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7/27/2019 Social Studies Lesson: Connected World
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v i d e o e n h a n c e d l e s s o n p l a n | 1
Hypermedia Integration
Attribution Credits: Community Classrooms in conjunction with Independent
Television Service (ITVS) Film Modules Editor: Gail Huddles, After Image Public
Media: Richard Berge [lesson modified]
Lesson: Climate Politics - The Island President
Modified Lesson Plan: Tina Marie
Lesson Title: Connected World
Introduction: The lesson facilitates the creation of a relevant framework for the
links between social science topics, and the world outside the classroom. The
video depicts an individual nation’s struggle to avoid extinction, in the face of
rising sea levels, providing an intense microcosm of our connected world.
Film Synopsis: “Considered the lowest lying country in the world, a rise of a
mere three meters in sea level would inundate the Maldives, rendering thecountry practically unlivable. Unless dramatic changes are made by the larger
countries of the world, the Maldives, like a modern Atlantis, will disappear under
the waves.”
The Island President - Mr. Mohamed Nasheed - took the Maldivian fight for
survival to the world stage. Taking his people’s plight to the Global Climate
Summit led to the first time in history that China, India, and the United States
agreed to reduce carbon emissions. This lesson examines the factors behind
global climate change, its detrimental ecological and cultural effects, and themeans by which it can be mitigated, on both local and international levels.
Grade Level: Middle and High School - grades 7-12
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Content Area: The curriculum is aligned with national standards in language
arts, social studies, and science. The lesson modification emphasizes the
aspects of hypermedia as a tool, to facilitate the scaffolding of individual
knowledge, and meaning creation. The detailed guide created with the original
lesson includes two lesson plans geared toward personal and local discovery,critical thinking, and interpersonal activities.
Content Objectives: Examine what is meant by the term climate change, and what it has in
common with global warming
Identify the links between climate change, political advocacy, and the
international political process
Use interactive technology tools to calculate personal carbon footprint,
and personal water footprint
Analyze the results of personal footprints on the global climate Transfer personal and group understanding to a larger scale
Analyze cause-and-effect relationships
Reflect upon and consider personal feelings about global warming and
climate issues
Recognize and value teamwork
Recognize the application of cooperative learning skills, through the
actions of the Island President at the Global Summit
Recognize and value effective collaboration techniques
Pedagogy Objectives: Virtual field trip - students meet new people and hear their ideas
Inspire curiosity about world events
Develop critical thinking skills
Improve communication and creativity
Build a foundation for life-long learning strategies
Technology Objectives: Processing:
o
Interactive technology tools to scaffold knowledgeo Utilize technology tools to evaluate results of footprint activities
Manipulation:
o Use technology as a research tool for active investigation
o Utilize technology tools to record results in various formats
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Communication:
o Utilize technology tools to communicate findings
o Identify technology as a valuable tool for global interaction
21st Century Skill Development
o Problem-based learning
o Develop critical thinking skills
National History Standards Addressed:10.1.11 (World History Grades 5-12): Analyze ways in which human action has
contributed to long-term changes in the natural environment in particular
regions or worldwide.
9.2A.4 (World History Grades 5-12): Analyze how population growth,
urbanization, industrialization, warfare, and the global market economy have
contributed to environmental alterations.
9.2A.5 (World History Grades 5-12): Assess the effectiveness of efforts bygovernments and citizens’ movements to protect the global natural environment.
National Curriculum Standards for Social Studies: 10. CIVIC IDEALS AND PRACTICES An understanding of civic ideals and practices
is critical to full participation in society and is an essential component of
education for citizenship. This theme enables students to learn about the rights
and responsibilities of citizens of a democracy, and to appreciate the
importance of active citizenship.
Writing Standards Addressed:6–12, 6 (9–10, 11–12) Use technology, including the internet, to produce,
publish, and update individual or shared writing products, taking advantage of
technology’s capacity to link to other information and to display information
flexibly and dynamically.
Speaking and Listening Standards Addressed:6–12, 5 (9–10, 11–12) Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in presentations to enhanceunderstanding of findings, reasoning, and evidence and to add interest. (Note-if
resources permit and the creation of a presentation is a component).
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National Science Education Standards Addressed:
Science in Personal and Social Perspectives 12FSPSP4.2 Materials from human
societies affect both physical and chemical cycles of the earth.
Environmental Quality 12FSPSP4.3 Many factors influence environmental quality.Factors that students might investigate include population growth, resource use,
population distribution, overconsumption, the capacity of technology to solve
problems, poverty, the role of economic, political, and religious views, and the
different ways humans view the earth.
