Teacher Page

This iAdventure was designed for 7th grade students.  The content area covered is global warming and the effects it has on 4 specific spheres of the earth (the atmosphere, lithosphere, hydrosphere, and biosphere.)  The primary focus is to give students insight into how the scientific community often disagrees.  It allows students to extend their thinking by exploring both paths of a scientific arguement about global warming and allows them to formulate their own opinions.
 
 
 

 Teacher Page
(You are here!)
(Title Page)
 Dr. Dimento's Disastrous Discrepancies
 
Let The iAdventure Begin
(with Introduction)
 
 
(story 2A)
Climatologist
(story 2B)
EPA Official
 
(story 3A)
Dr. Hansen
(story 3B)
Dr. Jones
(story 3C)
Dr. Hansen
(story 3D)
Dr. Jones
 
Conclusion Page
 

 
 

Information the teacher should be familar with before beginning the iAdventure would include:

    Basic knowledge of

    Also knowledge of             Here are links that students will use:

                                Natural Causes                                                                                Man-made causes

http://www.clearlight.com/~mhieb/WVFossils/ice_ages.html
http://www.geodata.soton.ac.uk/hypermail/envsci/group2/topic4/0001.html 
http://news.bbc.co.uk/1/hi/sci/tech/56456.stm
http://www.sciencedaily.com/releases/2002/07/020731080631.htm
http://www.umich.edu/%7Egs265/society/greenhouse.htm
http://library.thinkquest.org/26993/global.htm
http://www.dreamchange.org/about/action/warming/fact.html
http://www.ran.org/info_center/factsheets/04a.html

Also links to question pages for students:

Questions on spheres of earth
Questions on effects of global warming
Questions on natural/man-man effects
Carbon Dioxide Data sheet
Sun graph

Standards and Goals addressed:

G1.2    Conduct research to answer questions and evaluate information and idea
G1.4    Use technological tools and other resources to locate, select and organize information
G1.6.    Discover and evaluate patterns and relationships in information, ideas and structures
G1.7    Evaluate the accuracy of information and the reliability of its sources
G1.8    Organize data, information and ideas into useful forms (including charts, graphs, outlines) for analysis or presentation



G2.3    Exchange information, questions and ideas while recognizing the perspectives of others
G2.4    Present perceptions and ideas regarding works of the arts, humanities and sciences


G3.4    Evaluate the processes used in recognizing and solving problems


G4.1    Explain reasoning and identify information used to support decisions


Science

5.    Processes (such as plate movement, water cycle, air flow) and interactions of earthÝs biosphere, atmosphere, lithosphere
       and hydrosphere
8.    Impact of science, technology and human activity on resources and the environment

Language Arts

1.     Speaking and writing standard English (including grammar, usage, punctuation, spelling, capitalization)
4.     Writing formally (such as reports, narratives, essays) and informally (such as outlines, notes)
6.     Participating in formal and informal presentations and discussions of issues and ideas

Health/Physical Education

6.     Consumer health issues (such as the effects of mass media and technologies on safety and health)
 


Here are some links to use for possible extension activities dealing with solutions to global warming.

http://www.worldwildlife.org/climate/climate.cfm?sectionid=100&newspaperid=16
http://whyfiles.org/069renew_energy/2.html
http://whyfiles.org/069renew_energy/3.html
http://whyfiles.org/069renew_energy/5.html

For a printable rubric click here.
 
 

Rubric for New York Times Article
CATEGORY 6 4 2 0
Introduction (Organization) The introduction is inviting, states the main topic and previews the structure of the paper.  The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader.  The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader.  There is no clear introduction of the main topic or structure of the paper.
Sequencing (Organization) Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.  Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.  Some details are not in a logical or expected order, and this distracts the reader.  Many details are not in a logical or expected order. There is little sense that the writing is organized. 
Conclusion (Organization) The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at."  The conclusion is recognizable and ties up almost all the loose ends.  The conclusion is recognizable, but does not tie up several loose ends.  There is no clear conclusion, the paper just ends. 
Focus on Topic (Content) There is one clear, well-focused topic. Main idea stands out and is supported by detailed information.  Main idea is clear but the supporting information is general.  Main idea is somewhat clear but there is a need for more supporting information.  The main idea is not clear. There is a seemingly random collection of information. 
Accuracy of Facts (Content) All supportive facts are reported accurately.  Almost all supportive facts are reported accurately.  Most supportive facts are reported accurately.  NO facts are reported OR most are inaccurately reported. 
Grammar & Spelling (Conventions) Writer makes no errors in grammar or spelling that distract the reader from the content.  Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.  Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.  Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.