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Monday, August 24

Wednesday, October 31

  1. page Climate Connection 6-12 Lesson 2 edited ... sessions4and5-g-991eb3fc-e4eb-4b54-9454-0a85ffe8e899 Link to DE video: Water Pollution Elab…
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    sessions4and5-g-991eb3fc-e4eb-4b54-9454-0a85ffe8e899
    Link to DE video: Water Pollution
    Elaborate: Allow Students to Apply What They Know
    Project Ideas: To help your students apply their understanding of pollutants and ecosystems, you may wish to have your students complete some or all of the following projects. The time required to complete each project will vary; some may require students to work outside the classroom.
    Students arrange a visit to a local water treatment facility, then report what they learned about their community's water supply from the visit. Students should list questions they want to ask at the facility before visiting (Examples: Where does our water supply come from? What process is used to make sure the water is safe for use?)
    Students work in small groups to research the main sources of pollution in their community and their effects on local ecosystems, then prepare a presentation to the class with the information they learn.
    Students research to find out how their community is working to avoid harmful effects of pollution, such as lawn fertilizing ordinances and road salt alternatives. They compile a scrapbook including newspaper articles, information from city or community websites, and photographs, to inform others about these efforts.

    Engage: Activate Prior Knowledge; Generate Interest
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    (view changes)
    8:52 am
  2. page Climate Connection 6-12 Lesson 2 edited ... Link to DE Core Interactive Text Page: Pollutants and Ecosystems Explain: Firm Up Understandi…
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    Link to DE Core Interactive Text Page: Pollutants and Ecosystems
    Explain: Firm Up Understanding; Allow Students to Explain What They Know
    Have students view the video segment Water Pollution to review the information they have learned about the sources and effects of pollution. Note that the segment uses the terms "direct" and "indirect" to discuss pollution sources, rather than "point" and "non-point."
    After viewing, divide students into small groups, and have them discuss the following review questions. Ask each group to share their answers with the class.
    What are the main causes of water pollution? {Screen shot 2012-10-31 at 11.21.49 AM.png}
    How do pollutants such as fertilizers and sewage affect water?
    How do bacteria and viruses get into aquatic ecosystems?
    How does industry contribute to water pollution?
    How does rain contribute to water pollution?
    What are some solutions to the problem of water pollution?
    sessions4and5-g-991eb3fc-e4eb-4b54-9454-0a85ffe8e899
    Link to DE video: Water Pollution

    Engage: Activate Prior Knowledge; Generate Interest
    {Screen shot 2012-10-30 at 2.50.55 PM.png}
    (view changes)
    8:19 am
  3. page Climate Connection 6-12 Lesson 2 edited ... {Screen shot 2012-10-30 at 3.11.21 PM.png} Link to NOAA article Visit the We Can Change T…
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    {Screen shot 2012-10-30 at 3.11.21 PM.png}
    Link to NOAA article
    Visit the We Can Change The World Challenge website, Grades 6-8 or 9-12 lesson plans section for a collection of Virtual Labs, Reading Passages, and Activities that students can explore. All of these materials are geared towards answering the essential questions regarding long term changes in ecosystems, climate change, and what people can do to protect ecosystems.
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    Link to 6-8 lessons on www.wecanchange.com
    Link to 9-12 lessons on www.wecanchange.com

    Elaborate: Allow Students to Apply What They Know
    Have students define an issue related to polar bears and/or climate change that they want to explore. Topics might include
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    8:06 am
  4. page Climate Connection 6-12 Lesson 2 edited ... {Screen shot 2012-10-30 at 3.11.21 PM.png} Link to NOAA article {Screen shot 2012-10-31 a…
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    {Screen shot 2012-10-30 at 3.11.21 PM.png}
    Link to NOAA article
    {Screen shot 2012-10-31 at 11.02.31 AM.png}
    Elaborate: Allow Students to Apply What They Know
    Have students define an issue related to polar bears and/or climate change that they want to explore. Topics might include
    (view changes)
    8:01 am
  5. page Climate Connection 3-5 Lesson 2 edited ... Have students draw a picture of how the Tundra would look different including the living and n…
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    Have students draw a picture of how the Tundra would look different including the living and nonliving parts. Then have students present their drawing to the class
    Evaluate: Check for Understanding
    {Screen shot 2012-10-31 at 10.55.24 AM.png}
    Have students take the Project Polar Bear Quiz found on the Louisville Zoo website as a form of self assessment.
    Link to Project Polar Bear Quiz at www.louisvillezoo.org

    (view changes)
    7:56 am
  6. page Climate Connection 6-12 Lesson 2 edited ... Put students into groups of two or three based upon their topic. Have them research the topic …
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    Put students into groups of two or three based upon their topic. Have them research the topic and prepare a presentation (poster board, ppt, prezi, glogster etc...) to educate the rest of the class about their topic. Be sure that all students take part in the actual presentation.
    Evaluate: Check for Understanding
    {Screen shot 2012-10-31 at 10.48.46 AM.png}
    Have students take the Climate Change quiz on the
    Science Channel website as a form of self assessment.
    Link to climate change quiz on www.sciencechannel.com

    (view changes)
    7:50 am

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