NETS Standards Addressed: Facilitate and inspire student learning and creativity
Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences
and assessment, incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills,
and attitudes identified in the NETS.
a. Design or adapt relevant learning experiences that incorporate digital
tools and resources to promote student learning and creativity.
b. Customize and personalize learning activities to address students’
diverse learning styles, working strategies, and abilities using digital tools
and resources. http://www.iste.org/docs/pdfs/nets-t-standards.pdf?sfvrsn=2
Relative Advantage: Hypermedia integration facilitates the linking of resourcesand interactive tools in a meaningful and authentic way. Technology tools can
facilitate the scaffolding of knowledge in a way to accommodate diverse
learning styles and enhance individual learning. Students are more motivated
when the topic is of real-world significance, and they are actively involved in
their quest for knowledge.
Timeline: This includes showing two ten minute segments from each film rather
than the entire videos. Strategies include alternating between activities, based
on student prior knowledge, flow of class discussion/debate, and availableresources. The original lesson has a timeline of 90+ minute lessons. The
activities can be adapted. The lesson could be covered in a unit: 8-10 - 45
minute sessions.
Materials:
Video Segment: “Climate Politics Strategy Meeting”
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Video Segment: “ Underwater Cabinet Meeting”
Educators Guide
o Student Handout A: Man vs. Nature o Student Handout B: Film Synopsis
Google Docs: Student Handout C: Focus Discussion Questions
Google Docs: Student Handout D: Movie Discussion Questions
LCD projector or DVD player
Pens and writing paper
Whiteboard or Blackboard and markers/chalk
Three of the interactive activities require computers with internet access
and Microsoft Office Software (high speed internet access)
Assorted art supplies and/or desktop publishing software
Computers with Internet access for small group activities
Grouping Strategies: The grouping strategies will be alternated. Adaptaccordingly between class discussions, small groups, and two large groups-for a
climate debate. Detailed grouping strategies are outlined with each of the
activities. The lesson begins with an activity and class discussion, requiring
students to recall prior knowledge on climate issues.
Learning Activities:Activity 1: Individual Concept Map-What do you think of when you hear the
terms: climate change and global warming?
Time: 10 MinutesMaterials:
pens/pencils, paper
whiteboard or blackboard
Goal: Create concept map/recall prior knowledge. Instruct students to write the
words climate change on the middle of a blank piece of paper. And create a
concept map with ideas they relate to these words. (provide example)
Activity 2: Class Discussion Concept Maps/Creation of Combined Concept Map
Time: 35 Minutes
Materials: Using White/Blackboard
- Invite the students to share their results with the class and record a
collective vocabulary of words that relate to climate change - creating a
collective concept map. Identify the key differences between climate change
and global warming, and provide examples. Elaborate during student discussion
by providing relevant feedback, and encouraging student interaction.
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Alternative Activity 2: Small Groups-Each using a large sheet of Kraft paper for
their brainstorming. This will facilitate small group collaboration, and the
creation of mental maps, based on shared knowledge. This could then be
elaborated during a class discussion, where small group concept maps are
shared, and then combined.
Activity 3: Pre-Screening: Is It Getting Hot in Here?
Time: 45 minutes
Materials:
pens/pencils, paper
Student Handout A: The Climate Change Debate: Man vs. Nature
Anuradha K. Herath, Astrobiology Magazine Date: 05 October 2011 via
www.livescience.com
LCD projector or DVD player
Goal: Students will examine what is meant by the term climate change andwhat it has in common with global warming. They will then analyze the debate
surrounding climate change, consider their feelings about the issues, and
consider why there is so much passion on both sides of the divide.
Activity 4: WHAT’S ALL THE DEBATE ABOUT?
Time: 45 minutes
Materials:
LCD projector or DVD player
Refer to Student Handout A: Man vs. Nature paper/pencil, notebooks, concept maps, notes from class discussion
Goal: Enhance learning and build cooperative and communication skills
Group Strategy: Divide the class into two groups:
Human Factors & Natural Forces
Instruct each pair to read the summary of the climate change debate
and briefly discuss their understanding of the debate from this
perspective. Instruct them to collaborate with their group on the best
defense for their point of view. (Adapt accordingly-extend to next class
period if learning is being enhanced.)
Key Focus Points for Climate Change Debate (write on white/black board)
Human Factors
carbon dioxide build up (from greenhouse gas emissions)
changes in agriculture
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changes in land-use patterns (both trap more heat)
“Hundreds of scientists around the world have conducted research that show
human activities contribute the most to today’s climate change.”
Natural Forces
Solar changes
Changes in earth’s orbit
“Even scientists who think human activity is the main cause of climate change
don’t deny that natural changes will cause temperature fluctuations on Earth.”
Activity 5: Preview Activity - View Video Segments - Class Discussion
Time: Video Screening: 20 minutes (10 each) Class Discussion: 25 minutes
Materials:
CD Projector or DVD player
Video Screening: “Climate Politics Strategy Meeting”
Video Screening: “Underwater Cabinet Meeting,” Paper/pencils
Student Handout B: Film Synopsis (background info)
Student Handout C: Focus Discussion Questions (completed as class)
Goal: The handout and discussion questions provide focus for students prior to
viewing the two video segments. Instruct students to take notes while watching
the video modules and record quotes that illustrate the debate about global
warming and its impact on the Maldives. Compare their own debate strategies,
and get ideas on ways to improve.
