BB+Social+Studies+LP

=Lesson Planner= Conceptual Lens: affects Instructor: Courtney Schools Content: Social Science Grade Level: 7th grade Time Frame: 4 weeks 80 minute blocks** 1. students will understand that global warming affects the whole world in different ways. || **Critical Content** 1. Ideas supporting and criticizing global warming. 2. Based on the world's past geological history and current trends, what the world will look like in 100 years. 3. How different countries been affected by global warming. 4. How the economy been effected due to global warming. 5. By using @ least three different sources, how the world's popluation shifted in the the last 50 years due to global warming. 6. How global warming affects the world's geography, economy and popluation. ||  || 1.Hook: Teacher will create a KWL chart with students for unit. Learning activity: Students will watch peices of //An Inconvenient Truth// by Al Gore and these two videos. http://youtube.com/watch?v=NYgnttDVFYA http://youtube.com/watch?v=XkTL0C5j9jI Students will discuss videos. Students will read 2 articles given by teacher and will discuss them. Then students will do a free write over what they have learned. Artifact: Students will pair up and have a constuctive debate via podcast. Must include 5 things we learned in class. Hook: Students will watch parts of Discovery Channel's show //Global Warming: What You Need to Know.// Learning Activity: Students will have a discussion of how their town had changed over the past 100 yrs. Discuss how it will change in the next 100 yrs. Create maps for both. Discuss. Then students will discuss how world will change do to global warming. then students will watch last part of Global Warming What You Need To Know. Artifact: Students will create a wiki with three maps they have created in inspiration. Maps will be what world looks like 100 yrs ago, now, and 100 yrs in the future. Must include reasonings.
 * Unit Theme: Global warming
 * **Enduring Understandings**
 * 2.**

Learning Activity: Teacher will review what students learned last time about current trends and global warming. Teacher will lead a brief discussion of how students think different countries are affected. Students will then break up and have a chance to do individual research on countries of their choice. However, the student has to be able to prove that they can find adequet information on that country and how global warming has affected it. Artifact: Students will create a blog with each student taking a different country and how they have been affected by global warming. Students will link their blog to the class wiki.
 * 3.** Hook: Students will watch a clip from //An Inconvenient// //Truth//

Learning Activity: Students will discuss the story. Teacher will direct the students to think about some of the things that the Oncler could have done to make his business not so harmful to the environment. This will stem off into a discussion about recycling and green products. Teacher will show students class website with links to different green companies Teacher will introduce "green" companies and students will have an in depth discussion about these companies and their products. This will be a segueway into the assignment. Artifact: Students will be pairs and get assigned a company such as Toyota, GE etc... Students will create a powerpoint explaining what their company is and what they do exactly to help the environment. Powerpoints must include hyperlinks and must also make ties to their global warming studies.
 * 4.** Hook: Teacher will read the Lorax

5. Hook: [|article] Students will look at the population growth and discuss why people have moved. Learning Activity: Students will receive a map of the world and will predict where the heaviest population growth was and will be. Students will discuss why they put people where they did. Teacher will then pass out an article explaining the current popluation crisis. Students will have to predict what will happen if current trends continue. After students analyze the article and interpret what they have read teacher will introduce the assigment. Artifact: Students will create a webpage on how and why the world's population has shifted, and students will upload 3 maps that they have created on Paint or Inspiration. These maps will include a population map from 100 yrs ago, now, and 100 yrs in the future. Must include reasonings.

6. Hook: Last part of //An Inconvenient Truth// Learning Activity: Students will have a review day of everything they have learned and will have a time to have any questions they have answered. Students will finish KWL chart of everything they have learned and will catagorize the chart accordingly. Teacher will then give students time to work on projects. Students will have computers at thier desks and will research global warming by accessing all the sites the teacher has bookmarked on the classes webpage. Teacher will walk around room while students work as to see that students have appropriate sources and pictures. Artifact: Students will create a final imovie where they put together everything they have learned about global warming and its affects, and will present it to the class. Students are allowed to be as creative as they want. || 1. How does global warming affect the world? || **Skills** 1. Perspective: Analyze interpretations of historical events that are based on different perspectives and evidence. Product: podcast 2. Empathy: Students will assume the role of a scientist and be able to imagine what the world will look like in 100 years based on the world's past geological history. Product: wiki w/maps. 3. Self-knowledge: Students will be aware of global warming and its effects on the world. Product: blog 4. Apply: Use appropriate tools, method and sources from goverment, history, geography, economics, or related fields. Product: powerpoint with hyperlinks 5. Interpret: Summarize and interpret information found in varied sources and/or from fieldwork, experiments and interviews. Product: webpage with uploaded maps from Paint or Inspiration. 6. Explain: Describe the impact of change, including technological change, on the physical and cultural environment. Product: imovie || **Standards** 1. E1 Historical knowledge, concepts, themes and patterns. d. Analyze interpretations of historical events that are based on different perspectives and evidence. 2. A2 Making decisions using social studies knowledge and skills. b. Make a real or simulated decision related to the community, civic organization, Maine, or beyond by applying appropriate and relevant social studies knowledge and skills, and other relevant information. 3. E1 Historical knowledge, concepts, themes, and patterns. a. Explain that history includes the study of past human experience based on available evidence from a variety of sources; and explain how history can help one better understand and make informed decisions about the present or future. 4. A1 Researching and developing positions on current social studies issues. k. Use appropriate tools, methods, and sources from government, history, geography, economics, or related fields. 5. A1 Researching and developing positions on current social atudies issues. h. Summerize and interpret information found in varied sources and/or from fieldwork, experiments and interviews. 6. D1 Geographic knowledge, concepts, themes, and patterns. d. Describe the impact of change, including technological change, on the physical and cultural environment. || **Resources** 1. movie: An Inconvenient Truth http://youtube.com/watch?v=NYgnttDVFYA http://youtube.com/watch?v=xkTLOC5j9jl articles [|www.sepp.org/key%20issues/glwarm/natsci_gw.html] [|www.naturalscience.com/ns/articles/01-09/ns_ket.html] 2. movie: Global Warming: What You Need To Know [|www.climatehotmap.org] 3. movie: An Inconvenient Truth [|www.climatehotmap.org] 4. book: The Lorax http://money.cnn.com/galleries/2007/fortune/0703/gallery.green_giants.fortune/index.html 5. http://geography.about.com/od/obtainpopulationdata/a/worldpopulation.htm http://www.sierraclub.org/population/reports/globalwarming.asp 6. movie: An Inconvenient Truth ||
 * **Guided Questions**