Integration of Science and English

UNDERSTANDING BY DESIGN

STAGE 1 DESIRED RESULTS

Essential Goal/s: At the end of the session the students will:  Have a better understanding of the causes of , evidence for, and implications of global climate change.  Identify subject and predicate in the article about climate change.  Form sentences about an aspect of climate change that they have explored and teach their peers about it.  Act more responsibly towards reducing the causes of global climate change.

Understandings: Students will understand that . . .

Climate change is a long-term shift in the statistics of the weather.

Essential Questions:
What is climate change and why is it changing?

Environmental factors affect survival rates What causes climate change and how it of living organisms. affects us? We as humans play a key role in the greenhouse gas effect by our everyday decisions. Climate change may be due to natural internal processes or external forcing, or to persistent anthropogenic changes in the composition of the atmosphere or in land use. An increase in the levels of GHGs could lead to greater warming, which, in turn, could have an impact on the world's climate, leading to the phenomenon known as climate change. What are the potential solutions for the climate changing happening?  What are the challenges of Climate change? For whom? What is n the greenhouse effect and its role in changing the Earths ecosystems?

Knowledge: Students will know . . .

Skills: Students will be able to . . .

 The factors that affect the earth that causes climate change.  The greenhouse effect and how it works.  Conditions that cause floods and  droughts.  Ways to prevent climate change.

 Explain what climate change is what can one do about it.  Make an essay about climate change and its forms.  Form sentences about the issues involving climate change.  Identify subject and predicate in the sentences.

STAGE 2 ASSESSMENT EVIDENCE

Performance Tasks:  Students work with partners to write an expression for the following: The work of climatologists has found evidence to suggest that only a limited number of factors are primarily responsible for most of the past episodes of climate change on the Earth. These factors include: 1. Variations in the Earth's orbital characteristics. 2. Atmospheric carbon dioxide variations. 3. Volcanic eruptions 4. Variations in solar output

Other Evidence:  Teacher observation of students working on tasks.

 Assessment of student work.  Assess understanding through class conversation and questioning  Orally review vocabulary words.

Student pairs write their own and trade with another student pair. The students will write an expression for the traded problems explain the observation. Students will return their problems to original student pair who will check the work. Have student pairs share any that may be questionable. Discuss the questionable problems with class. If none are questionable, then call on several pairs to share their problem and the responses they received. Students will now engage in class conversation and questioning. Students will list sentences on the board and identify the two parts of a sentence(subject and predicate)

STAGE 3 ACTION PLAN

Day 1 Introduce topic by giving a short diagnostic assessment (1-3 questions). Review this assessment with the students after everyone has completed it. The complete assessment should take about 15 minutes of class time. Once students have checked their misconceptions from the assessment review or describe troublesome vocabulary that students may not be familiar with. Use the Frayer model for key words, do not simply ask students to copy definitions! Students may work in pairs or groups of 3 to complete Frayer Model vocabulary on the Frayer Model Assignment Sheet. Day 2 Prep: Make 10 copies of handout Divide class into 2 groups, hand out worksheet, What is your opinion on Greenhouse Effect? Have groups read handout and brainstorm arguments. Assessment Activity: Groups will write one complete paragraph about how it affects us and what human activities contribute to it. Groups will then present their arguments to the class. Reveal the true causes of greenhouse effect! Discuss the importance of critical thinking.

Day 3 The Performance Task will be discussed and presented to the class. The teacher will call a student to present his/her work in the class. The next student who will present their work will be called by the first presenter. The following question will be asked: y What did you learn from this activity? y What do you think is your role as human in the issue we have today and what can you do about it? Day 4 The lesson will begin with a quiz about the previous lesson. Today, have the students compose a poem entitled Climate change: What can I do about it? Show them pictures/ diagrams showing processes that involves climate changing, this will serve as a guide in making a poem. Let the students finish their work and make them read their works orally. Day 5 Today the students will have a short clip that will show the challenges brought by climate change. The students will then make a reaction paper on the movie they have watch. The teacher will then end the lesson through a lesson summary.