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1 Running Head: TEACHER WORK SAMPLE: CLIMATE CHANGE AND PALEOCLIMATOLOGY

TEACHER WORK SAMPLE: CLIMATE CHANGE UNIT

Andrew Parliment

Colorado State University

February 12th to February 24

th

Spring 2015


I. Context and Setting

Fossil Ridge is a large and well-funded high school surrounded by affluent neighborhoods on the

southern end of Fort Collins, Colorado. The horse shoe shaped building sits in a relatively undeveloped area.

The building itself is highly eco-conscious in its design, with nearly all classrooms having external windows for

natural lighting. It is a part of the Poudre School District, which serves Fort Collins, Laporte and surrounding

areas.

The student body at Fossil Ridge is 86% white, 7% Hispanic or Latino, 3% of two or more races, 2%

Asian, 1% American Indian or Alaskan native and 1% black. 11% of students at Fossil Ridge are eligible for a

free or reduced price lunch program (greatschools.org). As a whole, students in the Poudre School District are

74.31% white, 17.93% Hispanic or Latino, 3.15% of two or more races, 3.06% Asian, 0.53% American Indian

or Alaskan native and 1.37% black. 30.79% of Poudre School District students are eligible for free or reduced

lunch (psdschools.org). Both Fossil Ridge and the Poudre School District are generally less diverse than the

state of Colorado as a whole, of which the student population is 56% white, 32% Hispanic or Latino, 3% of two

or more races, 3% Asian, 1% American Indian or Alaskan native and 5% black. 41% of Colorado students are

eligible for free or reduced lunch (greatschools.org).

Fossil Ridge has a very involved parent community that helps organize and chaperone a variety of

school related events from school dances to athletic and academic competitions. Fossil Ridge has a very

involved integrated services department. General education students are very respectful of the integrated

services staff and students, and I have often seen general education students helping differently abled students

between classes.

Fossil Ridge operates on the Multi-Tiered System of Supports (MTSS), which monitors student

discipline issues and failing grades across classes and intervenes when necessary. Students are given special

accommodations as needed for 504 learning plans and individualized learning plans (IEPs). During my time at


Fossil Ridge I participated in the code 99 training, learning how to handle dangerous scenarios such as an active

shooter.

Dan Dannahower’s Earth System Science class is an inquiry based environment in which questioning is

encouraged. His jovial demeanor is tempered by a disciplined attitude that keeps his classroom on task. The

class consists of twelve boys, two of whom are Hispanic/Latino and one of whom is Asian, and fourteen girls,

one of whom is Hispanic/Latina. This classroom was the best environment for a teacher work sample because

the science department has a great deal of resources available for the Climate Change unit, but also offers a

great deal of freedom in how information is portrayed. This class can often be quite quiet, and there have been

discipline issues at times with regards to cheating. Ultimately, I feel that I have built a very strong relationship

with the class.

II. Unit Topic

The overall topic for this unit was Climate Change. Individual lessons covered topics ranging from

evidence for Climate Change to models of Climate Change to solutions to Climate Change. The overall learning

goal of the unit was to give students an understanding of what Climate Change is, why it is accepted by the

scientific community, and what it means for our day to day lives.

The content standard that sets the primary focus for this unit is “Analyze the evidence and assumptions

regarding Climate Change (DOK 1-3)”. This topic will address this standard from a variety of different

standpoints, showing both the evidence for and the outcomes of Climate Change. In addition, students will fulfil

their numeracy standard, “Think critically, analyze evidence read graphs, understand logical arguments, detect

logical fallacies, test conjectures, evaluate risks, and appreciate the role mathematics plays in the modern world,

i.e., be quantitatively literate.”, through the analysis and interpretation of the data and models they will be

exposed to throughout the unit. Students will meet their literacy standard, “Use Lotic and Rhetoric to analyze

and critique ideas.”, by evaluating the claims of climate change and writing their own reflections at the end of


each packet. Students will meet their 21st Century skills standard, “Select, integrate, and apply appropriate

technology to access and evaluate new information.”, as they use a variety of computer models to aid in their

understanding. In addition to these overarching unit standards, each lesson will address specific standards in

content, literacy, numeracy and 21st century skills. All lesson plan material can be found in Appendix C.

This material has a deep global importance. By educating students on the effects and possible solutions

to Climate Change, we have the potential to change the way that the next generation treats our atmosphere. On a

personal level, these lessons might conflict with or support the values of each students’ home environment.

Viewing material from a new perspective, be it an opposing viewpoint or your current viewpoint through a

different lens, offers the opportunity to reflect on one’s own personal beliefs and values and engage in

metacognition. Fossil Ridge is well known as a “green” school, with solar panels and a design that maximizes

natural light. It is only fitting that their science department give them a thorough understanding of why these

measures are necessary. The generally wealthy student population is likely to have a larger carbon footprint

than students of lower socioeconomic status (they use more gas, discard more plastics, etc.) It is therefore

important that they understand how to mitigate this effect and be conscious about how they impact the

environment.

III. Unit Standards, Goals and Objectives

The overarching content standard for this unit states “Students will be able to analyze the evidence and

assumptions regarding Climate Change (DOK 1-3)”. This is accomplished through the following learning

targets “Students will be able to understand that the Earth’s climate is changing as a result of both natural and

man-made factors.”, “Students will be able to identify both natural and human made molecules that affect

how electromagnetic radiation is absorbed and reflected.”, “Students will be able to explain how scientists use

models to predict the climate.”, and “Students will be able to participate in the scientific discussion on Climate

Change.”


These learning targets break the state standard down into a number of different subcategories. We

looked at how Climate Change is the result of both natural and human factors, followed by looking at the

specific molecules responsible for these effects. We then gave them tools such as scientific models and possible

solutions in order to have an informed discussion on Climate Change.

In addition, this lesson deals with a number of computer simulations, utilizes inquiry based group work,

and has students reading current articles on the subject of Climate Change. These 21st century skills teach

students how to stay informed, use technology to answer questions, and to work effectively with a team. In the

specific context of a controversial scientific topic, students will learn how to be more informed citizens.

This unit has students reporting their understanding in a variety of ways. Students will write an essay

summarizing what they learned for several of their major lessons. They will also learn how to write clear and

direct captions for graphs and figures, a valuable skill in scientific writing. They will also communicate their

understanding verbally, both with me and with their fellow students.

Students will hone a variety of mathematical skills, as well. They will read and interpret graphs,

understand statistics based arguments for Climate Change and observe the ratios of various isotopes.

IV. Assessment Tools

The pre-assessment for this unit consisted of five free response questions. These questions were as

follows “1) What is a greenhouse gas? What are the major greenhouse gases?”, “2) What is an isotope?”, “3)

How do we know the temperature and CO2 content of the atmosphere before these things were recorded?” “4)

What gases make up our atmosphere?” and “5) Why do greenhouse gases let sunlight into our atmosphere, but

not out?”. Of these questions, numbers one, three and five correspond directly to several of the problems from

the multiple choice final exam. These values were compared graphically in section VI to assess learning.

Question two is not something they will be tested on, but a basic understanding of isotopes is necessary in part

to understand question three, as water containing 18

O is used in several methods of determining temperature.


Question four, listing the gases that make up or atmosphere, is something they have been tested on previously,

but is necessary for an understanding of greenhouse gases. The open ended questions gave students provided

students an authentic outlet to convey whatever it is that they feel they know about the topic. Students were also

encouraged to leave questions blank if they felt they had no knowledge of the subject or if they were all-

together unsure whether or not they understood the topic, providing a degree of self-assessment. The pre-

evaluation is shown in Appendix A.

Throughout the unit, a variety of formative and transformative forms of assessment were implemented.

During each lesson, I checked for understanding in a variety of ways. I made a point of cold calling students

during warmup questions, and have other students give hints and tips when cold called students were unsure

about how to solve the problem. I made sure to check work over students shoulders while they worked, helping

them learn to question their own understanding and to work towards evidence to support or disprove their initial

assumptions. I also made a point of asking probing questions when students completed their work successfully

(“What is the significance of this answer?”, “Is there another way you could have solved this problem?”, etc.).

Transformative assessment took the form of brief essays where students reflected on their learning. This

exercise in metacognition helped them realize what their strengths and shortcomings were and helped them

create new connections between the material they were learning as well as with other parts of the atmosphere

unit. These authentic assessments gave individualized feedback on student performance.

The post assessment took the form of a multiple choice final for their atmosphere unit. This test is used

in all Earth System Science classrooms at Fossil, and was written by the ESS teachers over the previous

summer. This traditional assessment evaluated students’ knowledge of the content, but some more in-depth

questions also called for a deeper understanding. Because the test covered the entirety of the atmosphere unit

(half of the content for the semester), only select questions that related directly to Climate Change were

analyzed for the post assessment. These questions corresponded directly to questions one, three and five of the

pre-evaluation. The relevant post-evaluation questions are shown in Appendix B.


