ozone layer surround the earth and the water in the bottle will reflect earth. Students will stay with their partners and research where the majority of green gas comes from that is in our atmosphere. Each group will write their finding on the board and give a brief explanation.

-Students will understand the effects global warming has on the physical environment and all organisms within it. -Students will understand how global warming has revolved and is altering environmental patterns. || 4. how weather patterns have changed and will continue to change since before global warming was first recognized. || 4. Analyze: rates of change and cyclic patterns using appropriate grade level math. || **A3 (c) Students describe how patterns of change vary in physical, biological, and technological systems.** || -Students will understand the effects global warming has on the physical environment and all organisms within it. -Students will understand how global warming has revolved and is altering environmental patterns. || 6. understand how the seasons and climate have changed over time due to the conditions in the ozone caused by global warming. || 6. Recognize: the seasonal changes and the effects it has on the environment. || **B1 (e) Students plan, conduct, analyze data from, and communicate results of investigations, including simple experiments.** || -Students will understand the effects global warming has on the physical environment and all organisms within it. -Students will understand how global warming has revolved and is altering environmental patterns. || 1. how different regions are affected by global warming and the impact on its economy. || 1. Explain: how the climate will be effected in different regions of the earth. || **D2(c) Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-term changes to the Earth.** || -Students will understand the effects global warming has on the physical environment and all organisms within it. -Students will understand how global warming has revolved and is altering environmental patterns. || 5. how human practice has impacted global warming and the effects it could have on the human population. || 5. Be open to: personal choices that can either positively or negatively impact society including population, ecosystem sustainability, personal health, and environmental quality. || **C3 (b) Students identify and describe the role of science and technology in addressing personal and societal challenges.** || &feature=related -Students will understand the effects global warming has on the physical environment and all organisms within it. -Students will understand how global warming has revolved and is altering environmental patterns. || 3. what practices help conserve natural resources in order to improve the environment. || 3. Design: Suggest improvements for their own and others designs and try out proposed modifications. || **B2(f) Students use systematic process, tools, equipment, and a variety of materials to design and produce a solution or product to meet a specified need, using established criteria.** ||
 * Artifact:** Students will develop an Ad, or counter-ad, on reducing green gas from its major producers. Students will select a theme, picture, or Ad and place it in adobe photo shop. They will design or edit the picture so that it promotes green gas reduction. || 4. Science:
 * 3.
 * Hook:** Students will write on the board one of their favorite things about each season. There will then be a brief discussion over how each student would feel if the seasons disappeared.
 * Learning Activity:** Four different stations will be set up around the room. Each station will represent one of the seasons. The stations will have information regarding each season, including: length in days, average weather temperature for the first day, middle, and last, and also information about each season. Students will work in four different groups and visit each stage. The groups will brainstorm notes on each stage regarding the possibilities that may happen if global warming is to continue the way it is. Students will consider the affects it will have on the environment, health conditions of individuals, animal life, and the economy.
 * Artifact:** Students will leave a podcast message for their great great grandchildren. They will describe the weather patterns and seasons that they have experienced while growing up in Maine and give a prediction of future patterns. They will also give an explanation of the current economy what they will call "the beginning of global warming." Students will upload their podcast to their wiki. || 4. Science:
 * 4.
 * Hook:** Each student will be given a different location with its average weather conditions every ten years for the past 100 years. Each student will report their information on the board. The class will have a short discussion over the results.
 * Learning Activity:** Students will work in groups of three. Each group will have a choice of a vacation spot that they would like to visit (cold and warm weathered, tropical, and islands vacation spots will be assigned). Groups will research how global warming could effect their research spots climate, physical environment, health care concerns (air quality, sun rays, rain, etc..), and its economy. Students will then have their choice of designing any promotional material that they would like (pamphlets, posters, etc...) that represents what that vacation spot may be like in 50 years. They will then present their material to the class.
 * Artifact:** Students will log on to their class blog account and discuss how they felt about todays presentations and how they feel about the future of different regions and the changes that could come. || 4. Science:
 * 5.
 * Hook:** Students will participate in the four corner question game. Students will be asked questions regarding their beliefs about practices affecting the ozone. Students will either walk to a corner that states: agree, strongly agree, disagree, strongly disagree.
 * Learning Activity:** Students will work in three different groups. Group 1: will research current practices that human do that increase greenhouse gases. Group 2: will research different practices to minimize greenhouse gases. Group 3: will research health concerns towards the population that could be potentially caused by global warming. Groups will then report out to the rest of the class.
 * Artifact:** Students will work in groups to design an imovie that reflects how the human populaitons behaviors have impacted global warming. Students will upload an imovie to their class wiki. || 4. Science:
 * 6.
 * Hook:** Students will watch the youtube video: http://youtube.com/watch?v=AmgN9mQAh6c
 * Learning Activity:** Students will brainstorm five different natural resources on the board. Students will pair up with a partner and pick one to research. Pairs will research the effects it has on global warming, what we can do to them to help decrease global warming, and other interesting information regarding it.
 * Artifact:** Pairs will brainstorm an event regarding their natural resource to practice on earth day. Each pair will make a webquest for other to follow about their event. At the end of class two events will be voted on to do and brought to the school board to present, so that the whole school can practice this on earth day. Students will upload their webquests to their wiki. || 4. Science: