Teacher Guidelines for facinG The fuTureuniteusforclimate.org/pdf/FacingTheFuture_TeacherGuide.pdfpublication manual of the american psychological association. Washington, Dc: american

Teacher Guidelines for

facinG The fuTure

proposinG communiTy responsesTo climaTe chanGe impacTs

sTewardship projecTpreparinG for GraduaTion (Grades 11-12)

UNITE US ©2010 - 2012 Geophysical Institute, UAF Facing the Future

facing the future

table of contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Planning the Climate Expo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Planning Classroom Introduction for Facing the Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Introducing Facing the Future to Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Activity 1 . And the Climate Issue is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 MLA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 APA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Activity 2 . Out of the Box Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Activity 3 . How do they Measure Up? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Activity 4 . Putting it all Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Storyboard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Activity 5 . Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Planning Aids Student Tracker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

introduction

Welcome to Facing the Future, a UNITE US Stewardship Project for students completing coursework for the Preparing for Graduation (Grades 11-12) segment of the curriculum . This engaging culminating project presents students with the opportunity to be advocates for the future of their community and uses ideas and concepts presented in the climate change curriculum they have completed .

These projects will be presented at a community event called a Climate Expo . At the Climate Expo, parents and other members of the community will be able to view these presentations and projects . You will select some Elders and community members to judge student projects and presentations . Winners of the competition will be able to travel to Fairbanks to present their projects to scientists at the UAF’s Geophysical Institute, and possibly to lawmakers and tribal leaders .

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Planning the climate expo � Coordinate with other teachers who are using the UNITE US curriculum .

� Let parents know their students are working on a big project and they (parents) will be invited to school to see the projects when they are finished . Encourage parents to talk with their students about the project .

� When implementing the project, or at least the display/presentation part of the project, choose times when most students will be in school . Work around such things as basketball team trips and hunting seasons .

invite as many audiences as possible:

� Students and teachers who are not participating in the Climate Expo � Mention the expo at a teacher’s meeting . � Send teachers and their classrooms an invitation such as the sample text below by email or in a memo . � To generate enthusiasm, have your classes create posters for the school . � Make sure the date and description of the expo appear on the school calendar, website, and/or

newsletter .

� School administrators � Send administrators an invitation such as the sample text below by email or in a memo .

� School district officials � Send officials the text below by email or in a memo .

� Parents of participants � Send a Final Expo Reminder for Parents .

� All community members � Call the local paper or local radio station to see if they will print or make an announcement of the place,

date and time and will cover the Climate Expo .

Sample text for inviting Visitors

“The students of <CLASSROOM name> are pleased to invite you to our <NAME OF EXPO>, to be held on <DATE> from <TIME> to <TIME> . Come see <NUMBER OF PARTICIPANTS> exciting projects . We are scheduling visits from other classrooms in thirty-minute shifts from <TIME> to <TIME> . We welcome administrators and district officials at any time . Parents are welcome any time during the whole day, as well as after school .”

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Planning classroom instruction for facing the future

The rest of this teacher’s guide presents guidelines for implementing the activities that lead students through a well-thought-out project and presentation . Each of the five activities are described and planning aids are included . See the Planning Aids at the end of this document for a calendar and student tracker . The following activities need to be planned . Use the descriptions of the activities in this packet of teacher guidelines and in the student packet to assign dates .

introduction of facing the future Date: _______________________

� activity 1: “and the climate change issue is . . . ” Due Date: _______________________

� activity 2: “Out of the Box responses” Due Date: _______________________

� activity 3: “how do they Measure up?” Due Date: _______________________

� activity 4: “Putting it all together” Due Date: _______________________

� activity 3: “Peer review” Due Date: _______________________

Presentation at local climate expo Date: _______________________

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introducing facing the future to Students1 . Before introducing Facing the Future to students, consider the format options you are willing to accept from

students as projects . Format options can include posters, three-panel board, slide presentations (Microsoft PowerPoint, Apple Keynote, etc .), newsletter, brochure, or a short video production (iMovie, Moviemaker, etc .) .

2 . When introducing Facing the Future, give students a sense of how creative they can get with their project, the options they have for formats, and how this project really gives students an opportunity to serve in a leadership role and advocate for their community .

3 . Communicate due dates with students . Students can record due dates of Activities on page 1 of the Facing the Future Stewardship Project Student Packet .

4 . Communicate expectations for the project . The following Rubric can be found on page 11 of the Facing the Future Stewardship Project Student Packet .

