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'An Inconvenient Truth' Study Guide (All 3 Tiers)

'An Inconvenient Truth' Study Guide (All 3 Tiers)

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Published by takepart
All three tiers of of a study guide inspired by the film "An Inconvenient Truth"
All three tiers of of a study guide inspired by the film "An Inconvenient Truth"

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Published by: takepart on Apr 24, 2008
Copyright:Attribution Non-commercial

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02/01/2013

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A series o lessons designed or science classroomsas a companion to the documentary
 An Inconvenient Truth
AIT in the Classroom
Think Globally, Act LocallyThe Green Mile to School
Small Steps Mean Smaller Footprints
 
Thank you
or downloading these curriculum materials and using them in your classroom. We areexcited to oer this resource to you and hope that you fnd them valuable and easy-to-use.We realize that teachers are under incredible pressure and severe time constraints. As a result, we’vemade sure that each o our lesson activities is aligned with curriculum standards you are asked to meet inyour classroom. The lessons included in this download are designed or high school science classroomssuch as Earth Science, Environmental Science, and Physics, but the materials can also be used in Civicsclasses, middle school science classes and oer Service Learning opportunities as well.Don’t orget to read and post to the AIT blog, located at http://www.participate.net/educators. We areeager to hear about your classroom experiences and your eedback on the lessons.
 
n
Audnc:
Grades 9-12
Note:
This lesson is most eective when students have already seen the lm:
 An Inconvenient Truth.
I they have not, and time does not permit or the entire lm, it is suggested that you show thesegments listed in the Class Time
 
section o this lesson plan.
n
LssonOvvw:
In this lesson, students will learn that greenhouse gas (GHG) emissions are not all the same. They willinvestigate the type and severity o emissions released by dierent countries, states, industries, and cars.This assignment will challenge students to estimate the impact o each actor on greenhouse gas emissions.They will also examine their own personal activities and nd ways to help reduce the damage.
n
Objctvs:
Understand why the relative impact on global warming may vary depending on where you live,what car you drive, how many miles you drive, and how you live your lie.Understand how both government and corporate policy impact individual choices and vice versa.Represent data illustrating dierences in greenhouse gas emissions at various scales.Calculate the relationship between gas mileage and carbon dioxide emissions in variousautomobiles.Construct a concept map illustrating the relationships among government policies, individualbehaviors, and global warming.Evaluate multiple ways in which emissions o greenhouse gases can be reduced in the localcommunity.
n
NatonalStandadsAddssd:
This lesson addresses the ollowing National Science Education Standards:
ContntStandadA
As a result o activities in grades 9-12, all students should developAbilities necessary to do scientic inquiry.Understandings about scientic inquiry.
ContntStandadF
As a result o activities in grades 9-12, all students should develop an understanding o Personal health
ThGnMltoSchool
Tier1LeSSON:
Big Ideas:
 The lesson is designed  to accomplish  these major goals: 1. S tuden ts  will cri ticall y discuss  the global  warming issue. 2.  S tuden ts  will in ves tiga te and discuss  the rela tionship be t ween greenhouse gas emissions and global  warming. 3.  S tuden ts  will mae in formed decisions in vol ving science and socie t y.

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