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Teacher Resources by Grade
|1st - 2nd||3rd - 4th|
|5th - 6th||7th - 8th|
|9th - 10th||11th - 12th|
Critical Literacy in Action: Multimodal Texts on Global Warming
|Grades||6 – 8|
|Lesson Plan Type||Standard Lesson|
|Estimated Time||Four 45- to 60-minute sessions|
MATERIALS AND TECHNOLOGY
- One computer with Internet access and projection capability (and optional PowerPoint software)
- Computers with Internet access
- Overhead projector and transparencies (optional)
- Index cards, markers, and tape
- Scientific Investigations in South Cascade Glacier
- Evaluating Scientific Credibility
- Representing Global Warming Discussion Guide
- Representing Global Warming Discussion Self-Evaluation Rubric
- Global Warming: Tying It All Together
- U.S. Geological Survey: 1928 to 2000 South Cascade Glacier Photo Comparison
- National Academy of Sciences: Global Warming Facts & Our Future
- World View of Global Warming
- Natural Resources Defense Council: Global Warming Puts the Arctic on Thin Ice
|1.||Prepare PowerPoint slides or overhead transparencies of three pictures of South Cascade Glacier, Washington (taken in 1928, 1979, and 2003) and other pictures that indicate change in glaciers and ice caps over time. Appropriate pictures can be found from the following websites:
|2.||Make copies (one per student) of the handouts Scientific Investigations in South Cascade Glacier, Evaluating Scientific Credibility, Representing Global Warming Discussion Guide, Representing Global Warming Discussion Self-Evaluation Rubric, and Global Warming: Tying it All Together.
|3.||Make an overhead transparency of the handout Evaluating Scientific Credibility. Choose a website from the list of Resources to use as a model for this activity in Session 2, and familiarize yourself with the relevant features of the site.
|4.||Put an electronic copy of the Representing Global Warming Discussion Guide on students' computer desktops (or on a network drive with a shortcut on the desktops) so students have access to live links for the nine websites it includes. Alternatively, you could bookmark the nine websites on students' computers or create a class webpage of links to these sites.
|5.||If necessary, schedule time in the computer lab and reserve an overhead projector for Sessions 1, 2 and 3.
|6.||Decide which students will work together for the paired activities and the small-group activities, based on your estimation of which students can best support each other's comprehension and attention to the tasks.