Author:
Amanda
Subject:
Science
Material Type:
Homework/Assignment
Level:
Middle School
Tags:
  • Lesson Plan
  • Term Project
  • License:
    Creative Commons Attribution Non-Commercial
    Language:
    English
    Media Formats:
    Text/HTML

    Storytelling Climate Change Term Project. Grade 8 Science.

    Overview

    This is a term project that gives the students the opportunity to be creative in discussing current events relating to climate change in science that appeal to the student’s interest in storytelling. Students have an opportunity to envision themselves in a career in the future along with how climate change will affect that career.

    Summary

    This is a term project that gives the students the opportunity to be creative in discussing current events relating to climate change in science that appeal to the student’s interest in storytelling. Students have an opportunity to envision themselves in a career in the future along with how climate change will affect that career.

     

    Background for Teachers

    Step 1 - Goals and Outcomes

    Step 1 Goals and Outcomes

    I

    Science and Engineering Practices- SEEd - Grade 8

    Analyzing and interpreting data:  Students analyze various types of data in order to create valid interpretations or to assess claims/conclusions.

    Engaging in argument from evidence:  Students support their best explanations with lines of reasoning using evidence to defend their claims.

    Obtaining, evaluating, and communicating information:  Students obtain, evaluate, and derive meaning from scientific information or presented evidence using appropriate scientific language. They communicate their findings clearly and persuasively in a variety of ways including written text, graphs, diagrams, charts, tables, or orally.

     

    Standard 8.4.4  - Analyze and interpret data on the factors that change global temperatures and their effects on regional climates. Examples of factors could include agricultural activity, changes in solar radiation, fossil fuel use, and volcanic activity. Examples of data could include graphs of the atmospheric levels of gases, seawater levels, ice cap coverage, human activities, and maps of global and regional temperatures. (ESS3.D) Learning Intentions:

     

    Step 2 - Planning Instruction

    Step 2 Planning Instruction

    Student Background Knowledge

    • Prior to this lesson, students will need to have an understanding of current events in science, graph or image analysis, evaluating online resources for credibility, citation methods, Adobe Rush, or other video editing software
    • Definitions: Climate change, renewable resource, sea level rise, greenhouse effect, carbon dioxide,

    Strategies for Diverse Learners

    • Students with diverse learning needs may need scaffolding for this project. This would include the creation of videos prior to this term project. This could mean creating an video together as an entire class. This would give students the opportunity to watch and participate in the entire process prior to the term project.
    • Examples of completed projects could be given to student who may need the support prior to beginning the project
    • Topic selection could be given to students who need extra help. This may include a list of resources for the student to use in in the process of researching the topic.

    Step 3 - Instruction

    Step 3 Instruction

    • Step 1: Present Term Project.
      • Provide students with the Project Handout and copy of the Project Rubric. Explain expectations and timeline for the project.

     

    • Step 3: Classroom time on project. These days can be spread throughout the term
      • Day 1: Research the following prompts.
        • Part 2 Explain your current job. Include what you do daily and your training to get that job (college degree etc….). Explain what the climate is currently like in the state you live in. Use the state climate websites.
        • Part 3 Using the websites for your job explain whether or not climate change has a positive or negative effect on your job. Explain how you are changing your job daily in order to adapt to the effects of climate change. If you are trying to change habits to reduce climate change explain what you are doing to make your job friendlier to the environment,
        • Part 4 Using the data from the websites provided for climate change (or choose your own websites) explain your opinion on the causes of climate change. Make sure you use information to support your hypothesis.
        • Part 5 Include a “Call to Action” at the end of your video. State what actions do you think should be done to protect your livelihood, state, and those around you from the effects of climate change.
        • Record references and research on Research Worksheet
      • Day 2: Planning
        • First explain analysis. Explain to students what is expected for them to analyze a picture of graph within their video.
        • Explain the storyboarding process. Provide an example.
        • Students are given time to plan and storyboard their video.
        • Students create storyboard for their video. Students can use the Storyboard document, or they can use a digital program like https://www.canva.com/
        • Students should prepare a plan or a list of items for props they may need to bring for filming day
      • Day 3: Filming
        • Creative time should be given for students record their videos.
      • Day 4: Editing
      • Day 5: Classroom Presentation
        • Students write one positive comment or fact learned from other students’ videos.
    • Attachments:

    Project example: https://youtu.be/5iWk6EPlWUc

    Step 4 - Assessments

    Step 4 Assessments

    Attachments:

      • Project Rubric
      • Student final worksheet