Activity 6: Interactive Class Discussion: WHAT DOES THIS MEAN FOR THE
PEOPLE LIVING ON THE MALDIVE ISLANDS?
Time: 45 minutes
Materials:
CD projector or DVD player
Paper/pencils
Student Handout D: Post Film View Questions
Goal: Students will identify and record key points, and share personal opinions
verbally and/or on the post view questions handout. (to be collected at the
end of the class)
Activity 7: WHAT DOES THIS ALL MEAN FOR YOU?
Time: 45 minutes
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Grouping Strategy: Divide the class into pairs or small groups and instruct
them to review the Huffington Post article and slideshow; “What Climate Change
Just Might Ruin.”
Materials:
Projector or DVD player (for demonstration)
Computers with Internet access to accommodate small groups
Post article and slideshow, “What Climate Change Just Might Ruin.”
Online Resource: Link
Paper/pencils
Goal: Ask each group to identify the impact of climate change on everyday life
in different areas of the world, including their own. Have the students identify
2–3 ways they expect their own lifestyles/habits to be affected by climate
change. And 2–3 ways they expect their school or community will be affectedover time. They should discuss the following as a group:
Guiding Questions:
Which of the following do you expect will be affected by climate change and
how do you think your life might change as a result?
Your favorite foods or beverages
Your means of transportation
Your medical care Your entertainment
Your means of communication
Activity 8: CALCULATE INDIVIDUAL CARBON FOOTPRINT
Time: 45 minutes (interactive)
Grouping Strategy: Small Groups
Materials:
Projector or DVD player (for demonstration)
Online Resources: Zero Footprint Youth Calculator:
http://calc.zerofootprint.net/youth/ Computers with Internet access to accommodate small groups
Paper/pencils
Goal: Instruct the groups to use the Zero Footprint Youth Calculator to
calculate their individual carbon footprints. Then estimate what their group’s
collective carbon footprint might be.
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Ask the groups to discuss their results and identify:
»The top three contributors to their carbon footprint
»What they are currently doing that helps to limit their carbon emissions
Activity 9: CALCULATE INDIVIDUAL WATER FOOTPRINT
Time: 45 minutes (interactive)
Grouping Strategy: Small groups
Materials:
Projector or DVD player (for demonstration)
Water Footprint Calculator for Kids:
http://environment.nationalgeographic.com/environment/freshwater/water-
footprint-calculator/
Paper/pencils
Goal: Students will calculate their approximate individual water usage and relate
this to how collective use impacts the planet. Through this interactive they willlearn that nearly 95 percent of their water footprint is hidden in the food they
eat, energy used, products bought, and services used, in addition to the water
they drink, bathe, and flush with.
What is Your Water Footprint?
http://environment.nationalgeographic.com/environment/freshwater/change-the-
course/water-footprint-calculator/
http://www.waterfootprint.org/?page=files/YourWaterFootprint
How Many Gallons of Water a day are Wasted From Leaky Faucets?http://ga.water.usgs.gov/edu/sc4.html
Assessment: Students are required to complete hand-outs during class
discussions. These provide a means to check understanding. The debate
provides a platform for student interaction and collaboration. Both self and
peer assessments can be included to provide feedback on communication and
participation. The creation of a final artifact provides a means to measure
acquisition of content knowledge.
Adaptations-Learners with Special Needs: Instructional strategiesintegrated in the lesson plan provide additional assistance to learners with
special needs. Grouping strategies and students checklists provide a way to
measure what kind of additional assistance may help individual students
succeed. Software tools can be added to assist students, after you receive a
little feedback on their specific curriculum needs.
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References:
Current Events Awareness/Media Literacy | Social Studies | Classroom
Resources | PBS Learning Media. (n.d.). Retrieved October 15, 2013, from
http://idahoptv.pbslearningmedia.org/resource/006b2846-b093-4939-b297-
23285e4d1e22/006b2846-b093-4939-b297-23285e4d1e22/
The Island President Classroom Modules | Health and Physical Education |
Classroom Resources | PBS Learning Media. (n.d.). Retrieved October 15,
2013, from http://idahoptv.pbslearningmedia.org/resource/4ac519d2-ca28-
42c1-b864-2176e2406114/the-island-president-classroom-modules/
PBS Teachers . learning.now | PBS. (n.d.). Retrieved November 10, 2012, from
http://www.pbs.org/teachers/learning.now/
EXTENSION ACTIVITY:
WHAT IS OUR SCHOOL’S CARBON FOOTPRINT?
The Cool School Challenge offers suggestions on how to expand the activity to
include the whole school.
A Student’s Guide to Climate Change (EPA):
http://epa.gov/climatechange/kids/index.html
Green Schools Initiative:
http://greenschools.net/article.php?id=271
Cool Schools Challenge (National Wildlife Federation):http://www.nwf.org/Eco-Schools-USA/Become-an-Eco-School/Cool-School-
Challenge.aspx