6.+For+Teachers

=Guiding Question:= Why is climate change such a big problem for our planet? What everyday things can we do to reduce the amount of  __greenhouse gases__   that we put into the atmosphere?

=Illinois Learning Standards:=

STATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. Rational: ** Why This Goal Is Important: The inquiry process prepares learners to engage in science and apply methods of technological design. This understanding will enable students to pose questions, use models to enhance understanding, make predictions, gather and work with data, use appropriate measurement methods, analyze results, draw conclusions based on evidence, communicate their methods and results, and think about the implications of scientific research and technological problem solving.
 * 

A. Know and apply the concepts, principles and processes of scientific inquiry.

11. A.3g Report and display the process and results of a scientific investigation.

STATE GOAL 13: Understand the relationships among science, technology and society in historical and contemporary contexts.


 * Rational: ** Why This Goal Is Important: Understanding the nature and practices of science such as ensuring the validity and replicability of results, building upon the work of others and recognizing risks involved in experimentation gives learners a useful sense of the scientific enterprise. In addition, the relationships among science, technology and society give humans the ability to change and improve their surroundings. Learners who understand this relationship will be able to appreciate the efforts and effects of scientific discovery and applications of technology on their own lives and on the society in which we live.

B. Know and apply concepts that describe the interaction between science, technology and society.

13.B.3c Describe how occupations use scientific and technological knowledge and skills.

13.B.3d Analyze the interaction of resource acquisition, technological development and ecosystem impact (e.g., diamond, coal or gold mining; deforestation).

13.B.3e Identify advantages and disadvantages of natural resource conservation and management programs.

13.B.3f Apply classroom-developed criteria to determine the effects of policies on local science and technology issues (e.g., energy consumption, landfills, and water quality).

=NETS-Students=  Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
 * 1.** **Creativity and Innovatity**

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
 * 2.** **Communication and Collaboration**

Students apply digital tools to gather, evaluate, and use information.
 * 3.** **Research and Information Fluency**

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
 * 4.** **Critical Thinking, Problem Solving, and Decision Making**

Students demonstrate a sound understanding of technology concepts, systems, and operations.
 * 6.** **Technology Operations and Concepts**

=Intended Audience/ grade level(s):=

6 - 7 grade

=Necessary Prior Knowledge:=

Students should know the basic information before beginning the WebQuest:

**The Greenhouse Effect:**  Scientists are sure about the   __greenhouse effect__. They know that  __greenhouse gases__   make the Earth warmer by trapping energy in the   __atmosphere__.    The weather can change a lot within a very short time. For example, it may rain for an hour and then become sunny and clear. Weather is what we hear about on the television news every night. Weather includes daily changes in  __precipitation__  ,   __barometric pressure__   , temperature, and wind conditions in a given location. What is your weather like today? 
 * Climate Change:**  Climate is the long-term average of a region's   __weather__   events lumped together. For example, it's possible that a winter day in Buffalo, New York, could be sunny and mild, but the average weather – the climate – tells us that Buffalo's winters will mainly be cold and include snow and rain. Climate change represents a change in these long-term weather patterns. They can become warmer or colder. Annual amounts of rainfall or snowfall can increase or decrease.
 * Global Warming:** Global warming refers to an average increase in the Earth's temperature, which in turn causes changes in climate. A warmer Earth may lead to changes in rainfall patterns, a rise in sea level, and a wide range of impact on plants, wildlife, and humans. When scientists talk about the issue of climate change, their concern is about global warming caused by human activities.
 * Weather:** Weather describes whatever is happening outdoors in a given place at a given time. Weather is what happens from minute to minute.
 * Climate:**  Climate describes the total of all weather occurring over a period of years in a given place. This includes average weather conditions, regular weather sequences (like winter, spring, summer, and fall), and special weather events (like tornadoes and floods). Climate tells us what it's usually like in the place where you live. San Diego is known as having a mild climate, New Orleans a humid climate, Buffalo a snowy climate, and Seattle a rainy climate. How would you describe the climate where you live?

=Length of time to allow for the quest:=

5 days

=Recommendations:=

Most of the information covered in the WebQuest can be found online. Teachers are advised to complete the WebQuest first before they administer it to students to help familiarize themselves with the contents and available resources for students.

=Online Resources:=

Climate Change - What You Can Do - Source: []

Use the [|//Climate Change, Wildlife and Wildlands: A Toolkit for Formal and Informal Educators//] to learn about the science of climate change and its potential effects on our nation’s wildlife and their habitats. Download and share EPA’s eight-page brochure, [|Frequently Asked Questions About Global Warming and Climate Change: Back to Basics (PDF)] (8 pp, 1.6MB, [|About PDF] ), which provides illustrated answers to frequent questions.
 * Teach students about climate change and ecosystems**

Enhance critical thinking skills by introducing the [|Global Warming Wheel Card Classroom Activity Kit] to middle school students. A hand-held wheel card and other resources help students estimate household greenhouse gas emissions in order to encourage students to think about ways to reduce their personal, family, school and community contributions to climate change. If you are an informal educator, simply use the Global Warming Wheel Card as a part of your field activities.
 * Engage middle school students in estimating emissions**

Investigate what other schools and organizations are doing to educate their audiences on climate change by clicking on [|Educators’ Links], a searchable database offering links to resources such as lesson plans, videos, books and toolkits.
 * Learn from other educators**

=Accommodation and/or differentiation opportunities/possibilities:=

This WebQuest is very interactive and will apply to the following learning intelligences:
 * words (linguistic intelligence)
 * numbers or logic (logical-mathematical intelligence)
 * pictures (spatial intelligence)
 * self-reflection (intrapersonal intelligence)
 * a social experience (interpersonal intelligence)

=Multi-Media Presentation:=

Teachers can have students complete several types of multi-media projects or presentations that address various learning styles. For this WebQuest, I have chosen for students to complete a Gloster and present it to class. Students will also have to hold a Q & A session immediately after their presentation.