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DEBATING ENVIRONMENTAL ISSUES page 1 GRADE 10 SCIENCE Debating Environmental Issues Curriculum Expectations SNC 2D Earth and Space Science: Weather Dynamics Overall Expectations ESV.02D Investigate and analyse trends in local and global weather conditions to forecast local and global weather patterns. ESV.03D Evaluate how technology has contributed to our understanding of the physical factors that affect the weather. Developing Skills of Inquiry and Communication ES2.01D Through investigations and applications of basic concepts, formulate scientific questions about weather-related phenomena, problems and issues (e.g., What is the effect of heat energy transfer within the hydrosphere?). ES2.03D Through investigations and applications of basic concepts, select and integrate information from various sources, including electronic and print resources, to answer the questions chosen. ES2.05D Through investigations and applications of basic concepts, select and use appropriate vocabulary and numeric, symbolic, graphic and linguistic modes of representation to communicate scientific ideas, plans, results and conclusions (e.g., use historical and current weather data to support a position on future weather patterns). ES2.06D Investigate factors which affect the development, severity and movement of global and local weather systems (e.g., the ozone layer, El Niño, bodies of water, glaciers, smog, rain forests). Relating Science to Technology, Society and the Environment ES3.01D Explain the role of weather dynamics in environmental phenomena and consider the consequences to humans of changes in weather (e.g., the role of weather in air pollution, acid rain, global warming and smog; the fact that smog aggravates asthma). ES3.02D Explain how people have utilized their understanding of weather patterns for various purposes (e.g., to harness wind as a power source; to participate in ocean sailing races).

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DEBATING ENVIRONMENTAL ISSUES page 1

GRADE 10 SCIENCE Debating Environmental Issues

Curriculum Expectations

SNC 2D Earth and Space Science: Weather Dynamics

Overall Expectations

ESV.02D Investigate and analyse trends in local and global weather conditions to forecast local and global weather patterns.

ESV.03D Evaluate how technology has contributed to our understanding of the physical factors that affect the weather.

Developing Skills of Inquiry and Communication

ES2.01D Through investigations and applications of basic concepts, formulate scientific questions about weather-related phenomena, problems and issues (e.g., What is the effect of heat energy transfer within the hydrosphere?).

ES2.03D Through investigations and applications of basic concepts, select and integrate information from various sources, including electronic and print resources, to answer the questions chosen.

ES2.05D Through investigations and applications of basic concepts, select and use appropriate vocabulary and numeric, symbolic, graphic and linguistic modes of representation to communicate scientific ideas, plans, results and conclusions (e.g., use historical and current weather data to support a position on future weather patterns).

ES2.06D Investigate factors which affect the development, severity and movement of global and local weather systems (e.g., the ozone layer, El Niño, bodies of water, glaciers, smog, rain forests).

Relating Science to Technology, Society and the Environment

ES3.01D Explain the role of weather dynamics in environmental phenomena and consider the consequences to humans of changes in weather (e.g., the role of weather in air pollution, acid rain, global warming and smog; the fact that smog aggravates asthma).

ES3.02D Explain how people have utilized their understanding of weather patterns for various purposes (e.g., to harness wind as a power source; to participate in ocean sailing races).

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SNC 2P Earth and Space Science: Weather Dynamics

Overall Expectations

ESV.01P Demonstrate an understanding of the factors affecting the fundamental processes of weather systems.

Developing Skills of Inquiry and Communication

ES2.04P Through investigations and applications of basic concepts, select and integrate information from various sources, including electronic, print and community resources, to answer the questions chosen (e.g., historical trend data, local weather records, rates of evaporation of water).

ES2.05P Through investigations and applications of basic concepts, analyse the data and information gathered to clarify aspects of the questions chosen.

ES2.06P Through investigations and applications of basic concepts, communicate the results of the investigation using a variety of oral, written and graphic formats (e.g., diagrams, group presentations to the class, flow charts, simulations, graphs).

Relating Science to Technology, Society and the Environment

ES3.01P Identify the impact of climate change on economic, social and environmental conditions.

