Classroom Activities
Mapping Climates onto Paper Globes
Each student will get their own foldable paper globe that resembles the shape of our Earth. Then, using a flashlight and light sensor, we will measure the strength of the light (simulating the sunlight) at different latitudes on the paper globe. We will color the paper globe in different colors to demonstrate how concentrated the light energy is at different latitudes on the paper globe. I will be using a template that already has latitude lines on it. When students are finished with this project, it should resemble Figure 3. Students will write and draw about what kind of climate they expect in each of the different zones and then compare their hypotheses with facts from scientific readings. By having students physically map out the climates and see the relationship to the Sun’s energy, it will make it more tangible and concrete for young students who may have trouble understanding this concept just by reading or watching a video.
Evaluating a Climate Change Intervention
Students will be given a list of climate change interventions that we have read about together in class. They will get to choose one of the tools or strategies and research it, evaluate it using a rubric, and offer suggestions for improvement. Depending on the tool, students will have the option to re-design the item and submit their suggestions to a local leader who utilizes this intervention in his/her work. This activity will be used as the culminating project for the unit as a way for students to get involved with and take action in their local community. It offers students a large amount of choice and freedom to explore. It also gives students a real purpose and a real audience for their final project.
Graphing and Comparing Temperatures & Precipitation
Students will graph the daily maximum temperature and daily precipitation in the month of April for the year 2021 on two separate graphs. We will label the axes of the graphs, create appropriate scales, and learn how to make a line graph accurately. Once we have finished these graphs, students will look at historic data from 1900 and use a different color to graph the temperature and precipitation data from 1900 on top of their previous line graphs (5). They will then make observations and hypotheses about what is happening with weather and climate based on the information and patterns observed in their graphs.
Jigsaw Reading
For different readings in the unit, students will be split into groups and each group will be assigned a specific article, portion of an article, or item to read about. Once all the groups have completed their reading and have become familiar with their assigned topic, they will be put into heterogeneous groups with one person from each of the topics. Each student will take turns teaching the content that they learned to the rest of the group. This provides students with an opportunity to learn from each other instead of from the teacher and encourages them to learn about something so deeply that they can effectively explain it to others.
Comments: