BB+Math+LP

=Lesson Planner= Conceptual Lens: Effects Instructor: Stephanie Obert Content: Math Grade Level: 7th Grade Time Frame: 4 weeks of 80 minute blocks** 1. Students will understand the different effects that global warming has on population.
 * Unit Theme: Global Warming
 * **Enduring Understandings**

2.Students will understand population shifts and the effects they have on the economy. || **Critical Content** 1.What factors can effect the future of where a majority of our population will be 2.How can different regions handle the population shift 3.What predictions can be made based on the population shift 4.What factors effect the changes caused by global warming 5.The effects that global warming has on economy. 6.What types of changes have effected a population shift. || **Standards** 1.**B: 1** Data Analysis: Draw conclusions based on graphs and charts including tables, pictograms, bar graphs, line graphs, pie charts, stem and leaf plots, box and whiskers plots, and histograms. 2.**B: 1** Data Analysis: Draw conclusions based on graphs and charts including tables, pictograms, bar graphs, line graphs, pie charts, stem and leaf plots, box and whiskers plots, and histograms. 3.**B: 1** Data Analysis: Draw conclusions based on graphs and charts including tables, pictograms, bar graphs, line graphs, pie charts, stem and leaf plots, box and whiskers plots, and histograms. 4.**A: Number: Rational Numbers 3:** Students understand that when the ratio of two varying quantities is constant, the two quantities are in direct proportion.

5.**B: 1** Data Analysis: Draw conclusions based on graphs and charts including tables, pictograms, bar graphs, line graphs, pie charts, stem and leaf plots, box and whiskers plots, and histograms. 6.**B: 1** Data Analysis: Draw conclusions based on graphs and charts including tables, pictograms, bar graphs, line graphs, pie charts, stem and leaf plots, box and whiskers plots, and histograms. || I**nstructional Plan/Learning Activities** 1.Hook:The students are going to watch a video from teacher tube that will introduce them to the issue of global warming. It is a short 26 second [|global warming video]. Learning Activity: During the class students will be exploring a Webquest on the effects of Global Warming, (http://www.itsco.org/webquest/class/kelly/index.html). This will get them introduced to a Webquest if they have never explored one. There are activties discussing what global warming has effected in the world including, health effects and vanishing wildlife and their habitats. After the students explore the webquest I want them to reseach at least two links that have information on what effects global warming has had on humans and their environment. Artifact: The class will have a class wiki on global warming. On the research page, which will be under Navigation, students will put the websites that they had found on how global warming effects the human population. Under each link they will need to put a description of the website and something they found fasicnating on the website.

2.Hook: At the beginning of class students will explore the website, "The Effects of Global Warming" [|(http://www.geocities.com/TimesSquare/1848/global.html]). We will be working with this website pretty much all class. After the students have looked at the website for about 15-20 minutes, I want them to research something that don't really understand or know about. They might not know what "ppm" means or what a "trace gas" is. Once they have found a definition or a fact about their new learning they will write it on the board so their peers will be able to write down the new learnings in their notebooks. Learning Activity: From what the students know about building graphs they are going to be split up into 3 groups. Each group is going to be assigned one of the graphs from the website at the beginning of class. From each group I want the information from the graph assigned to them, organized in a different graph. For example, the first graph is a line graph, so the students can change it into a bar graph or a pie chart.They will need to build this on their computer using Excel ©. To go alone with their graphs I want each group to explain what is being shown in their graph and how it is related to global warming. If they research outside of the website given then they need to include that website with their graphs and descriptions. Artifact: Once the students have completed their graphs and descriptions they will need to post them on their blogs created at the beginning of the year. They will need to tag the post using Global Warming. Each student will need to look at another classmates blog, (someone who was not in their group), and then find a website that relates to the topic of the graph/chart.