V. Instruction and Management Plan

The unit progresses in the following order. First, students learn to define Climate Change. Next, they

learn about what is physically happening when greenhouse gases cause the Earth to heat up, as well as the

evidence we have that this is occurring. Students then learn about the carbon cycle and how human activity

offsets this balance. By the end of the same lesson, students begin a homework assignment in which they

produce graphs of CO2 levels, both by month and by year, to show that this balance has in fact been offset. This

graphing activity is used as a lead in to a discussion on scientific modeling in the next lesson, in which students

learn about the predictions we can make from this data. Finally, the unit is wrapped up with some possible

solutions to Climate Change.

During this process, literacy is integrated into the lessons through a variety of writing assignments that

synthesize what students have learned at the end of assignments. This gives students practice writing and

organizing their thoughts, and also enhances the instruction of the content by giving them the opportunity to

reflect on their learning. Numeracy is also integrated through the isotope ratios students compare and the graphs

they analyze and produce. Technology is an integral part of the lessons, with students using a variety of

simulations to aid in their learning. Students are also given an introduction to using excel to produce scientific

graphs. Cooperative learning is a major part of this (and every) unit as students work with their tablemates to

solve problems and analyze readings.

As mentioned, cooperative learning is used on a daily basis. Students work together while working on

PhET simulations and working through inquiry packets. These interactions are facilitated as I check in with

individual groups, making sure all students are participating. Students are also encouraged to reflect on their

group work as part of their responses in essays. Students also engage in inquiry based learning. The packets

they complete give them a variety of means of discerning information for themselves. For example, instead of

simply telling them that greenhouse gases transmit visible light and absorb infrared light, students instead work

through a brief lab in which they simulate the effect with glass slides. Students learn inductively in a variety of


ways. Much of the coursework for this section helps students examine the individual pieces of evidence that

build a case for the overall theory of Climate Change such as the data of CO2 levels compared to global

temperatures of a variety of timeframes. This method allows students to see the scientific process in action, as

the theory is justified to them bit by bit, rather than simply told to them.

The unit plan and individual lesson plans for the Climate Change unit can be viewed in Appendix C.

VI. Assessment Data and Analysis

For the pre-assessment, students are rated from one to four on their understanding of the material. A four

represents a student who answered the question with no incorrect information, and a one represents a student

who either did not respond or showed no understanding. Specific criteria for each of the five questions are

outlined in Appendix A.

These values were averaged and converted to a percentage in order to compare them with post-

evaluation questions. These values showed 56.5% understanding for question one, 14.5% understanding for

question two, 8.7% understanding for question three, 78.3% understanding for question four, and 33.3%

understanding for question five. As mentioned, questions one, three and five will relate to content on the test.

Question three, concerning how we measure the temperature and composition of atmosphere in the past,

therefore, should be a major focus of the unit, as it has the lowest understanding of the three by a wide margin.

The paleoclimate packet they will complete at the beginning of the unit will go through the various methods in

great detail, and these points will be reviewed throughout the unit. Question two concerns students

understanding of isotopes. This question had a very low level of understanding, which is to be expected given

that it is an advanced topic for an Earth Systems Science class. The concept of isotopes will be covered in

enough depth to convey its relevance to the material. Question four had very high levels of understanding. This

is good, considering it is material they had learned last semester, and it will be a necessary foundation for this


unit. Since there were 14 students in the two to three range for this problem, though, we will review this concept

before moving on. The following figures represent student understanding graphically.

Pre-Evaluation Figures

Figure 1: Question 1 asks “What is a greenhouse gas? What are the major greenhouse gases?” Answers are rated with 1 representing no understanding and 4 representing complete understanding without misconceptions. Overall, student understanding was rated at 56.5%

Figure 2: Question 2 asks “What is an isotope?” Answers are rated with 1 representing no understanding and 4 representing complete understanding without misconceptions. Overall, student understanding was rated at 14.5%

Figure 3: Question 3 asks “How do we know the temperature and CO2 content of the atmosphere before these things were measured?” Answers are rated with 1 representing no understanding and 4 representing complete understanding without misconceptions. Overall, student understanding was rated at 8.7%

Figure 4: Question 4 asks “What gases make up our atmosphere?” Answers are rated with 1 representing no understanding and 4 representing an ordered list of at least the two most common gases. Overall, student understanding was rated at 78.3%

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Figure 5: Question 5 asks “Why do greenhouse gases let sunlight into our atmosphere, but not out?” Answers are rated with 1 representing no understanding and 4 representing complete understanding without misconceptions. Overall, student understanding was rated at 33.3%

Student post assessment is based on a selection of questions from their final which dealt with the

material covered in the Climate Change unit. These questions were categorized based on whether they aligned

with the content from pre-evaluation question one, three or five. Five questions aligned with the content of pre-

evaluation question one, two with question three and four with question five. The average score on the pre-

evaluation question one centered question was 89.6%, 56.5% for those related to pre-evaluation question three,

and 88.0% for those related to pre-evaluation question five. This shows a marked increase in understanding in

all three areas from the initial understanding levels of 56.5%, 8.7% and 33.3%, respectively. Although the 47.8

percentage point increase for the material of pre-evaluation question three is impressive, a 56.5% understanding

overall is not ideal. This shortcoming is likely due to a number of factors. Foremost, the concepts of

determining quantitative values for temperature and CO2 concentration in the distant past is by far the most

abstract and difficult material in this unit. Furthermore, this section consisted of a smaller section of the test,

only two questions. It therefore is more subject to individual variability, and students likely did not spend as

much time studying these concepts since they represented a proportionally smaller section of their review guide.

These low values were noticed shortly after the grading of the test, and students were informed they need to

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practice such questions on future review throughout the semester. The following graphs show a graphical

representation of the data. The specific questions can be seen in Appendix B.

Post-Evaluation Figures

Figure 6: These graphs represent scores on test questions related to pre-evaluation question one. Blue bars represent correct responses and red ones represent incorrect responses. The overall score for these questions was 89.6%.

Figure 7: These graphs represent scores on test questions related to pre-evaluation question three. Blue bars represent correct responses and red ones represent incorrect responses. The overall score for these questions was 56.5%.

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Figure 8: These graphs represent scores on test questions related to pre-evaluation question five. Blue bars represent correct responses and red ones represent incorrect responses. The overall score for these questions was 88.0%.

These figures clearly illustrate that unit was successful at improving understanding in all areas.

Questions one and five showed the most obvious improvement, but question three showed a large increase in

understanding, it is simply a matter of trying to further increase that understanding by the end of the semester.

This data is in agreement with the progress witnessed in the formative and transformative assessments given

throughout the unit.

The strengths of the assessment are that pre-evaluation questions line up specifically with both the

objectives of the unit and the questions on the post evaluation, and that the data was evaluated in such a way

that the data can be compared as two sets of percentage points representing the overall understanding of

material. Some weaknesses might be that the pre-evaluation questions are much broader then the post

evaluation questions, and are free response questions as opposed to multiple choice questions. It was my

opinion that a lengthy pre-evaluation that looked a great deal like their final test would be intimidating for

students, so I strived to make the pre-assessment as quick and unassuming as possible as to not interfere with

students learning throughout the unit.

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VII. Student Teaching Experience Reflection

Overall, I felt that my student teaching was a great success through which I learned a great deal about

the art of teaching, made positive impacts in students’ lives, and affirmed my interest in teaching.

One of the biggest takeaways of my experience as a student teacher is how to plan not just for individual

lessons, but for how those lessons fit into units, and how units interact with one another to produce a full picture

the material. I felt that one of my strengths when delivering lessons was my ability to differentiate instruction. I

felt that through one on one interaction with students I was able to tailor my explanations to individual students,

ask a range of probing questions guided by the level of understanding of a particular student and teach through a

variety of methods. I feel that one thing I will strive for in the future is to play a more active role in planning

lessons, rather than using material the science department had available, and making a point of making lessons

my own when I do collaborate on material.

I deeply feel that as a student teacher, I made meaningful impacts in my students’ lives. Throughout the

semester, I learned how to best approach a variety of student interactions ranging from discipline, parent

communication and mentoring and support. I feel that one of my strengths in student teaching was the amount

of outside time I invested to being a part of the school community. I coached a Science Olympiad team and

participated in a variety of afterschool events. I felt that interacting with students in my classes at these events

resulted in a much more personal bond with students, as I shared in their interests and their community. One

thing I will do differently in the future is to make a point of using these relationships as a means of advancing

content. At several times in my student teaching, the relationships I had with students served as a potential

distraction in class. By cultivating a community of mutual respect I can ensure that students stay on task and are

being held accountable for their work, even if they would rather talk to me about video games or what I thought

of their role in the school play.


Overall, I thoroughly feel that my experience as a student teacher affirmed my interest in teaching.

Managing an entire class of students was indeed a challenge, but the relationships I built and scientific curiosity

I witnessed was a truly rewarding experience.


