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P R O J E C T C A L E N D A R page 1
Project: Global Warming Conference Time Frame: 3 Weeks


M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y
P R O J E C T W E E K O N E
Notes: 50 Minute Class Periods, 30 Students
Watch: Anchor Video (2 minutes)
Hand out entry documents
Discuss anchor video, entry
document, knows/need to knows
as a collaboration.
Driving Questions (20 minutes)
Assign teams (Groups of three) (3
minutes)
Groups choose topic from bowl: (2
minutes)
Biodiversity
Drought
Human Health Effects
Weather Patterns
Changes in animals
Changes in botany
Melting of ice caps
Rise of sea levels
Greenhouse effect/CO2
emissions.
Or other approved topic
Project time: Team members to
choose roles and start research. (20
minutes)

Exit ticket: What do you know
about global warming?
(3 minutes)
Project time: begin research on
topic with groups on
iPads/laptops. (40 minutes)

Discuss field trip for Friday &
consent forms. (5 minutes)

Exit ticket: turn in any research
on topic. (5 minutes)

Opening discussion: what sort of
research are the students finding?
(5 minutes)

Project time: continue research
with your groups (10 minutes)

Watch PBS Global Warming: The
Signs and the Science

https://www.youtube.com/watch?v
=xVQnPytgwQ0

(30 minutes)

Exit Ticket: what did you learn in
the documentary today over global
warming? (5 minutes)
Opening discussion: discuss first
half of global warming
documentary. (5 minutes)

Project time: continue research
with your groups. (10 minutes)

Continue to Watch PBS Global
Warming: The Signs and the
Science
https://www.youtube.com/watch?v
=xVQnPytgwQ0

(30 minutes)


Exit Ticket: what did you learn in
the documentary today over global
warming? (5 minutes)
Mini lesson on climate/weather.
Formative assessment
ask students to discuss
and explain differences
between weather and
climate.
Lead discussion on the
climate of the whole
world and discuss
averages for different
global regions. Also
discuss why we measure
weather.
(30 minutes)

Project time: continue research
with your groups. (15 minutes)

Exit ticket: turn in any research on
topic. (5 minutes)




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P R O J E C T W E E K T W O
Notes: 50 Minute Class Periods, 30 Students
Activity Make a barometer
(25 minutes)

Discussion over lab (10 minutes)

Project time: continue research
with your groups.
Appointments with groups to
discuss progress, how they will
implement their presentation. (10
minutes)

Exit ticket: How did the barometer
lab help you understand the link
between how the pressure in the
atmosphere rises to global
warming? (5 minutes)
Split students into new groups for
mini discussion and explain. (5
minutes)

Groups research global warming
and climate changes. They can use
either books from library or
internet to research. They have to
answer 3 questions:

What evidence is there
that the earth is actually
warming up?

What might be causing
any global warming?

What effect might global
warming have on the
earth's inhabitants?
(25 minutes)

Discussion with class (5 minutes)

Project time: Continue research
with your group. (10 minutes)

Exit ticket: Explain one piece of
evidence that you read about today
that the earth is actually warming
up. (5 minutes)

Split students into new groups for
today's mini debate. Groups will
either be assigned to research
evidence for or against the
possibility that the phenomena
exists. (15 minutes)

Class debate about whether the
earth is in fact warming up due to
the Greenhouse Effect. (15
minutes)

Class discussion (5 minutes)

Project time: Continue research
with your group. (10 minutes)

Exit ticket: What are the possible
impacts of the greenhouse effect?
(5 minutes)

Individually, students create rough
drafts of their global warming
research paper. The papers should
include data gathered from the
Internet such as what scientific
evidence there is for global
warming, how global warming
might affect human beings, what
can be done to prevent future
global warming, and to what
extent the Greenhouse Effect may
be influencing our weather. (30
minutes)

Project time: continue research and
plan execution of presentation. (15
minutes)

Class discussion: talk about field
trip, and any questions regarding
presentations. (3 minutes)

Exit ticket: hand in execution plan
of presentation. (2 minutes)









FIELD TRIP to Fox News
Weather Station
Project: page 2

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M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y
P R O J E C T W E E K T H R E E
Notes: 50 Minute Class Periods, 30 Students
Opening discussion: field trip. (5
minutes)

Work on rough drafts of global
warming papers.(30 minutes)

Project time: continue research
with your groups. (10 minutes)

Exit Ticket: what can we do as
humans, to prevent future global
warming? (5 minutes)



Peer review (10 minutes)

Work on final paper of global
warming papers. (30 minutes)

Project time: continue research
with your groups. (10 minutes)

Exit Ticket: hand in final paper.
Split class into groups of 5, and
assign roles: scientist, industrialist,
citizen, politician, and
environmental activist. (2 minutes)

On overhead, the description and
explanation of "The Global
Climate Game" is read out by
various students. (10 minutes)

Each student reads the description
of their role individually. (5
minutes)

Groups play board game - the goal
of the game is to minimize the
impact of human activity on global
climate.
(Board game instructions
attached). (20 minutes)

Project time: continue research
with your groups. (10 minutes)

Exit Ticket: recommendations to
reduce influence of human activity
on global climate. (3 minutes)

Opening discussion: discuss "The
Global Climate Game". (5
minutes)

Project time: continue research
with your groups. (40 minutes)

Exit Ticket: fill out the Venn
diagram regarding over what you
have learned throughout this
lesson. (5 minutes)

Quick discussion (5 minutes)

Project time: rehearse
presentations (10 minutes)

Group Presentations: 30 minutes

Exit Ticket: Did you prefer this
method of learning over a
traditional method? Why or why
not? (5 minutes)