Nick Jarosz 3/22/13 CI 402 Climate Change Inquiry Learning Objectives: Students will research one potential solution

ion to climate change Students will numerically define how widespread the solution currently is (i.e. amount of electrical energy currently derived from solar cells) Students will define the cost of their solution (i.e. price per kWh of energy source)

Assessment Criteria: Students will fill out a pre project research worksheet that contains the above information Students will write a project proposal detailing their future project

Standard: NGSS MS-ESS3-e: Design and communicate solutions that meet criteria and constraints for minimizing human impacts on environments and local landscapes by: (1) managing water resources, (2) reducing pollution, and (3) reducing the release of greenhouse gases.

Prior Knowledge: Students have already moved through the first and second subunits of this climate change unit. As a result, students will understand the greenhouse effect, and how greenhouse gasses affect the climate. Students will understand that humans are responsible for producing many greenhouse gasses. Students have already quantified the amount of greenhouse gasses produced by our energy needs by evaluating EIA and EPA reports. Instructional Strategies: Students have moved into the third phase of the climate change unit, which is based on the ESS3-e standard. By the end of the third sub-unit, students will compose a project presenting the information they find. This first day or two will be research days in which students try to find credible sources to answer their questions (learning objectives). This lesson will also be a flipped lesson format. Students will watch a short video that I will create before coming in to their first research day. The video will cover the topic of finding credible sources that provide scientific data. I would expect students have done research and citations in other classes such as language arts, but here they are asked to find a completely different type of information. The scaffolding they should need will have been covered in subunits one and two, so learning about alternative energy sources, conservation, and reduction of

carbon emissions is left entirely up to them. By using the flipped video students will get more research time, and will not waste valuable lab time learning how to research. Some students may already be familiar with proper search techniques, for them, any time in the lab dedicated to this instruction would be wasted. Materials and set-up: Computer lab Library books if lab is not available Students must have access to flipped video prior to class

Time Required: One or two 50 minute periods Instructional Sequence: 1) Introducing the Lesson Before the first day of this lesson, remind students that they must watch the class prep video before they come in the next day. This video should be made available through a course website, or other accessible mode. Ensure that all students are able to access the video. Talk to the librarian or computer lab technician to ensure that students can use the lab to watch the videos if needed. Reserve a computer lab for use on the research days. Students should be placed in or allowed to choose research groups, in which they will do their projects. In the flipped video, I will give basic guidelines for student research. I will cover how to find credible sources, and give suggestions about good places to start (EIA, EPA cite). I will also explain how students will be expected to cite their sources. Students will choose from a list of potential topics (Wind energy, solar, geothermal, hydroelectric, biofuels, public transport, electricity usage conservation, water conservation, locally produced foods, alternative transportation such as bicycling and walking). The video will also explain the basic questions they students will be searching for (learning objectives). 2) Body of the Lesson Students will largely understand what needs to be done when they come into the computer lab. As the students come in pass out the research worksheet which has their main research goals on it. Sample worksheet: Name: Group Members:

Topic: Research Questions: 1) Numerically describe the current use of your solution (examples: How much of the US energy supply comes from solar power, How many people commute via public transportation) . Exact quoted text: Paraphrased information: Citation information:

2)

What is the cost of implementing your solution? (start up cost, as well as upkeep. Ex: a 10 MW wind turbine costs ___ and produces energy at a cost of $___ per kWh) .

Exact quoted text: Paraphrased information: Citation information

Students will search for this information in the time they have. As the students research, move around to the different groups and ensure all members are participating. Answer any questions the students may have about finding sources, and help with any citation information. Make sure that the students find information that they will fully answer their questions, and thus allow them to complete their project.

3) Wrapping up the Lesson After the first day, some students may have completely found their sources, and their necessary information. For this reason, pass out an information sheet about the research project proposal. This prepares students for the construction of a presentation that displays their solution. In an effort to reach many different learners, this project will be guided by a rubric, but will not be constrained to one medium. Students can present the information in whatever way they choose (poster, powerpoint, smartboard presentation, video, essay, website, or any other medium that meets rubric criteria). Students will first be asked to write a proposal for this project. Allow students time on the second day to research as needed, but reserve the last 15-20 minutes for students to discuss the project with their groups so they can all write a proposal. Proposals can be as short as 1-2 paragraphs, as long as all the information is covered.

Proposal rubric: 3 Defines the method by which information will be presented in detail. Completely explains how this presentation format can be used to answer both research questions. Describes the proposed solution in detail using numerical data found during research to support both research questions. Lists all sources that will be used from research and includes proper citations in the form of a bibliography Writing is concise and easy to understand. Proposal uses complete sentences and is free from grammatical errors. 2 Defines method of presentation. Partially explains how this presentation format can answer one or both research questions 1 Does not define method of presentation and/or does not explain how this format can answer both research questions

Presentation method

Content

Describes proposed solution and answers both research questions, but does not support solution with research Lists some of the sources that will be used. Cites sources partially or incorrectly Proposal contains some errors or sentence fragments, but basic argument is intelligible.

Makes no effort to propose solution or mention research.

Citations

Grammar and form

Does not identify sources that will be used. Does not include any citation information. Grammatical errors interfere with understanding writing. The purpose of the proposal is unclear.

4) Evaluating the lesson The project proposal is the major evaluation for this lesson. Students will be asked to turn in their research worksheets as well, to ensure all students participated in research. Students work will be evaluated in as is described in the above rubric. This rubric heavily stresses the students answering the two research questions, which align with the two learning specific objectives. Students will also be held accountable for the clarity of their writing, as well as properly citing their sources. Design Rationale:

There are a limited number of inquiry based labs that students can do to research climate research. In earlier units, Peter and I used labs and demonstrations that model Earth systems, but it is unlikely that students will be able to make accurate measurements about climate data with the resources available to the school, as well as the time scale over which this unit is spread. Meaningful climate data must be taken over a period of years to show the rate of change, and requires equipment unavailable to most schools. Therefore, I decided to make the inquiry lesson based on researching existing data. Students must learn how to find scientific data and appropriately use it to construct arguments. They must be able to synthesize and present their ideas, which is the ultimate goal of the NGSS standard addressed, as well as subunit three. The use of a flipped format classroom, is to reduce the amount of time students spend being lectured while in a lab. Many students may know how to find information effectively, but for those who dont they can learn this information using the video provided. Further, the flipped style affords the teacher a great deal of freedom on the research day. The teacher can differentiate instruction and spend more time with any student or students who are struggling to find information. Lastly, the fairly open form of the presentation lends itself to a variety of learning styles. The presentation proposal is strictly a written assignment, but it is not lengthy, and the students must learn how to construct written arguments using valid information.