References

Fossil Ridge High School. (n.d.). Retrieved December 7, 2014, from http://www.greatschools.org/colorado/fort-

collins/2434-Fossil-Ridge-High-School/

PSD Demographics. (n.d.). Retrieved December 7, 2014, from https://www.psdschools.org/about-us/psd-

demographics

Appendix A Pre-Evaluation

Name _____________

1) What is a greenhouse gas? What are the major greenhouse gases?

2) What is an isotope?

3) How do we know the temperature and CO2 content of the atmosphere before these things were

recorded?

4) What makes up our atmosphere?

5) Why do greenhouse gases let sunlight into our atmosphere, but not out?

Appendix A Pre-Evaluation Rubric

Note: each questions starts with one point.

1)

+1 –Named a few greenhouse gases

+1 – Showed an understanding of the fact that greenhouse gases heat up the earth and why.

+1 – gave no incorrect information

2)

+1 – mentions element

+1 – mentions neutrons

+1 – correctly defines isotope

3)

+1 – Mentions ice cores

+1 – mentions forams

+1 – gave no incorrect information

4)

+1 – Identifies some gases correctly

+1 – Identifies Oxygen and nitrogen in correct order.

+1 – lists no incorrect answers

5)

+1 – mentions UV/IR light

+1 – discusses absorbance/reflection/transmittance

+1 – correctly explained w/o error

Appendix B Post-Evaluation

Note: correct answers are bolded. Questions related to pre-evaluation question 1

Use the following graph to answer questions 36-37.

36. Which of the following titles is most fitting for this graph? a. Change in Temperature Throughout the Year, from 1991-1995. b. Change in CO2 Concentration Throughout the Year, from 1991-1995. c. Decrease in CO2 Concentration Over Time. d. Increase in Temperature Over Time.

37. The BEST explanation for the yearly fluctuations in CO2 is a. seasonal differences in the burning of fossil fuels. b. animal migration patterns. c. incorrect calibration of the instrument. d. differences in the amount of vegetation available for photosynthesis.

38. A line of best fit has been added to the graph below. The slope of this line illustrates which of the following? a. the average increase in temperature from 2001- 2005. b. the average increase in CO2 concentration from 1991-1995. c. the exact CO2 concentration for every month of the year from 1991-1995. d. CO2 concentrations remained constant from 1991-1995.

Monthly Carbon Dioxide (ppm) from 1991-1995

350

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m)

39. All of the following processes are involved in exchanging carbon atoms with the atmosphere EXCEPT a. run-off b. photosynthesis c. carbon dioxide exchange in oceans d. fossil fuel combustion

40. Natural gas, oil and coal are __________________ resources that release ________ into the atmosphere

through the process of combustion. a. renewable resources; oxygen b. non-renewable resources; methane c. non-renewable resources; carbon dioxide d. renewable resources; water vapor

Questions related to Pre-evaluation question 2

42. A glacial ice core from a colder period in Earth’s history would have ____________ 18O and a fossilized foram would have ______________ 18O.

a. more, less b. less, less c. more, more d. less, more

48. The graph to the right shows which of the following?

a. The comparison of model data to observational data since approximately 1950. b. Changes in temperature measured in ice cores from the Vostok site. c. Levels of CO2 measured at the Mauna Loa site d. Projections of future temperature based on computer models

Monthly Carbon Dioxide (ppm) from 1991-1995

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Questions related to Pre-evaluation question 3

15. Gases referred to as greenhouse gases primarily absorb ______________ and have a _____________ effect on the atmosphere.

a. ultraviolet radiation, cooling b. visible light, warming c. infrared radiation, warming d. CO2, cooling

Use the diagram to the right to answer the next

three questions. See also Figure 1.

16. What happens to the radiation from the sun as it encounters and passes through Earth’s atmosphere?

a. It is all absorbed. b. It is all reflected. c. It can be absorbed or pass

through, but none is reflected. d. It can be reflected, absorbed, or

pass through to earth’s surface.

17. What is the TOTAL percentage of radiation that is reflected by clouds, earth’s surface, and the atmosphere?

a. 16 % b. 30 % c. 31 % d. 64 %

Observational and Model Data (1850-2010)

12.6

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1840 1860 1880 1900 1920 1940 1960 1980 2000 2020

Year

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ture

(°C)

Observational data

Coupled Model Control

AMIP Model Control

49. All of the following gases absorb and reradiate infrared radiation EXCEPT. a. CH4 b. CO2 c. O2 d. H2O

1

Appendix C Unit Plan

Title of Unit Global Warming Grade Level Sophomore

Curriculum Area Earth System Science Time Frame February 12th-26th

Developed By Drew Parliment

Identify Desired Results (Stage 1) Planning the Unit

With Democracy and Social Justice at the Center of Instruction

Focusing on the National Network for Educational Renewal (NNER) Mission-

The Four-Part Mission of the Agenda for Education in a Democracy

Equal Access to Knowledge

Enculturation in a Democratic Society

Nurturing Pedagogy – Safe and Caring for All

Stewardship of the Mission

What are you and your students doing in this unit to advance the Four-Part Mission? With which part(s) of the Agenda does this

unit connect with more clearly and how?

Overall, this lesson will provide equal access to students by presenting the information in multiple ways, differentiating the material both in terms of learning styles and ability. Students will learn in a nurturing environment in which formative

assessment is use to help students better understand the material and their understanding of it. This lesson will steward the

mission by providing students the content and analytical tools they need to be effective young scientists. Most clearly, this unit will enculturate students in a democracy by giving them an understanding of climate change, the support for this theory, and its

relevant to our world and democracy.

Content Standards Content: Analyze the evidence and assumptions regarding climate change (DOK 1-3)

Numeracy: Think critically, analyze evidence read graphs, understand logical arguments, detect logical fallacies, test conjectures, evaluate risks, and appreciate the role mathematics plays in the modern world, i.e., be quantitatively literate.

Literacy: Use Lotic and Rhetoric to analyze and critique ideas. 21st Century Skills: Select, integrate, and apply appropriate technology to access and evaluate new information.

Understandings Essential Questions Overarching Understanding Overarching Topical

2

Students will gain an understanding of climate change, and how our understanding of it is enhanced by data and models.

What impact does climate change have on our world

and our day to day lives?

How can we prove that climate change is

happening? How can we

determine the causes of climate change?

How do we determine the temperature and CO2 concentration of our

atmosphere in the distant past? How do scientists model the

atmosphere? Related Misconceptions

There is a debate about the existence of climate change

among scientists. Weather and Climate can be used interchangeably

Knowledge Students will know…

Skills Students will be able to…

The difference between weather and climate The definition of climate change

How we determine past temperatures and CO2 levels

How we model the atmosphere

Read and produce graphs and interpret data. Use and understand a variety of simulations.

Understand and engage with a scientific argument.

Assessment Evidence (Stage 2)

Performance Task Description

Goal Complete the paleoclimatology packet and be able to explain their understanding both in the form of a short essay and in class conversations.

Role The role of this transformative assessment will be to have an authentic dialog about the material with students, assessing and talking through their own misconceptions, reinforcing their understanding, and

engaging in metacognition.

Audience Students on an individual basis.

Situation Students will have a conversation with me about the material as they finish various sections. Students will

write their responses individually after completing their packets.

Product/Performance

Content: Students will demonstrate a thorough understanding of the content.

Literacy: students will support their understanding with their own logic and reasoning.

12st Century Skills: Students will access and use technology while completing their packets.

Standards

Content: Analyze the evidence and assumptions regarding climate change (DOK 1-3) Literacy: Think critically, analyze evidence read graphs, understand logical arguments, detect logical

fallacies, test conjectures, evaluate risks, and appreciate the role mathematics plays in the modern world, i.e., be quantitatively literate.

3

21st Century Skills: Select, integrate, and apply appropriate technology to access and evaluate new information.

Other Evidence Students will engage in a summative assessment in the form of their atmosphere final exam. This traditional assessment was provided by Fossil Ridges science department, as all science tests are pre-written.

Learning Plan (Stage 3) Where are your students headed? Where have they been?

How will you make sure the students know where they are going?

Students are headed towards a deeper understanding of climate change. They have

likely overheard conversations about the topic, now they have the tools to engage more confidently in those discussions, and hopefully develop their own understanding.

How will you hook students at the beginning of the unit? I will connect the learning to their day to day lives by explaining the relevance

climate change has in the modern world.

What events will help students experience and explore the big idea and questions in the unit? How will you equip

them with needed skills and knowledge?

A variety of simulations and activities including the paleoclimate packet, the glass slides used to simulate greenhouse gases, and the solutions to climate change

packet will explore the content in an inquiry process. I will guide them through the content of each packet and help them understand the simulation they will perform with the glass slides.

How will you cause students to reflect and rethink? How

will you guide them in rehearsing, revising, and refining their work?

Students will write a short essay on their understanding at the end of each packet.

In addition, I will discuss the material in class with students.