Introduction The topic of energy use and conservation provides ample opportunity to use debates in the science classroom. An example of a debate format for the science curriculum has been provided (McCormick, January 2004; Crucible, pp.7-9). While the article suggests that the debate could be incorporated into either the Grade 11 or the Grade 12 Biology courses, the topic fits very well in the weather dynamics unit of Grade 10. Specifically, students may debate the Kyoto Accord (see Crucible article attached), the use of wind energy in Essex County, future investment in nuclear power, smart cars, hybrid cars, or any other timely topic. Useful Resources McCormick, Sara. Crucible, January 2004. Introducing the Art of Debating into Your Science Classroom: Using Environmental Issues to Encourage Critical Thinking and Communication. pp.7-9. (included) Appendix 1.2 Summary of the Kyoto Protocol. 2004. Climate Change in Grade 10 Science (Academic). pg.18. (included) The Science of Climate Change. November 16, 2002. Quirks and Quarks (CBC Program) with Bob McDonald. Note: The audio file can be easily downloaded and listened to in class. (summary included)

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SCIENCE IN THE CLASSROOM Introducing the Art of Debating into your Science Classroom: Using Environmental Issues to Encourage Critical Thinking and Communication by Sara McCormick Sara McCormick is a teacher at Clarkson Secondary School in the Peel District School Board.

limate change, due to rising greenhouse gas concentrations, is of global concern. Human activities, both residential and industrial, contribute to this problem, which will ultimately have serious environmental and economic

implications. In 1997, more than 160 countries (including Canada) met in Kyoto, Japan, and agreed to a protocol that would reduce greenhouse gas emissions. Although no countries have yet ratified the protocol, they are collectively moving towards this goal. In this project, entitled “Improving Our Environment”, students will adopt the role of panel members on a environmental task force for a newly founded country. Their task will be to decide weather to join other countries in signing the Kyoto Accord. The decision making process will take place in the form of a debate, through which advantages, disadvantages and logistics will be clearly outlined. Students will be assigned to a “pro” or “con” position and each team will have time to research and collaborate in advance of the debate. Following the debate, each student in the class will write a position paper, which clearly states his or her personal stance on the Accord. GRADE LEVEL This project is suitable for Grade 11 College Level Biology (Environmental Science Unit) and Grade 12 University Level Biology (Population Dynamics Unit) with appropriate modifications in the expectations and guidance provided. PROJECT EXPECTATIONS In this activity, students will be provided with multiple opportunities to develop and/or broaden skills of scientific investigation and to make connections between science, technology, society and the environment. It is suggested to use two class periods to complete the project research. I did not create an assessment of the research portion for this assignment, but assessment rubrics are shown for the debate and position paper sections. In order to meet overall and specific curriculum expectations, it is expected that students will investigate and address: • Sources of air pollution (caused by residents and industry), including evaluation

– from a historical perspective – of the impact of technological advancements. • The impact of air pollution on environmental health/homeostasis. • The relationship between air pollution, the Greenhouse Effect and global

warming. • The relationship between population size/growth, air pollution, the Greenhouse

Effect and global warming. • The impact of air pollution on human health. • The Kyoto Accord and Canada’s commitment to reducing air pollution. • Potential impacts of the Kyoto Accord from a social, economic and environmental

perspective.

C

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• Methods by which the Kyoto Protocol regulations may be met (i.e., “Green Energy” sources, “Hybrid” automobiles, and development of the hydrogen cell).

• Future suggestions/steps, including consideration of alternatives to the Kyoto Accord.

ORGANIZING THE DEBATE The purpose of a debate is to sway an audience towards one point of view. The format of this informal debate, which will take place over one class period, involves:

i) statement of the question for debate ii) an opening speech by each side (15 minute maximum per side) iii) a 10-minute pause between the opening speeches and the rebuttals to

allow teams to develop strategy iv) rebuttals, which allow students to refute the points made by his/her

opponents (10 min. maximum per side) v) presentation of subsequent arguments, which alternates between the two

sides (3 min. maximum per argument as time allows) vi) a closing speech (5 min. maximum per side)

It is recommended that teams be comprised of no more than six members. Each team member is expected to make five valid and supported points (as a minimum) during the introduction and five during the rebuttal. Points must be supported by facts and should be clear and concise. Teamwork is critical and speakers should be aware of their teammates strategy; points should not be repeated. Note: Logistically, it is very difficult to exceed a 12-person debate due to time constraints and availability of information. As such, it is recommended that a number of debates take place over the duration of the course to allow each student to participate (and be evaluated). In my classroom, half of the class participates in a debate on one unit, and the other half of the class works on an opinion paper on the topic. THE POSITION PAPER The goal of a position paper is to convince an audience (readers) that the author’s opinion is valid and feasible. The effectiveness of a position paper is reliant upon organization of the argument. The following is a suggested outline to assist students in the development of a position paper. Students should be directed to: 1. Collect applicable and appropriate research materials. Include supportive

evidence for the pro and con sides of the issue. Students must be instructed to provide a complete bibliography of all sources used.

2. Clearly state the position that will be taken in the paper and provide background information in an introductory paragraph.

3. Elucidate both sides of the issue in a clear and concise manner. A summary of one position must be provided and counterclaims refuted.

