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Learn to recycle, reduce, reuse and revere with Environmental Resources from Gale

Earth Day

Author: Sarah White

Grade Level: 7 - 12

Subject/Content: Environmental Science, Government, Civics

Summary of Lesson: Students will examine evidence on Global Warming and they will then analyze the impact of their school community on the environment and propose ways to lessen our impact on the environment.

Focus Question: How do we know Global Warming a problem and how do we stop it?

Database(s): Opposing Viewpoints Resource Center and Student Resource Center

Procedures:

  1. Arrange for computer access and research time for students.
  2. Have materials for display making including markers, posterboard, magazines for cutting, glue and computers.
  3. Put students in groups of three, or allow students to choose their own groups.

Steps/Activities by student(s):

  1. Students will use the Gale databases listed above to locate 2 articles on Global Warming. Each person in the group should use different articles, so the group will have access to a total of six articles for their information.
  2. As students read their articles they will take notes, looking for evidence that Global warming is a problem and what causes it.
  3. Students will work with their group members to create a display showing what Global warming is and what causes it. (The teacher may also decide to have students make a simple list of their research rather than a display).
  4. As a class, students will brainstorm a list of actions people can take to reduce our impact on the environment.
  5. For the next day or two have students carefully observe around the school and look for unfriendly environmental practices on the school community.
  6. After the observation time have students share what they have seen.
  7. Have students brainstorm ways they could improve the environmentally unfriendly actions they saw.
  8. As a class have students create a letter, PowerPoint or poster that depicts their findings and proposed solutions.
  9. Ask an administrator and / or school board member come to class and have the students present their ideas and ask for help and / or permission to implement their solutions.

Outcome: Students will have a scientific understanding of the causes and evidence of Global Warming and they will take action to help lessen the impact of their school on the environment.

Related Activities: As a long term solution students should implement one or more of their proposed solutions school-wide.

Standard Date: March 5, 2007

Content Standard(s):

  • Identify, analyze, interpret and evaluate sources and examples of citizens' rights and responsibilities.
  • Locate, access, analyze, organize, synthesize, evaluate and apply information about selected public issues — identifying, describing and evaluating multiple points of view.
  • Practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic.
  • Analyze and evaluate the influence of various forms of citizen action on public policy.
  • Construct a policy statement and an action plan to achieve one or more goals related to an issue of public concern.
  • Participate in activities to strengthen the "common good," based upon careful evaluation of possible options for citizen action.
  • As a result of activities in grades 9-12, all students should develop Abilities necessary to do scientific inquiry
  • As a result of activities in grades 9-12, all students should develop Understandings about scientific inquiry
  • As a result of activities in grades 9-12, all students should develop understanding of Natural and human-induced hazards
  • As a result of activities in grades 9-12, all students should develop understanding of Environmental quality

Performance Indicators:

  • At Level 1, the student is able to:
    • Identify the causes of Global warming and the evidence supporting Global Warming.
  • At Level 2, the student is able to:
    • List actions people can take to help stop Global warming.
  • At Level 3, the student is able to:
    • Present these arguments to an audience of adults and design an implement a school-wide plan to help the school become more environmentally friendly.

Computer Literacy and Usage Standards 9-12:

  • The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research and improve communications.
  • The student will use technology resources to improve problem solving and decision making skills and apply these skills to real world situations.

ISTE NETS for Students

  • Routinely and efficiently use online information resources to meet needs for collaboration, research, publication, communication and productivity.
  • Select and apply technology tools for research, information analysis, problem solving and decision making in content learning.
  • Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce and disseminate information, models and other creative works.

Information Power; Information Literacy Standards:

  • Standard 1: The student who is information literate accesses information efficiently and effectively
  • Standard 2: The student who is information literate evaluates information critically and competently
  • Standard 3: The student who is information literate uses information accurately and creatively
  • Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society
  • Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information
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