Richard+Redding

Richard Redding / High School Science

Hello,

I am a high school science teacher at Fannin County High School, Blue Ridge, Georgia. I teach Biology and Physical Science this semester and next semester I will teach Biology only. I am also a high school football and wrestling coach. I graduated from Mississippi State in 1982 and this is my 28th year in education.

** PBL Unit Plan, Week 5, EDUC 6713 **

GLOBAL WARMING GOALS

__Essential Question__:

What actions can be taken on the state and/or local level to further the fight against global warming and its negative impact on planet Earth?

__Grade level and subject__:

High School Biology (9/10)

__Description__:

Establish what actions on a state (Georgia) and/or regional level (southeastern United States) are being taken to further the fight against global warming and its negative impact on planet Earth. Once this has been established, make one or two suggestions based on your research that you think can be used to improve measures already being taken or are an altogether new step or approach to the problem that could be implemented.

__Learning Outcomes__:

SCSh6. Students will communicate scientific investigations and information clearly.

SB4: Students will assess the dependence of all organisms on one another and the flow of energy matter within their ecosystems.

d. Assess and explain human activities that influence and modify the environment such as global warming, population growth, pesticide use, and water and power consumption.

ISTE NET- S

1. Creativity and innovation þ 4. Critical thinking, problem solving and decision making þ 2. Communication and collaboration þ 5. Digital citizenship þ 3. Research and information fluency þ 6. Technology operations and concepts

__Instructional Objectives__: Students will identify actions being taken to fight global warming in our region and based on their research, identify at least one additional step or improvement that could be made to the current plan in place.

ACTION __Before-class Preparation__: Reserve computer cart and prepare a handout that has the link for the EPA web site on Climate Change and the PEW Center on Global Climate Change.

__During Class__: [|www.ucsusa.org/global_ warming/science_ and_impacts/science] ||
 * Time || Instructional Activities || Materials and Resources ||
 * 3 ½ minutes || View video on white board “How do we know Global Warming is Human caused? || Upload video:
 * 3 ½ minutes || View video on white board “How do we know Global Warming is Human caused? || Upload video:
 * 30-35 minutes || Students conduct research on EPA and the PEW Center for Global warming websites. Students should identify the most recent data/readings on Greenhouse gas emissions in our region, what are the current standards set and are they being met in our region, what type of emission appear to be of the greatest concern to our region, what steps are being taken to deal with it in our region. || Computer with internet access ||
 * 30-35 minutes || Students will focus their research now on the area of greatest concern for our region. Students will look for information on what other regions of the country and other parts of the world are doing to combat the most significant problem we have in our region. Based on what others are doing, students need to develop at least one suggestion for combating the most significant problem in our region or come up with an altogether different solution of their own, based on their search. || Computer with internet access ||
 * 10-15 minutes || Students should begin preparing a report or presentation on their findings and prior to the conclusion of the class, save the materials they have found and plan to use, to the school data drive in their folder. Students will be allowed two 30-minutes segments in class to complete the project during the next two class segments. || Word processor and presentation software ||
 * 30-35 minutes || Students will focus their research now on the area of greatest concern for our region. Students will look for information on what other regions of the country and other parts of the world are doing to combat the most significant problem we have in our region. Based on what others are doing, students need to develop at least one suggestion for combating the most significant problem in our region or come up with an altogether different solution of their own, based on their search. || Computer with internet access ||
 * 10-15 minutes || Students should begin preparing a report or presentation on their findings and prior to the conclusion of the class, save the materials they have found and plan to use, to the school data drive in their folder. Students will be allowed two 30-minutes segments in class to complete the project during the next two class segments. || Word processor and presentation software ||
 * 10-15 minutes || Students should begin preparing a report or presentation on their findings and prior to the conclusion of the class, save the materials they have found and plan to use, to the school data drive in their folder. Students will be allowed two 30-minutes segments in class to complete the project during the next two class segments. || Word processor and presentation software ||

** MONITOR ** __Ongoing Assessment(s)__: Check for understanding throughout the lesson by using open-ended questions as students move through the process of collecting information.

__Accommodations and Extensions:__ The complexity of the lesson can be reduced or increased to match students at different academic or technology proficiency levels. More capable students can include additional graphics in their presentation and provide more solutions for the area of concern in our region. All students will have a choice of using either PowerPoint or Voice Thread depending on their level of technological proficiency.

__Backup Plan__: Data and reports from EPA’s website can be downloaded prior to the lesson and stored in a project folder.