4. State the argument by providing a minimum of three points with supportive evidence that will ensure validity of the position.

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5. Restate the argument and propose a course of action (which addresses discussion of appropriate technologies) in a conclusion.

In addition, students should include a reference page with all relevant information. Note: The format of the paper is not necessarily essay-style and no stipulations on the length of the paper are set. Typically, a concise paper, in which the argument is clearly stated and supported, is most effective. As in debates, length is not often an attribute in the delivery of an argument. MODIFICATIONS AND ACCOMMODATIONS Some students may require this project to be modified to accommodate specific learning needs. The following are suggested modifications/accommodations for teachers to use. • Introduce key concepts through introductory classroom lessons/discussions (i.e.,

elucidation of key concepts, such as the carbon cycle, greenhouse gases, the Greenhouse Effect, global warming).

• Provide supplementary reading materials (that may be read as a class), which clarify concepts presented in the aforementioned lessons/discussions.

• Modify the presentation format (i.e., less formal debate styles, concept map construction or artistic representations in place of position papers).

• Modify the presentation expectations based upon the selected project format. • Pair/group of student (during research and presentation development) to

encourage peer tutoring/support. • Encourage inclusion of multicultural perspectives on the topic of the Kyoto

Accord. • Conduct workshops on online researching skills (i.e., how to search, key word

selection, referencing online resources), where applicable. • Provide flexibility in timelines. • Encourage use of translation tools, where applicable. • Include staff from the ESL/special needs department in the project development. • Schedule informal meetings to assess progress and provide direction. REFERENCES Ministry documents: Ministry of Education. 2000. Program Planning and Assessment Ministry of Education and Training. 1998. The Ontario Curriculum, Grades 11 and 12 Science WEBSITES Government site – Kyoto Accord: www.climatechange.gc.ca/english/whats_new/overview.e.html Debate Rubric Development: www.evsc.k12.in.us/teachers/middle/evans/word/cdrubric.html

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ASSESSMENT AND EVALUATION: THE DEBATE

It is recommended that each student receive a mark based upon his or her contribution to the debate. Using the following breakdown, a mark out of ten is appropriate. This same assessment is undertaken not only by the teacher, but also as a peer review, whereby members of the class “audience” apply this rubric with supporting examples. This is a good way to involve more students into the activity. Argument Organization: 0 1 2 Supportive Evidence 0 1 2 Communication (see rubric criteria) 0 1 2 3 Group Participation (see rubric criteria) 0 1 2 3

Criteria Level 1 Level 2 Level 3 Level 4 Communication Delivery of arguments

confuses listeners and impedes understanding.

Arguments were read with no attempt to engage the audience.

Volume, tone and pace and eye contact were used to hold the audience’s attention.

Excellent use of voice and non-verbal cues. Visual aids were provided.

Group Participation

Some group members offered arguments infrequently during the debate.

All group members participated, yet some were more dominant.

All group members participated equally; some evidence of planning and rehearsal was present.

All group members participated equally, the group was well-organized and rehearsal was evident.

Note: The debate rubric may be used as an assessment tool, or as an evaluation tool. Teachers may assign a grade using their own discretion. Unofficially, the “winner” of the debate may be determined by counting the number of supported points made by each team. THE POSITION PAPER

Criteria Level 1 Level 2 Level 3 Level 4 Understanding of Topic and Position Development

Inadequate understanding of the topic was displayed. No position was evident.

The main points were presented, yet the position was not clearly stated.

The topic was clearly understood and presented, yet some details were not fully developed.

The topic was clearly understood and a well-defined position was taken. Creativity and extension of the project expectations was evident.

Inclusion of Supportive Evidence and Referencing

Supportive evidence was lacking. No reference list was included.

Supportive evidence was provided, yet the validity was questionable. All sources were not referenced, or referenced incorrectly.

Points were supported by reliable evidence. All sources were correctly referenced.

Points were well supported by relevant, current, reliable evidence. All source were correctly referenced.

Organization of Points

Few ideas were connected. No introduction or conclusion was evident.

Ideas were connected, yet focus was lost at times. Further development of ideas was required.

Ideas were organized and connected. The introduction and conclusion require further development.

Ideas were purposefully connected and logically organized. A convincing introduction and conclusion was included.

Writing Style, Grammar and Spelling

Multiple errors interfered with the clarity of the paper.

Errors were evident, yet did not interfere with the clarity of the paper.

Occasional errors were evident; use of appropriate vocabulary was attempted.

The paper was free of errors; appropriate vocabulary was used effectively.

