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Hypermedia Integration
Attribution Credits: Community Classrooms in conjunction with Independent
Television Service (ITVS) Film Modules Editor: Gail Huddles, After Image Public Media: Richard Berge [lesson modified]

Lesson: Climate Politics - The Island President Modified Lesson Plan: Tina Marie Lesson Title: Connected World
Introduction: The lesson facilitates the creation of a relevant framework for the links between social science topics, and the world outside the classroom. The video depicts an individual nations struggle to avoid extinction, in the face of rising sea levels, providing an intense microcosm of our connected world. Film Synopsis: Considered the lowest lying country in the world, a rise of a mere three meters in sea level would inundate the Maldives, rendering the country practically unlivable. Unless dramatic changes are made by the larger countries of the world, the Maldives, like a modern Atlantis, will disappear under the waves. The Island President - Mr. Mohamed Nasheed - took the Maldivian fight for survival to the world stage. Taking his peoples plight to the Global Climate Summit led to the first time in history that China, India, and the United States agreed to reduce carbon emissions. This lesson examines the factors behind global climate change, its detrimental ecological and cultural effects, and the means by which it can be mitigated, on both local and international levels. Grade Level: Middle and High School - grades 7-12

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Content Area: The curriculum is aligned with national standards in language

arts, social studies, and science. The lesson modification emphasizes the aspects of hypermedia as a tool, to facilitate the scaffolding of individual knowledge, and meaning creation. The detailed guide created with the original lesson includes two lesson plans geared toward personal and local discovery, critical thinking, and interpersonal activities.

Content Objectives:
Examine what is meant by the term climate change, and what it has in common with global warming Identify the links between climate change, political advocacy, and the international political process Use interactive technology tools to calculate personal carbon footprint, and personal water footprint Analyze the results of personal footprints on the global climate Transfer personal and group understanding to a larger scale Analyze cause-and-effect relationships Reflect upon and consider personal feelings about global warming and climate issues Recognize and value teamwork Recognize the application of cooperative learning skills, through the actions of the Island President at the Global Summit Recognize and value effective collaboration techniques

Pedagogy Objectives:
Virtual field trip - students meet new people and hear their ideas Inspire curiosity about world events Develop critical thinking skills Improve communication and creativity Build a foundation for life-long learning strategies

Technology Objectives:
Processing: o Interactive technology tools to scaffold knowledge o Utilize technology tools to evaluate results of footprint activities Manipulation: o Use technology as a research tool for active investigation o Utilize technology tools to record results in various formats

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Communication: o Utilize technology tools to communicate findings o Identify technology as a valuable tool for global interaction st 21 Century Skill Development o Problem-based learning o Develop critical thinking skills

National History Standards Addressed:

10.1.11 (World History Grades 5-12): Analyze ways in which human action has contributed to long-term changes in the natural environment in particular regions or worldwide. 9.2A.4 (World History Grades 5-12): Analyze how population growth, urbanization, industrialization, warfare, and the global market economy have contributed to environmental alterations. 9.2A.5 (World History Grades 5-12): Assess the effectiveness of efforts by governments and citizens movements to protect the global natural environment.

National Curriculum Standards for Social Studies:

10. CIVIC IDEALS AND PRACTICES An understanding of civic ideals and practices is critical to full participation in society and is an essential component of education for citizenship. This theme enables students to learn about the rights and responsibilities of citizens of a democracy, and to appreciate the importance of active citizenship.

Writing Standards Addressed:

612, 6 (910, 1112) Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically.

Speaking and Listening Standards Addressed:

612, 5 (910, 1112) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (Note-if resources permit and the creation of a presentation is a component).

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National Science Education Standards Addressed:

Science in Personal and Social Perspectives 12FSPSP4.2 Materials from human societies affect both physical and chemical cycles of the earth. Environmental Quality 12FSPSP4.3 Many factors influence environmental quality. Factors that students might investigate include population growth, resource use, population distribution, overconsumption, the capacity of technology to solve problems, poverty, the role of economic, political, and religious views, and the different ways humans view the earth.

NETS Standards Addressed:

Facilitate and inspire student learning and creativity Design and Develop Digital Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment, incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. b. Customize and personalize learning activities to address students diverse learning styles, working strategies, and abilities using digital tools and resources. http://www.iste.org/docs/pdfs/nets-t-standards.pdf?sfvrsn=2

Relative Advantage: Hypermedia integration facilitates the linking of resources

and interactive tools in a meaningful and authentic way. Technology tools can facilitate the scaffolding of knowledge in a way to accommodate diverse learning styles and enhance individual learning. Students are more motivated when the topic is of real-world significance, and they are actively involved in their quest for knowledge.