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

Students have already pre-evaluated themselves at the beginning of the atmosphere section, they will take a pre-assessment covering overall topics of the unit, and I will check their work both as they go and after they turn their work in.

How will you tailor and otherwise personalize the learning

plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?

I will engage in authentic dialog with each student, guiding them through questions,

checking their understanding, and checking their work for misconceptions and misunderstandings. I will make myself available for tutoring and help outside of the classroom. I will tailor my checking for understanding to points that seem to be an

issue for particular students.

How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?

Packets will be divided into sections that will help them understand how best to proceed. Students will be given time frames for each section, and will be offered support and guidance to meet those time frames.

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)

Appendix C Lesson Plans

LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name:________Drew Parliment________Date:__2/12/2015 and 2/17/2015_____________

Unit Essential Question: How has Earth’s atmosphere changed through human history, and why?_____________

Lesson Topic:_____Greenhouse Gases________Class:______________ESS_______________

PLANNING THE LESSON


Focusing on the National Network for Educational Renewal (NNER) Mission – the 4-Part Agenda for Education in a Democracy

EQUAL ACCESS ENCULTURATION NURTURING PEDAGOGY STEWARDSHIP To Knowledge In Democratic Society Safe and Caring for All of the Mission

What are you and your students doing today to advance the 4-Part Mission? Connections: With which part(s) of the Agenda does this lesson connect most clearly? And how? This lesson will be largely student paced, providing a nurturing environment that provides equal access to knowledge for students at various levels of skill and understanding. Most of all, this lesson will serve to enculturate students in democratic society because it will give them an understanding of global warming

STANDARDS (www.cde.state.co)

Content: SWBAT Identify both natural and human made molecules that affect how electromagnetic radiation is absorbed and reflected

Literacy and Numeracy: Students need to be able to successfully argue a point, justify reasoning, evaluate for a purpose, infer to predict and draw conclusions, problem-solve, and understand and use logic to inform critical thinking.

Democracy and 21st Century Skills: Students communicate and work collaboratively to support learning and contribute to the learning of others.

OBJECTIVES

http://www.cde.state.co/

Content: SWBAT develop an in depth understanding of how each greenhouse gas interacts with sunlight.

Literacy and Numeracy: SWBAT apply what they know about the greenhouse effect and the way visible and IR radiation interact with surfaces to predict the effect the glass slides will have on the temperature of the pockets of air.

Democracy and 21st Century Skills: SWBAT perform the greenhouse gas demo using the glass panes in groups, and will brainstorm and compare their predictions and results with their group members.

ASSESSMENTS What is your evidence of achieving each objective? How will students know and demonstrate what they have learned in each of the areas, all of the objectives?

Content: Complete model 1 through 7 in the NASA global warming packet. Answers will be evaluated by Mr. Dannahower and myself while students work, and packets will be graded at the end of the unit.

Literacy and Numeracy: While students work on the activity, Mr. Dannahower and myself will check their predictions, and talk through their reasoning with them.

Democracy and 21st Century Skills: Student discussion will be monitored, and reasoning will be questioned in order to enhance the learning of students.

KEY VOCABULARY

Content Greenhouse gases, inferred radiation

Literacy and Numeracy Hypothesis/prediction, justification.

Democracy and 21st Century Skills Collaboration, hypothesis/prediction

HIGHER ORDER QUESTIONS – for this lesson

Content By what mechanism does global warming occur in our atmosphere?

Literacy and Numeracy How does one “justify” their predictions?

Democracy and 21st Century Skills What are my strengths when contributing to my group?

What are my weaknesses? How might this activity be changed to better involve all of my group members?

LESSON FLOW

This is the actual planning of the lesson activities.

Time Anticipatory Set – Purpose and Relevance Warm-up may include any of the following: hook, pre-assessment, introduction to topic, motivation, etc. Covering learning targets and success criteria right after they take their quiz.

Time Pre-Assessment The class will begin with a warmup that prepares them for their quiz.

Time Building Background Link to Experience: Do you think a glass room (like say, a greenhouse) during the day would be warmer or cooler than the outside air? Link to Learning: In earlier classes we learned about the different interactions that occur when our atmosphere absorbs radiation. Now we will apply that understanding to talk more in depth about the greenhouse effect.

Time

Activity Name Should be creative title for you and the students to associate with activity. Simulated greenhouse activity

Anticipatory Set The “hook” to grab students’ attention. These are actions and statements by the teacher (or students) to relate the experiences of the objectives of the lesson, to put students into a receptive frame of mind.

To focus students attention on the lesson

To create an organizing framework for the ideas, principles or information that is to follow (advanced organizers)

An anticipatory set is used any time a different activity or new concept is to be introduced. What do you think happens to light when it enters a greenhouse? Why is it easier for the radiation to get in than it is to get out?

Time Instructional Input Includes: input, modeling and checking for understanding Models of Teaching: Inquiry, Cooperative Learning, and Concept Attainment SIOP Techniques: I do, We do, You do. I challenge the reasoning behind their predictions. We go through the greenhouse activity. I do it once as a demonstration, and they do it in groups. You perform the lab in groups, making sure that everyone provides input for both predictions and setup. Guided Practice: An opportunity for each student to demonstrate grasp of new learning by working through an activity or exercise under the teacher’s supervision. The teacher moves around the room to determine level of mastery and to provide individual feedback and remediation as needed. (Praise, Prompt, and Leave) Students will work through the inquiry activity on the composition of the atmosphere individually after they finish their quiz. Reading , Writing, Listening, Speaking Checking for Understanding: Determination of whether students “got it” before moving on. It is essential that the students practice doing it right so the teacher must know that the students understood before proceeding to practice. If there is any doubt that the class does not understand, the concept or skill should be re-taught before practice begins. After each group completes the lab, I will ask group members wither their predictions were right, and ask why.

Questioning Strategies: Utilizing Bloom’s Taxonomy – questions should progress from the lowest to the highest of the levels of the cognitive domain (knowledge, comprehension, application, analysis, synthesis, evaluation and creativity). Independent Practice: Once the students have mastered the content or skill, it is time to provide reinforcement practice. It is provided on a repeating schedule so that the learning is not forgotten. It may be homework or individual or group work in class. It can be utilized in a subsequent project. It should provide for relevant situations… not only the context in which it was originally learned. Students will work on Model 2 independently to refresh their knowledge of the composition of the atmosphere.

Time Accommodations, Modifications, and Student Adjustments Consider: multiple intelligences, learning styles, cultural and ability diversity, etc. If the activity is too advanced or too easy for some, how will you modify instruction so all students will learn? What accommodations will be needed and for whom? (IEP, 504, Special Needs) One student has a 504 for memory issues due to a concussion, and may need to have instructions repeated (if requested). Another student has a 504 for depression, and often falls asleep and zones out in class. He is always respectful when I wake him or remind him of what he needs to be doing, which seems like the best way to keep him involved in the class.

Time Review and Assessments of All Objectives How will you and how will the students know they have achieved the objectives of the lesson? Content: Students will explain their reasoning on the claims they made about the greenhouse effect. Literacy and Numeracy: I will discuss predictions and outcomes with individual groups.

Democracy and 21st Century Skills: Students will be reporting their group’s effectiveness in their cooldown.

Time Closure What will you and the students do at the end of the lesson or after a chunk of learning to synthesize, organize and connect the learning to the essential question(s)? Students will perform their standard “bell ringer” activity at the end of the lesson.

Time Next Step Students will carry their understanding on to a future lesson on possible solutions to climate change. In the next class, they will learn about the carbon

Post-Lesson Reflection ( For the Teacher)

1. To what extent were all objectives achieved? I feel that the content standard was met most clearly in this lesson. The NASA packet did an excellent job of walking students through an understanding of the material. The literacy objective was also well met. Students learned a great deal about the justifications for what they were learning, rather than simply the lesson itself. I do wonder if some students didn’t simply rush through the packet without developing an in-depth understanding. I tried to make a point of fostering this understanding, but it can be hard to give adequate attention to students who already understand the material when other students are struggling and may demand more attention. Students worked collaboratively much more the second day of the lesson. Unfortunately, as the did the first section as they finished up with their test, true collaboration was not entirely possible.

2. What changes would you make if you teach the lesson again? Although it was very convenient for the timing of the lesson, I would consider not having modules 1 and 2 taught right after their test from the previous unit. The fact that some students were still finishing the test made it so that we could not have student collaborating as they would distract those working on the test.

3. What do you envision for the next lesson?

Now that students have an understanding of what climate change is and an idea of the evidence that supports it, they will continue on Monday to build evidence for climate change through a graphing activity.

4. To what extent does this lesson achieve the Mission of the Agenda for Education in a Democracy? To what extent does this lesson achieve the 21st Century Skills? This lesson very directly achieves the Agenda for Education in a Democracy because it teaches students about a topic that is very relevant to our own democracy. This lesson will help to make students more informed citizens. It also highlights a problem that they themselves one day might work to fix, whether that is through invention, innovation, or simply being conscious of their own carbon footprint.