Adapted from www.evsc.k12.in.us/teachers/middle/evans/work/cdrubric.html Note: the position paper rubric may be used as an assessment tool, or as an evaluation tool. Teachers may assign a grade using their own discretion. If a grade is assigned, it is recommended that the value of the position paper be equivalent to the total debate mark.

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APPENDIX 1.2 SUMMARY OF THE KYOTO PROTOCOL Countries around the world have recognized that climate change affects us all. The volume of greenhouse gases produced by human activity, added to the gases occurring naturally in the atmosphere, has led to extreme weather events, temperature changes, and the melting of the Arctic icecaps. In December 1997, Canada and more than 160 other countries met in Kyoto, Japan and agreed to targets to reduce greenhouse gas emissions. The agreement that set out those targets, and the options available to countries to achieve them, is know as the Kyoto Protocol. Canada’s target is to reduce its greenhouse gas (GHG) emissions to 6 percent below 1990 levels by the period between 2008 and 2012. The goal of Kyoto is to reduce the total emissions of industrialized countries to 5.2% below 1990 levels. The Government of Canada and the provincial/territorial and municipal governments are working together to achieve reductions in greenhouse gases. Investment in new technologies will help business to operate in a more efficient way and Canadians will benefit by having a cleaner environment. The Kyoto Protocol allows the presence of carbon sinks to count toward country’s commitment to reduce greenhouse gases. A “sink” is any process that removes greenhouse gases from the atmosphere. For example, forests form a carbon “sink” through the process of photosynthesis – trees and other plants take up carbon dioxide (CO2) and break it down. The oxygen (O2) is released and the carbon (C) becomes part of the tree. The Kyoto Protocol allows countries to buy carbon credits from other countries. This means that countries that reduce their greenhouse gas emissions by more than is required under Kyoto can sell their unused carbon credits to countries that find it difficult or expensive to reduce emissions1. This is called emissions-reduction trading. In other words, countries that have “overperformed” (met and exceeded their target for reduction) may sell their “unused right to pollute” to countries that have failed to meet their emissions reduction target. Canada believes that a solution that uses the market has a part to play in achieving an overall reduction of greenhouse gases globally. It is important that countries that have signed the Kyoto Protocol comply with the rules. To that end, Canada is working to build an effective way to measure whether everyone is doing their part. This is a way of checking that countries obey the rules agreed upon, giving them strong incentives to take their commitments seriously. Based in part on information found at www.climatechange.gc.ca. For a glossary of terms, please see the resources section at the end of this document. 1While it may appear that one country can buy the right to pollute from another country, remember that the total emissions of participating countries selling and buying carbon “credits” are to reach the agreed upon targets between 2008 and 2012. Some believe that countries being able to pay others in order to keep polluting is wrong; others say that it is a way of encouraging those who can to make greater reductions while penalizing those who don’t. Climate Change in Grade 10 Science (Academic) York University. 2004

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QUIRKS & QUARKS (CBC PROGRAM) with Bob McDonald November 16, 2002

Real Audio Files: Listen in real time or download it. (Available two hours after broadcast.)

The Science of Climate Change (Listen to an mp3 of this topic. Or download the ogg file.) Open any newspaper or turn on your radio or TV news program and you’ll probably near something about the Kyoto Accord. This international agreement to reduce human-generated emissions of carbon dioxide has received a lot of attention recently. The Canadian government is currently deciding whether or not to honour our commitment to reduce greenhouse gasses to six percent below 1990 levels by 2012. The science behind the Kyoto Accord is based on reports from the Intergovernmental Panel on Climate Change (IPCC). These reports say that global temperature has risen by almost 1 degree Celsius since 1990, and carbon dioxide levels are up 30% over the same time period. The IPCC reports blame human use of fossil fuels for a large part of the increase in carbon dioxide. One of the authors of the latest IPCC report was Dr. Andrew Weaver. He holds a Canada Research Chair in atmospheric sciences at the University of Victoria. He thinks we should take the increase in carbon dioxide levels seriously. He claims that climate models predict a warming of at least 1.5 degrees Celsius over the next century. Dr. Chris de Freitas from the University of Auckland disagrees. He doesn’t think the climate models are reliable, and he questions how much impact humans have had on the climate. Dr. Ulricke Lohmann from Dalhousie University is working to improve the climate models. She studies aerosols, and how they help cool the earth. However, a recent study by Dr. Lohmann showed that modelers have to change their estimates of how much cooling aerosols actually cause. Another researcher working at The Hadley Center for Climate Prediction and Research on climate modeling is Dr. Jonathon Gregory. He’s been looking at the recent past climate and has demonstrated that the predictions by computer models match what has actually happened on the earth. He’s confident our predictions for the future are correct.