Professional Documents
Culture Documents
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
WHAT IS CLIMATE,
ANYWAY?
CHALLENGE BOARD
WORK DAY
Ocean Currents!
Atmospheric Currents
SOURCES AND
SINKS
EXAMINING THE
EVIDENCE
CHALLENGE BOARD
WORK DAY
HOW CAN WE BE
SMART
CONSUMERS OF
CLIMATE MEDIA?
WHAT CAN WE DO
TO COMBAT
CLIMATE CHANGE?
Discover how
climate is different
than weather
THE GREENHOUSE
EFFECT
What happens when you
throw carbon into the
mix?
CARBON CYCLE
WHAT DOES
CLIMATE CHANGE
LOOK LIKE?
WHAT DOES
CLIMATE CHANGE
LOOK LIKE?
CLIMATE CHANGE
IN THE PUBLIC EYE
Continued
investigations of
climate change
impacts
WHAT DO YOU
NEED?
FINAL PROJECT
WORK DAY
Investigate what
kinds of impacts
climate change will
have
What can we do about
climate change?
Discover what 2
degrees C looks/feels
like
FINAL PROJECT
WORK DAY
Work with your
groups to develop
your campaign for
reducing the schools
carbon footprint!
Media decoding
Introduction and
Brainstorming for
Class Project
UNIT ASSESSMENT
PROJECT
PROPOSALS
Prepare Your
Presentations for the
Committee
Choose your
department and
brainstorm how you
will analyze their
carbon footprint
Present Your
Recommendations to
the Committee!
Maintenance/Custodial
Athletics
Transportation
Administration
ChooseYourOwn
Adventure!
Gotanotherdepartmentin
mind?Great!
Objectives
Content Objectives:
Students will understand components of the carbon cycle
Students will understand that humans are a contributing factor in the current increase in global average
temperature.
Literacy/Critical Thinking Objectives:
Students will distinguish between objective and subjective messages in media
RL/RI.X.2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
RL/RI.X.6. Assess how point of view or purpose shapes the content and style of a text.
RL/RI.X.8. Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.
Key Questions
Probing Plan
I intend to use this media decoding as an introduction to the second half of my climate change unit. The
first two weeks of the unit will be spent learning about the physical processes that affect/are affected by
climate change, with one week focusing on oceanic circulation and one week focusing on atmospheric
circulation. The students will have a base understanding of the carbon cycle prior to the media decoding.
At this point, I might use one probing question as a Do Now when students come into class. I may use a
question like, What (if anything) should be done about climate change? or Should we worry about CO2 in the
atmosphere? just as something to get students thinking about the topic of the videos they are about to see.
After showing students each video, I will ask the students the first couple of key questions, which revolve
around what they think the messages of the videos are as well as who they were created by/for, making sure to
allow for wait times and give students a chance to think critically and respond to each others thoughts. I am
hopeful that the conversation will then transition to a discussion about who should be responsible for mitigating
climate change. Should we be worried about extra carbon in the atmosphere? How might media messages
contribute to whether actions are taken by governments on climate change?
This media decoding will take place on the first day of the second half of the unit, which will involve
questions regarding the social implications of climate change (mitigation and adaptation). Students may choose
to use what they learn from this media decoding in their final projects (My Climate Story multi-media project)