__Evaluation__: The final product, PowerPoint or Voice Thread Presentation will be assessed using a rubric introduced at the beginning of the lesson


 * Comments: **
 * Richard, This is a well thought out plan. I am a math teacher and find this science lesson to be engaging. I have always wanted to know more about global warming. I like the breakdown you have entered. How long are your classes? Is this one day or more? I especially like the fact that you used an essential question. This is a great PBL lesson that could lead into larger research project as well. I like how you will be giving the students a choice for their presentation. Will this effect the rubric that you use? **
 * Good Lesson, Rhonda **
 * Richard, **
 * Global warming is a concern for all people. I like how your students will compare data from different regions. Will your students use spreadsheets to organize the data they collect? **
 * Debbie Rosa **

Week #6 Social Networking/and Online Collaboration Unit Plan __Essential Question__:

What action(s) can be taken to further fight against global warming and its negative impact on Planet Earth?

__Grade level and subject__:

High School Biology (9/10)

__Description__:

The students will continue with last week’s PBL activity in the area of making suggestions, based on their research, to improve measures already being taken to fight global warming or come up with an altogether new solution or approach that they have collaborated on developing. The students will have two 40-minute collaborative sessions, via Wiki, with students in neighboring Gilmer County.

__Learning Outcomes__:

SCSh6. Students will communicate scientific investigations and information clearly.

SB4: Students will assess the dependence of all organisms on one another and the flow of energy and matter within their ecosystems.

d. Assess and explain human activities that influence and modify the environment such as global warming, population growth, pesticide use, and water and power consumption.

ISTE NET-S

1. Creativity and innovation þ 4. Critical thinking, problem solving and decision making þ 2. Communication and collaboration þ 5. Digital citizenship þ 3. Research and information fluency þ 6. Technology operations and concepts

__Instructional Objectives__:

Students will work collaboratively to come up with a plan to improve existing steps being taken to fight global climate change or develop a new solution to the problem.

ACTION __Before-class Preparation__: Reserve computer cart and prepare a handout that has the link for the National Academies, Earth and Life Studies. Collaboratively plan lessons with fellow science teacher in Gilmer County.

__ During Class __:


 * Time || Instructional Activities || Materials and Resources ||
 * 40 minutes || Students will conduct research on methods for fighting global climate change while working in collaborative groups of two. They are looking for solutions to combat the most significant problem we have in the Southeastern United States that they uncovered during their PBL activity. || Computer with internet access ||
 * 40 minutes || Students will work collaboratively, using a Wiki, with fellow students in Gilmer County on identifying and/or creating solutions for the most significant area of concern in the Southeastern United States with regard to climate change. They will have an additional 40 minutes collaborative period a few class days later after they have completed additional research. || Computer with internet access ||
 * 40 minutes || Students will work collaboratively, using a Wiki, with fellow students in Gilmer County on identifying and/or creating solutions for the most significant area of concern in the Southeastern United States with regard to climate change. They will have an additional 40 minutes collaborative period a few class days later after they have completed additional research. || Computer with internet access ||
 * 40 minutes || Students will work collaboratively, using a Wiki, with fellow students in Gilmer County on identifying and/or creating solutions for the most significant area of concern in the Southeastern United States with regard to climate change. They will have an additional 40 minutes collaborative period a few class days later after they have completed additional research. || Computer with internet access ||

MONITOR __Ongoing Assessments__: Check for understanding throughout the lesson by using open-ended questions as students move through the process of collaboration and preparing presentations.

__Accommodations and Extensions:__ The complexity of the lesson can be reduced or increased to match students at different academic or technology proficiency levels. More capable students can include additional graphics in their presentation and provide more solutions for the area of concern in our region. All students will have a choice of using either PowerPoint or Voice Thread depending on their level of technological proficiency.

__Backup Plan__: Information from the National Academies, Earth and Life Studies website can be downloaded prior to the lesson and stored in a project folder.

__Evaluation__: The final product, PowerPoint or Voice Thread Presentation will be assessed using a rubric introduced at the beginning of the lesson.

Comments: Global warming is a real issue that students are aware of. I think you will definitely spark some interest.

At my school we have a club called S.A.V.E. They meet once a week and empty the recycling bins placed around the school. They are also involved in other energy saving endeavors. If your school has one of these it would be cool if they came and presented to your class a head of time, and if not, maybe this unit would be a good way to spark some interest in starting one. Charles Rinehart