Land in the US is Becoming
Uninhabitable
803
Ms.
Lodi
INTRODUCTION
Changing landscapes have caused many people in
the USA to become displaced. This has been increasing in number in the last
several years due to many factors. The main factor being the effects of global
warming.
Global warming manifests itself differently in
different areas of the county and looks different in different areas of the
country. Areas that once were habitable places to live, now face increasing
risks. GLobal warming can cause increased flooding in
one area and drought in another. It also can create storms that are more severe
than they have previously been. Wildfires are also an increased concern.
Because of this, many people in the US may
find the need to move or live elsewhere due to being unable to live where they
currently do.
TASK
Students will create a 12 slide Google Slideshow presentation that
outlines the environment problems. Students will spend 3 class periods
collecting data. 3 class periods writing about the research they collected, and
3 class periods creating their slideshow. They will then present their findings
to the class.
PROCESS/RESOURCES
For the 2 class periods
that students collect data and perform research:
Students will have to pick at least 4 sources to use for their
research. (Certain students will have to choose more or less depending on their
level.) Also, audio versions of articles will be available as well.
Students will be given a note catcher template to fill out their notes
and thoughts of each part of the information they chose to research
Students will follow the PPA steps to complete their projects, and
will use the PPA steps in their slideshow and presentation.
The 6 Steps of the Public Policy Analyst (PPA)
- Define the Problem What is the problem?
- Gather the Evidence What is the evidence?
- Identify the Causes What are the causes?
- Evaluate an Existing Policy What is the existing policy?
- Develop Solutions What policies can we create to correct the problem?
- Select the Best Solution What is the BEST policy to correct the problem?
Resources:
●
https://www.wbur.org/onpoint/2023/02/13/how-will-the-west-adapt-as-the-colorado-river-runs-dry
●
https://slate.com/technology/2023/02/colorado-river-crisis-hydropower-energy-dams.html
● https://www.thecollector.com/new-orleans-french-quarter-atlantis/
● https://www.youtube.com/watch?v=SdTnX-UVhsM
● https://www.earth.com/news/extreme-weather-is-becoming-more-difficult-to-predict/
● https://chinadialogue.net/en/digest/profound-impact-of-climate-change/
● https://www.bbc.com/news/world-us-canada-64323564
● https://earth.org/arizona-water-shortage/
● https://www.aljazeera.com/news/2023/2/8/qa-colorado-river-crisis-brings-very-dry-reality-to-us-west
● https://www.youtube.com/watch?v=CH36ymnfMx4
● https://www.youtube.com/watch?v=tRcUGTLCZjs
For the 2 class periods
that students spend writing about the research they collected.
Class Period 1
Students will spend one class period making sure the notecatchers they used for their research are completed.
They will then fill out a note catcher/graphic organizer where they try to find
themes in their research and vocabulary words that are frequently used
throughout their research.
Class Period 2
Students will use their research as a guide, and will write about
their opinions and thoughts about their research. Students will use the PPE
steps as a guide to the structure of how they will present their research.
For the 2 class periods
that students create the slideshow:
Students will be broken into 2 groups of 4 students. Every group will
have a group leader/time-keeper, a group visual expert, a group copy editor and
a group organizational expert.
Students will spend half a class period discussing their research and
findings, and also coming up with a theme for their slideshow based on all of
their research.
After students decide on a theme, they will start to map out an
outline for their Google Slideshow presentation.
For the second period they work on these projects, the groups will
create an outline map for their presentation where they will each use their
different roles to contribute to the project.
Students will discuss the issue of plastic waste found in the ocean
and incorporate the steps of the PPE to their presentation.
Groups will be broken up into 4 different roles
-
The
group-leader/timekeeper will make sure that the group is on-task and working
cohesively. The group leader will also help trouble-shoot with any issues or
problems group members may have, and help assist each member of the group. The
group leader will also keep track of time and make sure that the group is
on-time, and tasks are being completed in a time-sensitive manner.
-
The
group visual expert will help make decisions regarding aesthetics of the Google
Slideshow. They will create the theme of the slideshow, and choose the
pictures/gifs/videos and other media that is used for the slideshow.
-
The
group copy-editor will create the writing for the slideshow. The copy-editor
will create a copy for the entire slideshow, and determine how the group's
thoughts and ideas will transform into written words.
-
The
group organizational expert will make sure that the visual part of the slideshow
and written words of the slideshow combine seamlessly. The organizational
expert will take the visuals and the copy and combine them to create the
slideshow.
EVALUATION
|
TASKS |
Research/Data Collection |
Writing about research |
Google Slideshow |
|
3 |
- 9 pieces of data were researched - 9 different forms were filled out completely about the
research - Data was compiled in clear, concise writing. |
- Writing is thorough, comprehensive, on-task and relevant to
the topic. - Writing does not have any typos, and is grammatically correct. |
- Slideshow is 12 slides long. - There is a distinctive theme to the slideshow - Slideshow is informative and cohesive - There are pictures and media that compliments the text of the
slideshow. - Each team member contributed to the slideshow equally. |
|
2 |
- 5-8 pieces of data were researched - 5-8 forms were filled out about the data that were collected - Data was mostly clear and concise, but there were some missing
pieces of information. |
- Writing is mostly thorough, but slightly off-task - Writing has few typos, and few grammatical errors |
- Slideshow is 6-10 slides - There is a theme to the slideshow, but it is not consistent
throughout the entire slideshow - There are some pictures and media that complement the text - Most team members contributed to making the slideshow |
|
1 |
- Less than 5 pieces of data were researched - Less than 5 forms were filled out about the data that were
collected - Data collected and written about were not clear or concise and
confusing to read |
- Writing is not thorough and is off-task - Writing has many typos and grammatical errors |
- Slideshow is under 5 slides - There is not a distinctive theme to the slideshow - There are very few or no pictures and media in the slideshow. - Less than half of the team members contributed to making the
slideshow. |
CONCLUSION
Students will apply what they learn during
their research to a presentation where they share how changing landscapes in
the USA affect people who inhabit those areas. Working on this project will
help them conceptualize how rapidly landscapes in the USA are changing. They
will be able to use the information they learned to be informed about changing
landscapes and how they affect the people who live in those areas.
STANDARDS
MS-ESS3-3. Apply scientific principles to
design a method for monitoring and minimizing a human impact on the
environment.
RI. 7.8- Trace and evaluate the argument and
specific claims in a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient to support the claims.
RI. 7.9- Analyze how two or more authors
writing about the same topic shape their presentations of key information by
emphasizing different evidence or advancing different interpretations of facts.
ELA 8.2 W:
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.
ELA 8. 4 W:
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.