The focus group for this research is housed in a neighborhood school in the Englewood Community in the city of
Chicago. Typically a neighborhood school is under funded and has limited resources and equipment.. Technology is also very limited, and is scarcely available. Generally class sizes are small due to a decline in student enrollment and the population of students served are predominately African- American. The school where I teach is categorized as a neighborhood school. The demographics of students include 100% African- American, 45% diverse learners , and 98.7% low income. The subjects chosen for this research is an eleventh grade environmental science class. Although, technology is limited I would like to implement some aspects of it into my class. I am definitely stepping out of my comfort zone and taking on a bit of a challenge. I have chosen the Junior level because they have had very little exposure to integrating technology in their classwork. Utilizing this class, I feel will have a greater impact simply because they will soon be entering either into a career or collegiate setting. Unfortunately, CPS doesn't allow access to social medial, therefore students will have access to You Tube via my access points.
Moving forward, the lesson I have chosen for the focus group will meet standard based requirements centered around environmental Science content. The lesson will introduce students to Global Warming and the impact it has on climate change and the human population. I chose this particular lesson because students in the Englewood community knowledge base doesn't expand beyond their immediate surroundings. Unfortunately, they arent even aware of the nature of global warming and how it impacts them directly . Moreover, culturally the majority of students have yet to go outside the Englewood community. Not even to the local downtown area. Therefore, my goal is for students to conduct research using a variety of sources to explore perspectives in global warming. Students will read various texts that will enable them to formulate ways to combat the effects of global warming. My overarching goal is for students to share what they have learned within their communities, thus promoting global awareness locally.
The big Ideas for this lesson will include the "Science" of global warming, basics of global warming, design and propose/ debate solutions, and investigation of Climate Politics. The science of global warming will have students consider the various lines of evidence showing that the climate is changing and that humans and green house gas emissions are the ones responsible for this change The basics will include lecture on general terminology and scaffolding for prior knowledge. First, I will use an electronic classroom polling system consisting of 5 questions to conduct and measure student interest regarding global warming. Then, students will be given a pre- assessment quiz on climate change. As an introduction to global warming I will facilitate a basic KWL exercise. Student will discuss what they know and any questions they have in small groups. After which I show a brief introductory video on global warming by Gavin Schmidt ( The emergence of climate change) . Hopefully, the video should clear up any misconceptions students may have while simultaneously creating new questions and ideas for inquiry. Hopefully these questions will serve as a springboard and platform for class discussion.
Everyone doesn't agree on global warming and the impact is has on the human population. Therefore, students will view videos such as " Borrowed time on disappearing land "that illustrate the controversy surrounding global warming. From these videos students will take a position on global warming using facts propose for ways to prepare for the projected effects of climate change. Students will address the following question, In your opinion has human activity caused the climate to change in the last 100 years? Students will be given Venn diagrams to organize their thoughts, After which they will write a 2-3 paragraph persuasive essay about what climate change means to them. Students will be required to make a video that supports their positions on global warming. Due to limited technology accessibility, I will solicit the assistance of the computer teacher with installing movie maker on all computers. Also, I will pitch the assignment as cross-curricular integration in order for students to receive dual credit. Students will then complete a final project ( from a list of proposed projects) that increases awareness within their communities. An example of one project is simply to make a Poster that can be posted in their community. Another example is to create a game to help underclassmen know more about global warming. At any rate, the students will have plenty to choose from.
Lastly, the investigation of politics will include research regarding rules our government and other countries have outlined. Students will explore how U.S. relations with other countries if the U,S, fails to regulate greenhouse gas emissions. Therefore, students will read various texts on environmental politics and policy lessons from the New York Times. Students will view short video clips as well as portions of the Inconvenient Truth. Utilizing these tools will aide students in developing their ideas, Students will then be asked answer the question and present visually in any format they choose. How can nations and individuals address climate change? Finally, students will formulate hypothesis about the effects of global warming on climate and the worlds population if human activities don't change. Working in pairs students will also make predictions about the effects climate change can have on the human population. Each group will give an oral presentation expressing their viewpoints.