Model 1: A Simulation of the Earth’s Atmosphere

Instructions: Part 1 1. Lay the piece of felt down on the table. 2. Stack 3 glass slides on top of the felt. 3. Turn on your light; shine it directly on the glass plates for 2 minutes. 4. Predict the temperature underneath each of the glass slides, warmest to coldest.

Explain your reasoning.

5. Quickly removing one slide at a time, measure the temperature of each glass slide and the black felt. Record in your data table.

Slide Temperature Underneath (ᵒC)

1-Top

2

3-Bottom

Analysis Questions A. Under which glass slide was the warmest? Under which glass slide was the coldest?

B. How does this compare to your predictions? What could explain these differences?

C. Make a connection between this model and the Earth.

Instructions: Part 2

1. Repeat steps 1-3 from Part 1 above but add a fourth glass plate. 2. Repeat steps 4 and 5.

Slide Temperature Underneath (ᵒC)

1-Top

2

3

4-Bottom

Analysis Questions A. What molecules do the glass slides represent?

B. What changed about the temperature of the felt? Explain why this occurred.

C. What does adding the 4th glass pane represent on Earth? What affect will this have?

http://littleshop.physics.colostate.edu/activities/atmos1/AtmosphereKeepsEarthWarmer.pdf

Global Warming Past and Present

Model 2: Current Atmospheric Composition

1. What is the primary gas found in our atmosphere?

2. List the four main gases in our atmosphere by concentration (highest to lowest).

3. Use the PhET simulation called Greenhouse Effect and test how photons interact with each of the molecules. Fill out the table below. The simulation can be found at: http://phet.colorado.edu/en/simulation/greenhouse then click on “Photon Absorption.” Molecule Reaction with

visible light Reaction with Infrared light

Greenhouse gas (yes/no)

Avg. time in atmosphere

CH4

Methane

CO2

Carbon dioxide

H2O Water vapor

N2

Nitrogen gas

O2

Oxygen gas

4. Propose an explanation why CO2, with such low concentration, is the greenhouse gas

that is mostly responsible for the warming of the earth.

http://phet.colorado.edu/en/simulation/greenhouse


Model 3: Historical CO2 and Temperature Data

1. What is the common independent variable in two graphs? 2. What is the range in years of the Pleistocene? Holocene?

3. Observe the CO2 graph and fill in the table below.

Pleistocene Holocene

CO2

Minimum

CO2

Maximum

4. Write a complete sentence to summarize this data.


5. Write an evidence-based statement about the zero on the y-axis of the Temperature variations graph in relation to the trends seen in the data.

6. Circle a region on the temperature graph where data suggests an ice age occurred. 7. Summarize the change you see in the y-axis scale on the temperature variations graph.

8. Using data from Models 1 and 2, explain what the relationship is between Atmospheric carbon dioxide concentrations and Temperature variations.

Read This! Foraminifera (aka forams) are microscopic organisms that make shells from calcium carbonate and sediments found in oceans. The shape and design of a foram’s shell is directly related to the temperature of the water in which they live. The shell will also absorb oxygen isotopes from the water as they create their shells. Scientists can study fossilized forams and infer the temperature of the ocean/earth during the time the foram formed. The inferences scientists make relate to oxygen isotopes found in the shells of the forams. The two isotopes that scientists use are 18O and 16O. Video Link: http://tinyurl.com/icesecrets

1. Using your knowledge of atoms, how do 18O and 16O compare in terms of neutrons,

protons and atomic mass?

2. Based on what you know about the atomic mass of 18O versus 16O identify which isotope will require more energy to evaporate.

Isotope Protons Neutrons Electrons Atomic Mass

18O 8

16O 8 16


Model 4: Paleoclimate and Ocean Sediment Data

1. Which isotope of oxygen is more common?

2. Contrast the ratio (noted in the bar graphs) of 18O and 16O found within the forams between the cooler and warmer periods.

3. Contrast the ratio of 18O and 16O found within the evaporated water between the cooler and warmer periods.

4. Contrast the ratio of 18O and 16O found within the glacial ice between the cooler and warmer periods.

5. Explain the difference between the ratio of the two isotopes in the cooler and warmer periods.

Model 5: Rate of Climate Change and the Effect on Life


1. How does the rate of heating compare for each of the three warming periods?

2. How does the duration of heating compare for each of the three warming periods?

3. Describe the main underlying causes of each of the three warming periods.

4. How has the environment (land and oceans) responded to changes in each of the three different periods?

5. Considering your need to adapt and survive, during which warming period would you prefer to be alive? EXPLAIN!

Model 6: Current Warming Watch the movie of Sea/Land Surface Temperature provided by your teacher.

Figure 1: Data captured from MODIS onboard Terra and Aqua NASA Satellites

1. From what year does the movie begin displaying data? 2. What could account for the sea surface changes you see year to year (short term)?

3. In 2011, which was warmer, the Pacific or Atlantic Ocean?

4. Where does most of the warming occur?


5. Based on your answer to question #4, what other events could occur in those locations?

6. EXTENSION: Using Excel, graph the temperature data provided by your teacher. Write a summary of the data you graphed. Print your graph (if possible) and attach to your student guide worksheet.

Model 7: Comparing Previous Warming Period to Modern Warming

1. Which two warming periods are shown in this graph?

2. Compare the volume of carbon released during the Paleocene-Eocene Thermal Maximum (PETM) to today’s levels.

3. Compare the rate of carbon released between the PETM and today.

4. Compare the temperature of the PETM and the predicted 2400 temperature.

Read This! As you have learned, the Earth has warmed in the past. Those warming periods have occurred at different rates. Living things were able to adapt to slow changes in global temperatures. Considering the rapid, current rate of warming and the projected human population increase (9-11 billion by 2050), scientists are identifying ways to reduce warming through technological innovation. Next you will model one of these proposed solutions: space-based reflectors. Space-based reflectors would need to be placed above the earth and would number in the trillions. The general idea would be to reflect incoming solar radiation before it has a chance to interact with our atmosphere.


Model 8: Technological Innovations to Address Climate Change 1. Using this experiment as a guide, design an experiment to test the effectiveness of

space-based reflectors. Check out this link for more information. 2. Draw a picture of your setup here.

3. Create a data table to record your results.

4. Which beaker warmed faster?

5. Explain your answer to question #4.

Model 9: Technological Innovations and Climate Change

1. Read the article: Technological “Solutions” to Climate Change 2. Read about geo-engineering from BBC News 3. Briefly describe the solutions presented in the article and interactive website. Include

potential problems associated with each solution.

http://www2.vernier.com/sample_labs/AWV-15-COMP-greenhouse_effect.pdf

http://image.guardian.co.uk/sys-images/Observer/Pix/pictures/2011/07/08/GeoengineeringNEW.jpg

http://www.scientificamerican.com/article.cfm?id=geoengineering-solutions

http://news.bbc.co.uk/2/hi/technology/8338853.stm


Final Student Reflection Prompt

Write a 5 paragraph response, using the following outline.

1. Introduction 2. Explain why some molecules found in our atmosphere cause warming. 3. Contrast how the Earth has warmed in the past with the current warming trend. Use

oxygen isotope and sea surface temperature data to support your reasoning. 4. Choose one proposed solution to climate change and discuss the pros and cons of that

solution. 5. Conclusion


Name:____Drew Parliment______________Date:______February 19___________

Unit Essential Question:________How does human activity impact the environment?_____

Lesson Topic:_____Carbon cycle_______Class:______ESS__________

PLANNING THE LESSON



EQUAL ACCESS ENCULTURATION NURTURING PEDAGOGY STEWARDSHIP To Knowledge In Democratic Society Safe and Caring for All of the Mission What are you and your students doing today to advance the 4-Part Mission? Connections: With which part(s) of the Agenda does this lesson connect most clearly? And how? This lesson will provide equal access to knowledge through its use of technology to have students graph Climate Change data. At Fossil Ridge, all students are provided them a computer, giving all students the opportunity to integrate technology into their learning process.


Content: Understand that the Earth’s climate is changing as a result of both natural and man-made factors

Literacy and Numeracy: Use concepts and techniques from probability and statistics

Democracy and 21st Century Skills: Access and use primary and secondary sources to explain questions being researched

OBJECTIVES

Content: SWBAT explain the carbon cycle and how humans have

Literacy and Numeracy: SWBAT graph climate data and interpret its meaning.

Democracy and 21st Century Skills: SWBAT discuss the source of


impacted it.

the Climate Change data used in the lesson.


Content: Students will be able to apply what is covered in the lesson to the graphing activity they perform, thus demonstrating an understanding of the carbon cycle.

Literacy and Numeracy: Students will produce a graph, which I will check during the class time provided for them.

Democracy and 21st Century Skills: After each set of data, we will discuss as a class where the data came from and how this effects its validity.

KEY VOCABULARY

Content Climate vs weather, carbon cycle, carbon source, carbon sink.