5 . The introductory presentation sets the stage for the project . The student introduces his or her project . If the project includes an oral presentation, like a sliedshow or three-panel board, then the student will continue with his or her presentation . If the project is in a print-based format or a movie, the student introduces his or her project and then lets the product speak for itself .

Science content and climate Literacy � The issue clearly has a connection to climate . � Scientific concept is explained well . � This project combines both western science

and local or traditional knowledge for a relevant concern .

� The proposed response(s) shows thought towards the community’s future, economy, environment and social equity .

10 8 6 4 2

Organization and Overall appearance � This project hooks the audience at the beginning

and clearly guides them through the issue and proposed response(s) .

� The product is aesthetically appealing . � The student took care in designing the project .

5 4 3 2 1

Mechanics � Spelling and grammar are correct . � Graphics are captioned and help show the

significance of the issue and/or response . � Data is clear and properly labeled . � Sources of information are listed correctly .

5 4 3 2 1

introductory Presentation � Speech, confidence, knowledge and enthusiasm

are inspriational and set the stage for the project .

5 4 3 2 1

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facing the future

activity 1. and the climate issue is . . .In this activity, students review all possible climate-related issues that may apply to their community . Students then select an issue to address . Students use their coursework, Climate Resources and other research to begin building an argument of the local significance of the issue using both local or traditional knowledge and Western Science .

� Teaching options: This entire procedure may be student-led OR STEPS 1 and 2 may be teacher-led with the entire class .

� The Case Studies database in the UNITE US Climate Resources contains multiple examples of climate issues . The lesson, Elders Insight on Weather and Climate, contains local observations that may include local climate-related concerns . Other lessons may supply scientific background on some issues .

� Before STEP 4, address your preferred format for listing sources (MLA or APA) . A short handout of each style are on the following two pages . Be sure that students list people who have provided local or traditional knowledge in support of the significance of their climate change issue .

� A benefit of having students complete the Microsoft Word document “And the Climate Change Issue is…,” is that students may access and copy portions from this document into the appropriate place on their final project .

Materials: • Portfolio of work from UNITE US lessons• Climate Resources (www .uniteusforclimate .org)• Electronic File: Microsoft Word document “And the Climate Change Issue Is…” from www .uniteusforclimate .org

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MLA

Modern Language association (MLa) handbook for Writers of research Papers. On the list of references, list in alphabetical order . Each entry should be single-spaced and double-spaced between entries . For each entry, indent the lines that follow the first line . Two spaces follow periods .

Personal interview

Use the last name only in parentheses, when citing in text .

Example of in-text citation: Three lakes around the village are shrinking (Smith) .

Reference example: Smith, John . Personal INTERVIEW . 17 April 2006 .

Periodical

Author Last Name, First name . “Title of Article .” Title of Periodical or Newspaper 24 June 2008: xx-xx

Page numbers follow the publication date .

For material accessed online, add the date it was accessed followed by the URL .

Example: Author Last Name, First name . “Title of Article .” Title of Periodical or Newspaper 24 June 2008: 23-25 . 7 July 2008 <http://www .xxxxxxxx> .

Books

Author Last Name, First name . Title of Book . Location: Publisher, year .

For material accessed online, add the date it was accessed followed by the URL .

Example: Author Last Name, First name . Title of Book . Location: Publisher, year . 7 July 2008 <http://www .xxxxxxxx> .

fair use for educational purposes:

Photographs, figures, charts, tables, diagrams, etc.

o display the copyright notice(s) with any copyright ownership information shown in the original source for all images;

o identify the creator/author, title, publisher, and place and date of publication; or

o cite the electronic address if the work is from a network source .

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APA

american Psychological association. (2001). publication manual of the american psychological association. Washington, Dc: american Psychological association. On the list of references, list in alphabetical order . Each entry should be single-spaced and double-spaced between entries . For each entry, indent the lines that follow the first line .

Personal interview

note: In APA, unpublished interviews are cited in the text only, and not in the bibliography . name (format, date of interview) example: J . Smith (personal communication, May 25, 2010)

Periodical (Journal, newsletter, newspaper article, magazine article, etc.)

General reference form: Author, A .B ., Author, C .D ., & Author, E . (year) . Title of article . Title of periodical, xx, page #-page # .

• Include the digital object identifier (DOI) if there is one . � Format: doi xx .xxxxxxx

• Include the URL, if it was retrieved online . � Format: Retrieved from http://www .xxxxxxx

Books

General reference form: Author, A .B ., & Author, C .D . (year) . Title of work. Location: Publisher .