Chicago. Typically a neighborhood school is under funded and has limited resources and equipment.. Technology is also very limited, and is scarcely available. Generally class sizes are small due to a decline in student enrollment and the population of students served are predominately African- American. The school where I teach is categorized as a neighborhood school. The demographics of students include 100% African- American, 45% diverse learners , and 98.7% low income. The subjects chosen for this research is an eleventh grade environmental science class. Although, technology is limited I would like to implement some aspects of it into my class. I am definitely stepping out of my comfort zone and taking on a bit of a challenge. I have chosen the Junior level because they have had very little exposure to integrating technology in their classwork. Utilizing this class, I feel will have a greater impact simply because they will soon be entering either into a career or collegiate setting. Unfortunately, CPS doesn't allow access to social medial, therefore students will have access to You Tube via my access points.
Moving forward, the lesson I have chosen for the focus group will meet standard based requirements centered around environmental Science content. The lesson will introduce students to Global Warming and the impact it has on climate change and the human population. I chose this particular lesson because students in the Englewood community knowledge base doesn't expand beyond their immediate surroundings. Unfortunately, they arent even aware of the nature of global warming and how it impacts them directly . Moreover, culturally the majority of students have yet to go outside the Englewood community. Not even to the local downtown area. Therefore, my goal is for students to conduct research using a variety of sources to explore perspectives in global warming. Students will read various texts that will enable them to formulate ways to combat the effects of global warming. My overarching goal is for students to share what they have learned within their communities, thus promoting global awareness locally.
The big Ideas for this lesson will include the "Science" of global warming, basics of global warming, design and propose/ debate solutions, and investigation of Climate Politics. The science of global warming will have students consider the various lines of evidence showing that the climate is changing and that humans and green house gas emissions are the ones responsible for this change The basics will include lecture on general terminology and scaffolding for prior knowledge. First, I will use an electronic classroom polling system consisting of 5 questions to conduct and measure student interest regarding global warming. Then, students will be given a pre- assessment quiz on climate change. As an introduction to global warming I will facilitate a basic KWL exercise. Student will discuss what they know and any questions they have in small groups. After which I show a brief introductory video on global warming by Gavin Schmidt ( The emergence of climate change) . Hopefully, the video should clear up any misconceptions students may have while simultaneously creating new questions and ideas for inquiry. Hopefully these questions will serve as a springboard and platform for class discussion.
Everyone doesn't agree on global warming and the impact is has on the human population. Therefore, students will view videos such as " Borrowed time on disappearing land "that illustrate the controversy surrounding global warming. From these videos students will take a position on global warming using facts propose for ways to prepare for the projected effects of climate change. Students will address the following question, In your opinion has human activity caused the climate to change in the last 100 years? Students will be given Venn diagrams to organize their thoughts, After which they will write a 2-3 paragraph persuasive essay about what climate change means to them. Students will be required to make a video that supports their positions on global warming. Due to limited technology accessibility, I will solicit the assistance of the computer teacher with installing movie maker on all computers. Also, I will pitch the assignment as cross-curricular integration in order for students to receive dual credit. Students will then complete a final project ( from a list of proposed projects) that increases awareness within their communities. An example of one project is simply to make a Poster that can be posted in their community. Another example is to create a game to help underclassmen know more about global warming. At any rate, the students will have plenty to choose from.
Lastly, the investigation of politics will include research regarding rules our government and other countries have outlined. Students will explore how U.S. relations with other countries if the U,S, fails to regulate greenhouse gas emissions. Therefore, students will read various texts on environmental politics and policy lessons from the New York Times. Students will view short video clips as well as portions of the Inconvenient Truth. Utilizing these tools will aide students in developing their ideas, Students will then be asked answer the question and present visually in any format they choose. How can nations and individuals address climate change? Finally, students will formulate hypothesis about the effects of global warming on climate and the worlds population if human activities don't change. Working in pairs students will also make predictions about the effects climate change can have on the human population. Each group will give an oral presentation expressing their viewpoints.