Timeline: This includes showing two ten minute segments from each film rather
than the entire videos. Strategies include alternating between activities, based on student prior knowledge, flow of class discussion/debate, and available resources. The original lesson has a timeline of 90+ minute lessons. The activities can be adapted. The lesson could be covered in a unit: 8-10 - 45 minute sessions.

Materials:
Video Segment: The Island President

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Educators Guide o Student Handout A: Man vs. Nature o Student Handout B: Film Synopsis Google Docs: Student Handout C: Focus Discussion Questions Google Docs: Student Handout D: Movie Discussion Questions LCD projector or DVD player Pens and writing paper Whiteboard or Blackboard and markers/chalk Three of the interactive activities require computers with internet access and Microsoft Office Software (high speed internet access) Assorted art supplies and/or desktop publishing software Computers with Internet access for small group activities Online Resources: Zero Footprint Youth Calculator: o http://calc.zerofootprint.net/youth/ Water Footprint Calculator for Kids: Online Resources: Zero Footprint Youth Calculator: o http://environment.nationalgeographic.com/environment/freshwater/ water-footprint-calculator/

Grouping Strategies: The grouping strategies will be alternated. Adapt

accordingly between class discussions, small groups, and two large groups-for a climate debate. Detailed grouping strategies are outlined with each of the activities. The lesson begins with an activity and class discussion, requiring students to recall prior knowledge on climate issues.

Learning Activities:
Activity 1: Individual Concept Map-What do you think of when you hear the terms: climate change and global warming? Time: 10 Minutes Materials: pens/pencils, paper whiteboard or blackboard Goal: Create concept map/recall prior knowledge. Instruct students to write the words climate change on the middle of a blank piece of paper. And create a concept map with ideas they relate to these words. (provide example) Activity 2: Class Discussion Concept Maps/Creation of Combined Concept Map Time: 35 Minutes Materials: Using White/Blackboard

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- Invite the students to share their results with the class and record a collective vocabulary of words that relate to climate change - creating a collective concept map. Identify the key differences between climate change and global warming, and provide examples. Elaborate during student discussion by providing relevant feedback, and encouraging student interaction. Alternative Activity 2: Small Groups-Each using a large sheet of Kraft paper for their brainstorming. This will facilitate small group collaboration, and the creation of mental maps, based on shared knowledge. This could then be elaborated during a class discussion, where small group concept maps are shared, and then combined. Activity 3: Pre-Screening: Is It Getting Hot in Here? Time: 45 minutes Materials: pens/pencils, paper Student Handout A: The Climate Change Debate: Man vs. Nature Anuradha K. Herath, Astrobiology Magazine Date: 05 October 2011 via www.livescience.com LCD projector or DVD player Goal: Students will examine what is meant by the term climate change and what it has in common with global warming. They will then analyze the debate surrounding climate change, consider their feelings about the issues, and consider why there is so much passion on both sides of the divide. Activity 4: WHATS ALL THE DEBATE ABOUT? Time: 45 minutes Materials: LCD projector or DVD player Refer to Student Handout A: Man vs. Nature paper/pencil, notebooks, concept maps, notes from class discussion Goal: Enhance learning and build cooperative and communication skills Group Strategy: Divide the class into two groups: Human Factors & Natural Forces Instruct each pair to read the summary of the climate change debate and briefly discuss their understanding of the debate from this perspective. Instruct them to collaborate with their group on the best defense for their point of view. (Adapt accordingly-extend to next class period if learning is being enhanced.)

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Key Focus Points for Climate Change Debate (write on white/black board) Human Factors carbon dioxide build up (from greenhouse gas emissions) changes in agriculture changes in land-use patterns (both trap more heat) Hundreds of scientists around the world have conducted research that show human activities contribute the most to todays climate change. Natural Forces Solar changes Changes in earths orbit Even scientists who think human activity is the main cause of climate change dont deny that natural changes will cause temperature fluctuations on Earth. Activity 5: Preview Activity - View Video Segments - Class Discussion Time: Video Screening: 20 minutes (10 each) Class Discussion: 25 minutes Materials: CD Projector or DVD player Video Screening: Climate Politics Strategy Meeting Video Screening: Underwater Cabinet Meeting, Paper/pencils Student Handout B: Film Synopsis (background info) Student Handout C: Focus Discussion Questions (completed as class) Goal: The handout and discussion questions provide focus for students prior to viewing the two video segments. Instruct students to take notes while watching the video modules and record quotes that illustrate the debate about global warming and its impact on the Maldives. Compare their own debate strategies, and get ideas on ways to improve. Activity: Complete Handout C as a class, discuss, and provide clarification. Activity 6: Interactive Class Discussion: WHAT DOES THIS MEAN FOR THE PEOPLE LIVING ON THE MALDIVE ISLANDS? Time: 45 minutes Materials: CD projector or DVD player Paper/pencils Student Handout D: Post Film View Questions Goal: Students will identify and record key points, and share personal opinions verbally and/or on the post view questions handout. (collect) evaluate

