Essay on "Polar Bears Gone? Climate Change, Global Warming"
Essay 4 pages (1160 words) Sources: 4
[EXCERPT] . . . .
Polar Bears Gone?Climate change, global warming, El Nino, and disaster movies (2012, etc.) are a part of contemporary culture. Children, from a very young age, are exposed to the concept of climate change, but sometimes are not familiar with something to make that issue relevant for them. This is particularly true for younger students, who do not yet have a good concept of seasons, temperature variation, or what consequences the melting of polar ice might have. Using a framework, though, of a Polar Bear family and their home; we can structure a week long lesson plan to help them understand the very basics of the topics.
Level -- Adaptable K-2 depending on curriculum, group, and time.
Timing - Week long, multidisciplinary lesson that combines various core curriculum areas and ties together an ecological approach that shows students the world is neither static nor individualistic, but a holistic combination of many issues.
Lesson Objectives - by the end of the week-long lesson, students will:
1. Have a general understanding of the measurement of temperature in both the Fahrenheit and Celsius scales.
2. Understand the term "habitat" and how it relates to the ecology of a region.
3. Understand the basic definition of the greenhouse effect based on class discussion, films, diagrams, and lecture.
4. Participate in group brainstorming sessions and class discussions related to the impact of the greenhouse effect and global warming.
5. Discuss the effect that a rise in temperature might have for the Polar Bear Family, indigen
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6. Conduct research using primary sources to explore the issues of polar bear habitat and why it affects everyone.
7. Take a position about global warming and support this view with reasons, facts and examples.
8. Create a group project that supports a point-of-view; individual writing assignments to buttress the argument, and group presentations.
Related National Standards - Based on McREL National Content Knowledge, individual States may have different item numbers (See: http://www.mcrel.org/standards-benchmarks/.)
Science:
Standard 1. Understands atmospheric processes and the water cycle:
Level Pre-K
Knows vocabulary (e.g. rainy, windy, sunny) for different types of weather
Knows that weather conditions change
Knows that the environment changes over seasons and areas
Level I -- K-2
Knows that short-term weather conditions change daily, and understands basic weather patterns
Knows that water can be a liquid or solid and can be made to change from one form to another, but the amount of water is static
Stretch Goals
Knows that water exists in the air in different forms (clouds, rain, snow, etc.) and changes through processes (freezing, condensation, precipitation, evaporation).
Knows that the Sun provides light and heat, basic understanding of ozone layer
Standard 7. Understands biological evolution and the diversity of life
Level IK-2 -- Knows that some types of organisms that once lived on Earth have completely disappeared (e.g. dinosaurs, mammoths, certain plants).
Stretch Goal -- Understands concept of extinction and how environmental change can cause it to happen.
Standard 6. Understands the relationships among organisms and their physical environment.
Stretch Goal -- Knows the organization of simple food chains and food webs (e.g. green plants make their own food with sunlight, water, and air; some animals eat the plants, some animals eat the animals, etc.).
Additional Matrices:
Health -- Standard 2 -- Knows environmental and external factors that affect individual and community health.
History -- Standard 44 -- Understands the search for community, stability, and peace in an… READ MORE
Quoted Instructions for "Polar Bears Gone? Climate Change, Global Warming" Assignment:
“For this assignment you will need a lesson plan or unit that includes an assessment. You may use one of your own, create a new one, or modify one that you find. Make sure the assessment contains all the elements of effective assessment and then explain or provide measures to show:
How it aligns to the essential knowledge, understanding, and skills of the targeted learning outcomes.
How students will be absolutely clear of those targeted learning outcomes
Why it is the right kind of assessment to measure what needs to be measured
Why it is a fair sample of the content to be assessed
How it emphasizes what matters most in the topic of study
How it works for the students who will use it
How it will provide an opportunity for students to demonstrate what they know, understand, and can do
How you will provide clear and effective feedback
How it will lead to improved instruction
How students will benefit from the assessment
Make sure to identify the grade level and content area as well as appropriate learning outcomes or objectives that are being assessed. There is not a page or length requirement for this assignment; however be sure to address all elements listed above, and provide the proper APA citation for any sources that you use. Include a title page and reference page(s).
How to Reference "Polar Bears Gone? Climate Change, Global Warming" Essay in a Bibliography
“Polar Bears Gone? Climate Change, Global Warming.” A1-TermPaper.com, 2012, https://www.a1-termpaper.com/topics/essay/polar-bears-gone-climate-change/329241. Accessed 1 Jul 2024.
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