5.G.1.2 Explain the positive and negative effects of human activity on the physical environment of the United States, past and present 4.L.1.1 Give examples of changes in an organism’s environment that are beneficial to it and some that are harmful. 5.P.2.1 Explain how the sun’s energy impacts the processes of the water cycle (including evaporation, transpiration, condensation, precipitation and runoff).
Conceptual Relationship:
Human activities accelerate changes to Earth's climate system.
Guiding Questions:
How do human activities impact Earth's climate system?
How can humans change behaviors in order to live more sustainably?
What are the indicators of environmental change?
What lifestyle choices have the most/least significant impact on ecological footprint?
Assessment:
Formative (Pre) and Summative (Post) Assessment: “3-2-1” Bridge (Before and After lesson)
Set up: Have students write their responses on sticky notes (or paper if not available).
On the board there will be 3- 2-1 Bridge Chart (Pre and Post Lesson)
Students will stick their response to the chart.
Formative Assessment: True or False Slides
Ask students if they think the statement is True or False.
After students respond we will discuss whether the statements are true or false.
Formative Assessment: Gallery Walk
Students will walk around the classroom for five minutes viewing the five before and after photos.
Answer the guided questions provided in the PowerPoint into their notebooks.
Students will then return to seats and we will discuss each photo with the correct information.
NYC photos of before the industrial revolution and today.
Allude to the importance of these photos through the notion of climate change.
Guided Practice:
Introduce the lesson “3-2-1” Bridge
What are 3 words that come to mind about climate change?
What are 2 questions you have about climate change?
What is one strategy that can help prevent climate change?
Jump into True/False questions on the PowerPoint (Common misconceptions about climate change)
Have students raise hand to vote for true or false
Debrief after each misconception with statistics
Say to students: “We’re going to watch a short clip on climate change. While you’re watching the video, try to identify factors that contribute to climate change”
Debrief with discussion on statistics
Introduce Gallery Walk
“We have posted several images representing the impact of climate change throughout the world. For the next 8 minutes, break up into small groups and spend about two minutes at each image observing:
Where were the pictures taken?
What are the causes that resulted in the change?
How long apart do you guess the images were taken?
Debrief with information on each image
Closure:
To close the lesson, have students re-do the “3-2-1” bridge from the beginning of the lesson
Compare and discuss the changes in their answers
Collect 3-2-1
Re-introduce the NYC picture and establish the importance of the side by side and what it means to climate change.
In our next lesson we will discuss our carbon footprints and dive deeper into the effects of climate change.
Accommodations:
If our lesson is too advanced for the class, we can offer additional instructional support. If students need more guidance with our activities we can engage them by giving them guiding ideas to help them generate their own ideas.
If students want to go deeper we can discuss or draw a picture of our actions that we are making and how they are affecting the climate.