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Activity 7: WHAT DOES THIS ALL MEAN FOR YOU? Time: 45 minutes Grouping Strategy: Divide the class into pairs or small groups and instruct them to review the article and slideshow; What Climate Change Just Might Ruin. Extend the activity to include evaluation of source credibility-discuss. Materials: Projector or DVD player (for demonstration) Computers with Internet access to accommodate small groups Post article and slideshow, What Climate Change Just Might Ruin. Online Resource: Link Paper/pencils

Have students do further research for a peer-reviewed articles. Compare-discuss.

Goal: Ask each group to identify the impact of climate change on everyday life in different areas of the world, including their own. Have the students identify 23 ways they expect their own lifestyles/habits to be affected by climate change. And 23 ways they expect their school or community will be affected over time. They should discuss the following as a group:

Activities:

Guiding Questions: Which of the following do you expect will be affected by climate change and how do you think your life might change as a result? Your Your Your Your Your favorite foods or beverages means of transportation medical care entertainment means of communication

Activity 8: CALCULATE INDIVIDUAL CARBON FOOTPRINT Time: 45 minutes (interactive) Grouping Strategy: Small Groups Materials: Projector or DVD player (for demonstration) Online Resources: Zero Footprint Youth Calculator: o http://calc.zerofootprint.net/youth/ Computers with Internet access to accommodate small groups Paper/pencils

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Goal: Instruct the groups to use the Zero Footprint Youth Calculator to calculate their individual carbon footprints. Then estimate what their groups collective carbon footprint might be. Allow students individual discovery to research the topic from their own unique perspective, if time permits.

Activities:
Ask the groups to discuss their results and identify: The top three contributors to their carbon footprint What they are currently doing that helps to limit their carbon emissions Activity 9: CALCULATE INDIVIDUAL WATER FOOTPRINT Time: 45 minutes (interactive) Grouping Strategy: Small groups Materials: Projector or DVD player (for demonstration) Article - What is your Water Footprint? Article How Many Gallons of Water are Wasted from Leaky Faucets? Water Footprint Calculator for Kids: o http://environment.nationalgeographic.com/environment/freshwater/ water-footprint-calculator/ Paper/pencils Goal: Students will calculate their approximate individual water usage and relate this to how collective use impacts the planet. Through this interactive they will learn that nearly 95 percent of their water footprint is hidden in the food they eat, energy used, products bought, and services used, in addition to the water they drink, bathe, and flush with.

Activities:
What is Your Water Footprint? http://www.waterfootprint.org/?page=files/YourWaterFootprint How Many Gallons of Water a day are Wasted from Leaky Faucets? http://ga.water.usgs.gov/edu/sc4.html

Assessment: Students are required to complete hand-outs during class

discussions. These provide a means to check understanding. The debate provides a platform for student interaction and collaboration. Both self and peer assessments can be included to provide feedback on communication and participation. The creation of a final artifact provides a means to measure acquisition of content knowledge.

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Adaptations-Learners with Special Needs: Instructional strategies

integrated in the lesson plan provide additional assistance to learners with special needs. Grouping strategies and students checklists provide a way to measure what kind of additional assistance may help individual students succeed. Software tools can be added to assist students, after gathering sufficient evidence of student ability and prior knowledge. [More Resources]

References:
Current Events Awareness/Media Literacy | Social Studies | Classroom Resources | PBS Learning Media. (n.d.). Retrieved October 15, 2013, from http://idahoptv.pbslearningmedia.org/resource/006b2846-b093-4939-b29723285e4d1e22/006b2846-b093-4939-b297-23285e4d1e22/ The Island President Classroom Modules | Health and Physical Education | Classroom Resources | PBS Learning Media. (n.d.). Retrieved October 15, 2013, from http://idahoptv.pbslearningmedia.org/resource/4ac519d2-ca2842c1-b864-2176e2406114/the-island-president-classroom-modules/ PBS Teachers . learning.now | PBS. (n.d.). Retrieved November 10, 2012, from http://www.pbs.org/teachers/learning.now/

EXTENSION ACTIVITY: WHAT IS OUR SCHOOLS CARBON FOOTPRINT? The Cool School Challenge offers suggestions on how to expand the activity to include the whole school. A Students Guide to Climate Change (EPA): http://epa.gov/climatechange/kids/index.html Green Schools Initiative: http://greenschools.net/article.php?id=271

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Cool Schools Challenge (National Wildlife Federation): http://www.nwf.org/Eco-Schools-USA/Become-an-Eco-School/Cool-SchoolChallenge.aspx