Literacy and Numeracy Graph, Excel, scatter plot, trend

Democracy and 21st Century Skills Primary source, source, data, instruments


Content Analyze the processes by which CO2 cycles through our environment? How has/might human activity disrupt this process?

Literacy and Numeracy What has this graphing exercise shown us about Climate Change? How can graphing and mathematics be used to improve the lives of humans?

Democracy and 21st Century Skills What might the source of the data tell you about the data itself? Why is this important?

LESSON FLOW


Time Anticipatory Set – Purpose and Relevance Warm-up may include any of the following: hook, pre-assessment, introduction

to topic, motivation, etc. Warmup slide assesses previous learning and information needed for the lesson.

Time Pre-Assessment Students will compare graphs of population and CO2, and make their own claims based on the data provided and their own knowledge.

Time Building Background Link to Experience: How does this data connect to what you know about the time period shown? Link to Learning: How does this information connect to what you know about CO2?

Time

Activity Name Should be creative title for you and the students to associate with activity. Anticipatory Set The “hook” to grab students’ attention. These are actions and statements by the teacher (or students) to relate the experiences of the objectives of the lesson, to put students into a receptive frame of mind.



An anticipatory set is used any time a different activity or new concept is to be introduced. Graph Climate Change data

Time Instructional Input Includes: input, modeling and checking for understanding I will cold call to check for understanding throughout the lesson Models of Teaching: Inquiry, Cooperative Learning, Concept Attainment, Direct Instruction, Discussion SIOP Techniques: I do, We do, You do. I present information and scientific arguments for Climate Change We discuss these arguments. You consider how this information might impact your life. Guided Practice: An opportunity for each student to demonstrate grasp of new

learning by working through an activity or exercise under the teacher’s supervision. The teacher moves around the room to determine level of mastery and to provide individual feedback and remediation as needed. (Praise, Prompt, and Leave) Graphing activity Reading , Writing, Listening, Speaking Checking for Understanding: Determination of whether students “got it” before moving on. It is essential that the students practice doing it right so the teacher must know that the students understood before proceeding to practice. If there is any doubt that the class does not understand, the concept or skill should be re-taught before practice begins. Cold calling, checking graphs Questioning Strategies: Utilizing Bloom’s Taxonomy – questions should progress from the lowest to the highest of the levels of the cognitive domain (knowledge, comprehension, application, analysis, synthesis, evaluation and creativity). What do these graphs tell us about CO2 concentrations? Analyze the trends of both the yearly and monthly graphs. Analyze the concequences of upsetting the carbon cycle. Hypothesize the cause of the annual cycle of CO2 concentration in the Northern Hemisphere. Weigh the costs and benefits of adding this CO2 to our atmosphere. Independent Practice: Once the students have mastered the content or skill, it is time to provide reinforcement practice. It is provided on a repeating schedule so that the learning is not forgotten. It may be homework or individual or group work in class. It can be utilized in a subsequent project. It should provide for relevant situations… not only the context in which it was originally learned. Students will submit their graphs, and will be held accountable for the information they learned in future warmups and review activities.

Time Accommodations, Modifications, and Student Adjustments Consider: multiple intelligences, learning styles, cultural and ability diversity, etc. If the activity is too advanced or too easy for some, how will you modify instruction so all students will learn? What accommodations will be needed and for whom? (IEP, 504, Special Needs) One student has a 504 for depression, and often sleeps during class. I make a point of waking him up gently, filling him in on what we are doing, and generally

being as supportive as possible.

Time Review and Assessments of All Objectives How will you and how will the students know they have achieved the objectives of the lesson? Content: Analyze the case that has been built for the existence of Climate Change. Literacy and Numeracy: How does the graph that you have produced aid in your understanding of Climate Change? Democracy and 21st Century Skills: How does the source of the data you have seen effect your understanding of its meaning?

Time Closure What will you and the students do at the end of the lesson or after a chunk of learning to synthesize, organize and connect the learning to the essential question(s)? Students will perform a “cool down” for this lesson that synthesize their learning for this lesson.

Time Next Step The next step will be to apply this understanding of the carbon cycle and trends in CO2 in our atmosphere to the concept of modeling environmental trends.


1. To what extent were all objectives achieved? I felt that the carbon cycle was covered well, and that students were engaged I the lesson by being asked to draw their own carbon cycle diagram. Students were asked

to interpret the diagram on their own, rather than me simply feeding them the information. I felt that the CO2 graphing activity was a bit rocky, as I expected the data would be in such a format that it could be transferred into Excel easily. This process of data entry was slow, but we turned it into a teachable moment by talking about jobs in data entry. This used up a great deal of class time, and the graphing activity had to be assigned as homework. Although it is unfortunate to assign what was meant to be an in class assignment as homework, I do not feel like this impacted student learning. Students should be able to produce their graphs independently, and the classes blackboard has several video tutorials on Excel.

2. What changes would you make if you teach the lesson again? I would tabulate the data for students in advance so the activity could be finished in class and the extra class time could be used for practice problems.

3. What do you envision for the next lesson? Now that students have an understanding of Climate Change data, they will explore a variety of Climate Change models.

4. To what extent does this lesson achieve the Mission of the Agenda for Education in a Democracy? To what extent does this lesson achieve the 21st Century Skills? This lesson provided equal access to students by giving them the chance to utilize the laptops provided to them. The graphs they produced resulted in valuable experience in Excel, a program widely used in not just science, but also the business world.

CARBON CYCLE

What do you notice?

Average levels and yearly levels of CO2

CO2 Throughout history

Combustion and CO2

• Rapid chemical combination of a substance with oxygen, producing heat and light

– Often it is a Hydrocarbon and oxygen combusting to make carbon dioxide and water

• Balance the equation for the combustion of acetylene in welding torches:

__C2H2 + __O2 = __CO2 + __H2O + (heat & light)

Combustion of gasoline

Carbon Dioxide Levels in Earth’s Atmosphere

Graph 1 Monthy CO2 measured in ppm (parts per million) from 1991-1995 at Mauna Loa Observatory, Hawaii

Source: C.D. Keeling, T.P. Whorf and the Carbon Dioxide Research Group, Scripps Institution of Oceanography (SIO)

University of California, La Jolla, California USA 92093-0444

Jan. Feb. Mar. Apr. May June July Aug. Sept. Oct. Nov. Dec.

1991 354.72 355.75 357.16 358.60 359.34 358.24 356.17 354.03 352.16 352.21 353.75 354.99

1992 355.98 356.72 357.81 359.15 359.66 359.25 357.03 355.00 353.01 353.31 354.16 355.40

1993 356.70 357.16 358.38 359.46 360.28 359.60 357.57 355.52 353.70 353.98 355.33 356.80

1994 358.36 358.91 359.97 361.26 361.68 360.95 359.55 357.49 355.84 355.99 357.58 359.04

1995 359.96 361.00 361.64 363.45 363.79 363.26 361.90 359.46 358.06 357.75 359.56 360.70

Graph 2 Annual Average CO2 measured in ppm (parts per million) from 1960-2014 at Mauna Loa Observatory, Hawaii

Source: C.D. Keeling, T.P. Whorf and the Carbon Dioxide Research Group, Scripps Institution of Oceanography (SIO)

University of California, La Jolla, California USA 92093-0444 and Earth System Research Laboratory

http://www.esrl.noaa.gov/gmd/ccgg/trends/index.html#mlo_full

Year Annual Average CO2 (ppm)

1960 316.91 2005 379.80

1965 320.04 2010 389.85

1970 325.68 2014 398.55

1975 331.08

1980 338.68

1985 346.04

1990 354.35

1995 360.80

2000 369.52

Dr. C. D Keeling and his associates from the Scripps Institution of Oceanography at the

University of California have been measuring the concentrations of Carbon dioxide in the

earth’s atmosphere continually since 1959. The following information is a small portion of

data that Dr. Keeling and his team have collected at their observatory in Mauna Loa, Hawaii.

INSTRUCTIONS:

A) Answer the Introduction Questions in Word (they should help you label the graph). B) Go onto Blackboard and open the Excel file. Graph the two data sets so that you can analyze

it. Remember that all graphs must include labels and units on both axes, as well as a title.

When you are done graphing, Copy and Paste the graphs into the Word document that you started.

C) Answer the Data Analysis Questions in the Word document. D) Type the “what I see, what it means” Conclusion Statements in the Word document. E) Print the Word Document to turn in to your teacher.

Introduction Questions

1. What do the numbers in the charts represent? 2. What units are used to measure Carbon dioxide in the earth’s atmosphere? 3. Where was the data in the tables above collected? 4. What is the name of the principle researcher who collected this data?

Data Analysis Questions

5. What is the independent variable on each graph? 6. What is the dependent variable on each graph? 7. Describe the trends you see on each graph? 8. Is the monthly CO2 graph a straight line? 9. What times of the year is there more CO2 in the atmosphere? What times of the year is there

less CO2?