3.Hook: Students are going to load the website, http://timeforchange.org/effects-of-global-warming-by-region-ipcc-2007, which discusses the expected effects on certain regions of the world. Each student pair up with another classmate. After reading through the website, students will randomly be able to pick which region they want to work with. Learning Activity/ Artifact: Once groups have picked their region, they are going to begin building a short powerpoint presentation over the region they are working with. They will need to incude the information from the website above, and new research they have found from research on the web. They will need to answer the following questions with the research they found: How is or will the economy of your region be effected by global warming? How are the people of your region going to be able to cope/handle the change from global warming? and What is the worst affect that is being predicted for your region? The presentation will only need to be about 5 minutes. Artifact: Powerpoint which is described in the Learning activity description. The students will be posting these powerpoints up onto the Global Warming Wiki. 4.Hook:Today, the students are going to look at hoe Global Warming could effect Maine. This you tube video they are going to watch is over Maine Tourism, http://youtube.com/watch?v=f1JFVK57rO8. From this video I will be leading them into a small project, looking at how Global Warming will effect Maine and it's economy. Learning Activity: Students will be working together as a class and individually. As a class they will research Maine's Tourism, one of the leading contributors to Maine's economy. They are going to research topics including winter activities (snowmobiling, skiing, etc.), coastal activities, (sailing, deep sea fishing, lobstering, etc.) and outdoor summer/spring/fall activities, (hunting, fishing, white water rafting, etc). Each student will have a topic from Maine's tourism and they will need to research how much it would effect Maine's economy if we lost that aspect of our tourism. For example, if a student gets skiing, they should research all the major mountains in Maine, or even just Sugarloaf. They need to look at the costs of different things at sugarloaf from ski tickets and rentals to how much rooms, food and gas cost. Then find out how many people visit Sugarloaf a year. They will need to keep track of all their websites, which they will be posting with their new information. Artifact: The students will work together as a class to create and iMovie that will be eventually be posted on youtube.com. It will have what they learned from their research and show how global warming can effect Maine's tourism.

5.Hook:Students are going to observe a graph showing changes in population over the past 10 years and what it could be like for the next 20 years for different, popular, tourist countries. Each student is going to come up with an idea of why a population shift may be showing, or why the population in certain countries are increasing. Each student is going to share their idea and we are going to list them on the board. Learning Activity: After ideas have been thought up, students are going to be paired up based on what idea they came up with. The students are going to work together on their laptops to research the topic they have chosen. The students will get all class time to do this, so about 40 minutes and more time next class. We are going to post the research information up on the class Global Warming Wiki. After the information is posted, the students are going to read the class Wiki with their partner. After they have looked at all of the data and information, they are going to make predictions about which factor they think will effect the population shift the most, (put prediction ideas in individual blog) Artifact: Global Warming Wiki to show their research information all together so that they can make predictions.

6. Hook: To start class off, we are going to think of all the reseach and predicting that we have done. Then we are going to get into groups of four students. The students are going to be seperated by what continent they pick from a can. Each group is going to come up with a list of things that have happened on that continent due to global warming. For example, if someone chose Antartica then they would put "melting glaciers", or if someone got Africa they might put, "more desert". We will work on this activity for about 10-15 minutes. The students will post these are the Global Warming Class Wiki, organized by country. Learning Activity: After the students are going to explore the link below. http://reference.aol.com/planet-earth/global-warming/statistics There are numerous charts and graphs describing what scientists have predicted for the planet. Students will explore the website and keep tract of data that will help them make some predictions of their own. At the bottom of the page there is a "calculator", where they can figure out how much they impact Global Warming. I want them to record this data also because all of it is going up on the global warming. Along with their impact data I want them to post predictions of what they think will happen to the planet in the next 10 years, 50 years and 100 years. Artifact: Global Warming Wiki with their predictions and their impact data. || 1. How does global warming effect human behavior?
 * **Guided Questions**

2.How are the economies of certain regions changed based on global warming? || **Skills** 1. Predict future effects/changes of population, economy, and temperature based on research they have done. 2.Evaluate the effects of population shift caused by global warming, has on the economy of that region 3.Draw conclusions based on numerous types of graphs and charts and make future predictions 4.Analyze graphs and data tables/ charts to describe changes in the human environment 5.Relate how the economy in their area has been effected by the global change. 6.Relate how the economy in their area has been effected by the global change. || **Standards** 1. 2. 3. 4. 5. 6. || **Resources** 1.[|http://www.itsco.org/webquest/class/kelly/index.html]

2.__ http://www.geocities.com/TimesSquare/1848/global.html __ 3. http://timeforchange.org/effects-of-global-warming-by-region-ipcc-2007

4. [|http://youtube.com/watch?v=f1JFVK57rO8]

5.

6. http://reference.aol.com/planet-earth/global-warming/statistics ||