• Include the digital object identifier (DOI) if there is one . � Format: doi xx .xxxxxxx

• Include the URL, if it was retrieved online . � Format: Retrieved from http://www .xxxxxxx

fair use for educational purposes:

Photographs, figures, charts, tables, diagrams, etc.

o display the copyright notice(s) with any copyright ownership information shown in the original source for all images;

o identify the creator/author, title, publisher, and place and date of publication; or

o cite the electronic address if the work is from a network source .

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facing the future

activity 2. Out of the Box responsesIn this activity, students use thinking skills as they brainstorm possible responses to their selected issue and get additional ideas from a peer . Encourage students to record all possible responses and not to judge the responses . Students may complete this activity with paper and pencil, or by using concept-mapping software (e .g ., Inspiration, VUE, Compendium, Mindmeister, etc .) .

Materials: • Blank paper• Pencil/pen• Concept mapping software (e .g ., Inspiration, VUE, Compendium, Mindmeister, etc .) (optional)• Climate resources (www .uniteusforclimate .org)

activity 3. how do they Measure up?In this activity, students evaluate the viability of all the responses brainstormed in Activity 2 . Out of the Box Responses . By the end of this activity, students should have a selected response or responses to their selected issue .

• As preparation for this activity, it would be helpful in guiding the students in reviewing the completed Envisioning the Future activity (From the STUDENT WORKSHEET: Sustainable Decision Making)

Materials:

• Envisioning the Future activity (From the STUDENT WORKSHEET: Sustainable Decision Making)

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facing the future

activity 4. Putting it all togetherIn this activity, students gather all the necessary pieces of content, plan, and create their project .

Remind students that the introductory presentation sets the stage for the project . The student introduces his or her project . If the product includes an oral presentation, like a slideshow or three-panel board, then the student will continue with his or her presentation . If the project is in a print-based format or a movie, the student introduces his or her project and then lets the product speak for itself .

Students need to consider the format they are going to use . Depending on the formats you are permitting students to use, share planning aids such as the storyboard (on the following page) to line out key scenes for movies or sequences of slide shows, or the following tips for print-based projects .

tips for Print-based projects (posters, newsletters, and brochures)

Consider how information will flow across your poster, brochure, or newsletter .

• Use templates for brochures and newsletters from Microsoft Word .

• Cut all your sections out in real size and place them on a table . Move and rearrange sections until you are happy with the final product .

• Balance the contents (text and graphics) with the white space so that it doesn’t look too cluttered or too sparse .

• For brochures, and newsletters, consider making several copies for multiple readers .

• For posters, � columns are easier to read when there is a crowd of people in front of it . � a numbering system can help people follow the flow of information .

By column

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Storyboard for __________________________________________________, page __________

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activity 5. Peer review

This activity allows students to get preliminary feedback from their peers on their projects and their presentations .

• • Teaching option: One way to accomplish this activity is to divide students into triads . Students take turns presenting their projects and reviewing the projects of their peers .

• • Before students begin the process of review, go over the criteria and required components that are listed in the table on the peer review forms .

• • Emphasize that this procedure is meant to give feedback in the spirit of helping classmates .

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rubricfacing the futurePreparing for graduation (grades 11-12)Stewardship Project rubric

Student name(s): ________________________________________________________ total Score: _____________

title of Project: __________________________________________________________________________________

Science content and climate Literacy � The issue clearly has a connection to climate . � Scientific concept is explained well . � This project combines both western science and local or

traditional knowledge for a relevant concern . � The proposed response(s) shows thought towards the

community’s future, economy, environment and social equity .

10 8 6 4 2

Organization and Overall appearance � This project hooks the audience at the beginning and

clearly guides them through the issue and proposed response(s) .

� The product is aesthetically appealing . � The student took care in designing the project .

5 4 3 2 1

Mechanics � Spelling and grammar are correct . � Graphics are captioned and help show the significance of

the issue and/or response . � Data is clear and properly labeled . � Sources of information are listed correctly .

5 4 3 2 1

introductory Presentation � Speech, confidence, knowledge and enthusiasm are

inspriational and set the stage for the project .

5 4 3 2 1

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Student tracker

name act

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calendar

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Documents

Teacher Guidelines for facinG The fuTureuniteusforclimate.org/pdf/FacingTheFuture_TeacherGuide.pdfpublication manual of the american psychological association. Washington, Dc: american