10. Why do you think that CO2 concentrations vary throughout the year? How is it linked to our seasons? (see bit.ly/keelingtrends for background information to answer this question)

11. What is the general trend in both graphs? 12. What has been happening to the amount of carbon dioxide in the earth’s atmosphere since 1960?

Conclusion Statements

13. Write a caption for EACH graph. Both caption should have the following two parts:

What I see: describe the general trends that you observe in each graph.

What it means: describe what the trend means in terms of the amount of carbon dioxide in the

earth’s atmosphere.

Print the Word document that contains the copied graphs and answered questions to turn in.


Name:_____Drew Parliment_______Date:________2/23/15 and 2/24/15_____

Unit Essential Question:__ How does human activity impact the environment?__________

Lesson Topic:______Environmental Models_______Class:_____ESS_______

PLANNING THE LESSON



EQUAL ACCESS ENCULTURATION NURTURING PEDAGOGY STEWARDSHIP To Knowledge In Democratic Society Safe and Caring for All of the Mission What are you and your students doing today to advance the 4-Part Mission? Connections: With which part(s) of the Agenda does this lesson connect most clearly? And how? In this lesson, students will be given an in depth understanding of the way in which scientists model climate data. This information will help to enculturate them in a democracy by giving them valuable information that will help them understand climate change, a key point of contention in today’s democracy.


Content: explain how scientists use models to predict the climate

Literacy and Numeracy: Use logic and rhetoric to analyze and critique ideas

Democracy and 21st Century Skills: Understand different research approaches

OBJECTIVES

Content: SWBAT identify the general process through which we model our environment and what information those models tell us.

Literacy and Numeracy: SWBAT analyze the trends and meaning of the models based on their understanding of computer models and CO2 levels.

Democracy and 21st Century Skills: SWBAT understand the research methods involved in creating a computer model of the climate.



Content: SWBAT work through a variety models, understanding their trends and meanings. These meanings will be recorded on their notes sheet that will be checked at the end of the second part of the lesson (Feb 26th).

Literacy and Numeracy: SWBAT accurately identify key points of information from each model that will be a part of their notes graded on the 26th.

Democracy and 21st Century Skills: Students will take notes on the basics of computer modeling and answer questions on a video about a specific computer model.

KEY VOCABULARY

Content CO2, atmosphere, climate, weather, model.

Literacy and Numeracy Model, validity

Democracy and 21st Century Skills model


Content Which model best represents current trends? Support your claim, and analyze what will result from a continuing of this trend.

Literacy and Numeracy Judge what makes a valid model.

Democracy and 21st Century Skills Summarize the different methods of modeling our atmosphere.

LESSON FLOW


Time Anticipatory Set – Purpose and Relevance Warm-up may include any of the following: hook, pre-assessment, introduction to topic, motivation, etc. Students will perform their typical warmup activity.

Time Pre-Assessment Warm-up:

Describe the relationship between the albedo of ice and the heating of the polar regions? What was the name we gave to this kind of system? In both graphs you created during the last class (CO2 Concentration over time) what is the general trend?

Time Building Background Link to Experience: What information have you seen regarding the models used when making predictions of climate change? Link to Learning: How do you think we might make predictions based on what we have learned about global warming?

Time

Activity Name Should be creative title for you and the students to associate with activity. Model match up activity Anticipatory Set The “hook” to grab students’ attention. These are actions and statements by the teacher (or students) to relate the experiences of the objectives of the lesson, to put students into a receptive frame of mind.



An anticipatory set is used any time a different activity or new concept is to be introduced. After the warmup, students will examine some grim examples of CO2 concentrations and global temperatures should CO2 output not level off.

Time Instructional Input Includes: input, modeling and checking for understanding Models of Teaching:

Inquiry, Cooperative Learning, Concept Attainment, Direct Instruction, Discussion, Inductive SIOP Techniques: I do, We do, You do. Guided Practice: An opportunity for each student to demonstrate grasp of new learning by working through an activity or exercise under the teacher’s supervision. The teacher moves around the room to determine level of mastery and to provide individual feedback and remediation as needed. (Praise, Prompt, and Leave) I will perform a mixture of cold calling and individually checking student responses to the different models. Reading , Writing, Listening, Speaking Checking for Understanding: Determination of whether students “got it” before moving on. It is essential that the students practice doing it right so the teacher must know that the students understood before proceeding to practice. If there is any doubt that the class does not understand, the concept or skill should be re-taught before practice begins. Students will answer questions about what factors result in the conclusions they made about the model Questioning Strategies: Utilizing Bloom’s Taxonomy – questions should progress from the lowest to the highest of the levels of the cognitive domain (knowledge, comprehension, application, analysis, synthesis, evaluation and creativity). What do computer models tell us about our environment? Evaluate which model seems most in line with current trends. Compare and contrast the models we have discussed. What subcategories can be formed? Independent Practice: Once the students have mastered the content or skill, it is time to provide reinforcement practice. It is provided on a repeating schedule so that the learning is not forgotten. It may be homework or individual or group work in class. It can be utilized in a subsequent project. It should provide for relevant situations… not only the context in which it was originally learned. Students will practice similar models on their upcoming final review guide.

Time Accommodations, Modifications, and Student Adjustments Consider: multiple intelligences, learning styles, cultural and ability diversity, etc. If the activity is too advanced or too easy for some, how will you modify

instruction so all students will learn? What accommodations will be needed and for whom? (IEP, 504, Special Needs) One student has a 504 for depression. I may need to wake him up during class, which I try to do gently without any public shaming. I make a point of being as supportive as possible. For this lesson, it will be helpful to have him discuss his answers with his peers before responding (something that is useful for all students).

Time Review and Assessments of All Objectives How will you and how will the students know they have achieved the objectives of the lesson? Content: Which model best represents current trends? Support your claim, and analyze what will result from a continuing of this trend. Literacy and Numeracy: Judge what makes a valid model. Democracy and 21st Century Skills: Summarize the different methods of modeling our atmosphere.

Time Closure What will you and the students do at the end of the lesson or after a chunk of learning to synthesize, organize and connect the learning to the essential question(s)? At the end of the lesson, we will watch a TED talk about a specific computer model that describes the level of work and detail that goes into the individual pieces of our overall understanding of the atmosphere. This video does an excellent job of showing the scope of what we are learning.

Time Next Step Students will learn about a variety of solutions to climate change in their next

lesson which will hopefully mitigate any shock factor of what was arguably a “gloom and doom” sort of lesson. I will make a point about letting students know that our next lesson focuses on solutions.


1. To what extent were all objectives achieved? In this lesson, students learned not only about the various means of modeling climate scenarios, but they learned how those models are produced, what makes them valid, and the various research methods that go in to producing them. Looking at the models themselves gave a very direct look at how they worked, while watching the TED talk and the Neil DeGrasse Tyson video gave more personal insights for what these models mean to the scientists that produce them.

2. What changes would you make if you teach the lesson again? I felt that this lesson was among the most successful in the unit. I do feel, however, that students could have benefited from a more independent approach to learning the models. We went through the various conditions of the models as a class, with me switching from model to model and students reporting back on the changes they saw. I feel that although this guidance was useful, pursuing these models independently might have given them a better perspective on how scientists use models.

3. What do you envision for the next lesson? Now that the idea of Climate Change has been justified to them, students will next learn about how the effects of climate change can be mitigated and prevented.

4. To what extent does this lesson achieve the Mission of the Agenda for Education in a Democracy? To what extent does this lesson achieve the 21st Century Skills? This lesson will enculturate students in a democracy by giving them an understanding of how claims are supported with evidence. Students will learn not only how scientists produce these models, but how they justify them. This lesson will give students an insight into computer modeling in the context of atmospheric science. This knowledge will help them understand computer modeling in general.


Name:_____Drew Parliment_______Date:________2/24/15 to 2/26/15___

Unit Essential Question:__ How does human activity impact the environment?__________

Lesson Topic:______Global warming solutions_______Class:_____ESS_______

PLANNING THE LESSON



EQUAL ACCESS ENCULTURATION NURTURING PEDAGOGY STEWARDSHIP To Knowledge In Democratic Society Safe and Caring for All of the Mission What are you and your students doing today to advance the 4-Part Mission? Connections: With which part(s) of the Agenda does this lesson connect most clearly? And how? This lesson will take the form of a fun and engaging activity that concludes with a game that shows them the tradeoffs of various energy sources. This lesson will also demonstrate stewardship of the mission by exposing students to the solutions to climate change, thus showing them ways they can make a difference as both citizens and scientists.


Content: SWBAT participate in the scientific discussion on climate change

Literacy and Numeracy: Read fiction and non-fiction, understand ideas and views expressed.

Democracy and 21st Century Skills: Evaluate the relevance and credibility of ideas.

OBJECTIVES

Content: Students will participate in an activity that presents to them various solutions to climate change.

Literacy and Numeracy: Students will read an article and evaluate the views expressed on climate change.

Democracy and 21st Century Skills: Students will consider the credibility of the information presented, questioning whether or not the article


proves its point to them.


Content: As students work on the activity, I will question them on their answers and ask them to justify their choices on the Energyville activity

Literacy and Numeracy: I will check students understanding individually as they answer questions related to the article

Democracy and 21st Century Skills: While checking with students, I will ask them about the evidence provided by the article.

KEY VOCABULARY

Content Fossil fuels, renewable energy, albedo, energy budget

Literacy and Numeracy Conclusions, facts, opinions, viewpoints, bias

Democracy and 21st Century Skills Claims, evidence


Content Analyze the importance of these solutions. Evaluate the advantages and disadvantages to each solutions.

Literacy and Numeracy Analyze the intention of this article.

Democracy and 21st Century Skills Evaluate how well the article makes its case based on the evidence it provides.

LESSON FLOW


Time Anticipatory Set – Purpose and Relevance Warm-up may include any of the following: hook, pre-assessment, introduction to topic, motivation, etc. Warm up question (below)

Time Pre-Assessment

Get out your climate modeling packet. Complete the last few questions. On your warm up, write one thing you learned about after looking at the models.

Time Building Background Link to Experience: What possible solutions to climate change have you heard of? What solutions can you think of? Link to Learning: How can the solutions you have heard for climate change mitigate the effects that you have learned about?

Time

Activity Name Should be creative title for you and the students to associate with activity. Energyville – Energy resource simulation. Anticipatory Set The “hook” to grab students’ attention. These are actions and statements by the teacher (or students) to relate the experiences of the objectives of the lesson, to put students into a receptive frame of mind.



An anticipatory set is used any time a different activity or new concept is to be introduced.

Time Instructional Input Includes: input, modeling and checking for understanding Students will be given a brief introduction to solutions to climate changed followed by an inquiry based activity. Models of Teaching: Inquiry, Cooperative Learning, Concept Attainment, Discussion SIOP Techniques: I do, We do, You do. Guided Practice: An opportunity for each student to demonstrate grasp of new learning by working through an activity or exercise under the teacher’s supervision. The teacher moves around the room to determine level of mastery and to provide individual feedback and remediation as needed. (Praise, Prompt, and Leave) I will quickly review how climate models are produced and read so they can read

and understand the graphs in their packet. Reading , Writing, Listening, Speaking Checking for Understanding: Determination of whether students “got it” before moving on. It is essential that the students practice doing it right so the teacher must know that the students understood before proceeding to practice. If there is any doubt that the class does not understand, the concept or skill should be re-taught before practice begins. I will check answers as students are working through the packet, and ask them about what they are doing in the energyville activity. I will cold call students during the cooldown to make sure they are understanding what they are learning. Questioning Strategies: Utilizing Bloom’s Taxonomy – questions should progress from the lowest to the highest of the levels of the cognitive domain (knowledge, comprehension, application, analysis, synthesis, evaluation and creativity). Name the possible solutions to climate change. Evaluate why some models might be more valuable than others. Synthesize a plan to combat climate change using a variety of possible solutions. Independent Practice: Once the students have mastered the content or skill, it is time to provide reinforcement practice. It is provided on a repeating schedule so that the learning is not forgotten. It may be homework or individual or group work in class. It can be utilized in a subsequent project. It should provide for relevant situations… not only the context in which it was originally learned. Students will practice some of the possible solutions by producing a sustainable energy economy in the energyville simulations.

Time Accommodations, Modifications, and Student Adjustments Consider: multiple intelligences, learning styles, cultural and ability diversity, etc. If the activity is too advanced or too easy for some, how will you modify instruction so all students will learn? What accommodations will be needed and for whom? (IEP, 504, Special Needs) One student has a 504 for depression. I will likely have to incentivize him to work through they packet and read the articles, but I think he will have a good time working through the energyville activity.

Time Review and Assessments of All Objectives How will you and how will the students know they have achieved the objectives of the lesson? Content: Analyze the importance of these solutions. Evaluate the advantages and disadvantages to each solutions. Literacy and Numeracy: Analyze the intention of this article. Democracy and 21st Century Skills: Evaluate how well the article makes its case based on the evidence it provides.

Time Closure What will you and the students do at the end of the lesson or after a chunk of learning to synthesize, organize and connect the learning to the essential question(s)? The Energyville activity will serve as the closure for this lesson. This activity will synthesize what they have learned about solutions to climate change and show them what a balanced energy economy looks like.

Time Next Step This will conclude the global warming unit. Students will next be given a lesson on using dimensional analysis to convert between units, which will be followed by preparation for their atmosphere final.


1. To what extent were all objectives achieved? This lesson helps students understand possible solutions to climate change, as well as discerning the viewpoints of authors of science journalism and evaluating the credibility of their arguments. I felt that all of these goals were successfully achieved. As we wrap up the content of this unit, I feel that my students are far more capable

to participate in a discussion on global warming, and will be well educated citizens and voters in the future.

2. What changes would you make if you teach the lesson again? The Energyville game used at the end of the lesson was not as effective as a motivator as I thought. Many students as got to the end of the lesson asked if they really had to play until 6000 points. I feel that next time I use a similar lesson I should make a point of “selling” any games that are involved.

3. What do you envision for the next lesson? This concludes the unit on Climate Change. Next week, Mr. Dannahower will run several lesson on PARCC testing (as student teachers are not involved in the PARCC testing process). Several of these lessons will cover global warming, and will be good review for their upcoming final.

4. To what extent does this lesson achieve the Mission of the Agenda for Education in a Democracy? To what extent does this lesson achieve the 21st Century Skills? This lesson enculturates students in a democracy by giving them tools they can use to combat climate change. As citizens in a democracy, my students will be more mindful of their place in the environment, more knowledgeable about solutions to climate change and will perhaps be inspired to come up with their own solutions. This lesson is taught through collaborative learning as students work with their tablemates. Students will learn how to work as a team and adapt to their own role within that team.

Climate Change: Projections & Solutions

Model 1: Future Projections

1. Analyze the trends in the graph (what you see). First, discuss the trend of each individual projection. Next, compare the trends to each other.

2. Analyze the meaning of the graph (what it means). Discuss the implications meaning of these trends.

3. Combine you responses to #1 and #2 and write a complete caption under the graph.

14.0

14.5

15.0

15.5

16.0

16.5

17.0

17.5

18.0

18.5

19.0

2000 2020 2040 2060 2080 2100 2120

Glo

bal

Mea

n T

emp

erat

ure

(°C

)

Year

Model Emission Scenario Projections (2005-2100)

Low Emission Projection

Medium Emission Projection

High Emission Projection

Model 2: Technological/Engineered Solutions

1. What are 2 different things that could be reduced to curb the effects of increasing global temperatures?

a. b.

2. Brainstorm 3 ways that this could be done. a. b. c.

3. Read the article: Technological “Solutions” to Climate Change. http://www.scientificamerican.com/article/geoengineering-solutions/

a. What is “geo-engineering”?

b. What are the 4 geo-engineering ideas mentioned in this article?

4. Read about additional geo-engineered solutions geo-engineering from BBC News

http://news.bbc.co.uk/2/hi/technology/8338853.stm. Complete this chart- think critically and creatively about the challenges and consequences that this might present.

Possible Solution Description Opportunities Challenges/Consequences

http://www.scientificamerican.com/article.cfm?id=geoengineering-solutions

http://www.scientificamerican.com/article/geoengineering-solutions/



5. Pretend that $100K is getting invested into one of these technologies and you are in charge of deciding which ones.

a. What further questions do you have, in order to make this important decision?

b. Based on the knowledge that you do have, which 2 solutions are toward the top of your list?

i. _________________; why?

ii. _________________; why?

c. Based on the knowledge that you do have, which 2 solutions are toward the bottom of your list?

i. _________________; why?

ii. _________________; why?

Model 3: Solutions

Objective - Explain the impact of the use of renewable and non-renewable resources on Earth’s climate. Directions

1. Follow the link on Blackboard or type in the following web address. http://www.energyville.com/energyville/

2. The first time through, select Guided Play and follow the directions carefully! 3. Click on Learn About (your city) and summarize the info about the city in the description.

4. Click on the Question marks by Economic, Environmental, and Security and explain how each is determined.

5. Hover over each of the Energy Sources and use the info to fill out the table below.

6. Time to play! You must play until you get a final energy score of 600,000,000.

Energy Source Opportunities Challenges

Biomass

Coal

Hydro

Natural Gas

Nuclear

Petroleum

Solar

Wind

Hydrogen (available in

round 2)

Oil Shale (available in

round 2)

http://www.energyville.com/energyville/

Documents

TEACHER WORK SAMPLE: CLIMATE CHANGE UNITandrewparlimenteportfolio.weebly.com/uploads/3/9/2/1/39213529/andrew... · Running Head: TEACHER WORK SAMPLE: CLIMATE CHANGE AND PALEOCLIMATOLOGY