Global Warming Project

Team member

Name: Jordan Schuck

Name: Colin Johnson

Topic: Global Warming

Part 1:  Driving question:

• What are your three initial driving questions?

• 1 Do you believe in Global Warming? Why/Why not?

• 2 What is Global Warming affecting?

3 How can we stop Global Warming?

• What is your one, final driving question?

How can we stop Global Warming?

• Why this driving question?

Our final driving question meets all criteria, it warrants study, it is an authentic relevant problem, there are many solutions to this question, and it gives students room to look at the information and evaluate all of it.

• Background information of this driving question:

What grade level are you working? Which standard are you targeting?

We will be working at the 5th grade level.

The standard we will target is:

SEPS.8 Obtaining,

evaluating, and

communicating

information

Provide any background information the reader should know about this project, such as time span, schedule and so on. Provide a brief introduction to your question as well  and an overview to what you envision your lesson looking like

Students will be researching the effects Global Warming has on the Earth and what they can do to help fight the effects. We will start by showing a video of some of the effects Global Warming has on the world then we will open it up to discussion throughout the class to see what they know and what they learned from the video about Global Warming.

• Why do you think this is a good driving question?

Try to answer these 4 questions. (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)

• Does the DQ warrant in-depth study?

Yes. Students will research into how Global Warming takes place and what and who Global Warming effects throughout the Earth.

• Is the DQ an authentic and relevant issue/problem for my students?

Yes. Global Warming is a very relevant issue for students and for everyone on Earth. Students should be concerned about what humans are doing to the Earth and how we can stop these problems from occurring.

• Is there more than one plausible solution to the DQ?

Yes, there are many different solutions to helping the world and attempting to stop Global Warming.

• Does the DQ provide opportunities for students to evaluate, analyze, present, and defend their solutions?

Yes. The DQ gives students the opportunity to evaluate statistics about Global Warming, analyze these statistics, and will present and defend their findings to the class.

Part2: Grabber

• What is your grabber?

https://www.youtube.com/watch?v=PqxMzKLYrZ4

• Why do you think this grabber is beneficial and how it  align with your driving question?

Try to answer these questions. (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)

• Does the story, article, video, announcement, role play, or other resource hook the learner into asking more questions about the topic?

• It displays an interesting way of how global warming happens and what we can do to fix it. It’s engaging, fresh and fun.

• Does the grabber capitalize on novelty and / or high emotion situations?

• It capitalizes on the effects global warming has animals and everyone on earth, so it grabs the importance of the topic.

• Does the grabber establish authenticity & relevance?

• It establishes authenticity and relevance by being factual and punctual about global warming

• Make sure to explain in detail how this grabber would be used.

• The video will be shown to the students to give them a base to build their knowledge about global warming upon/

• Culminating activities: List all your activities here:

1) Activity 1

• What is your first activity?

List the name of your activity here. And explain how it would be implemented  in the class, describe the process, such as how to group your students, when to present information to your students, what resources you will use, what students will create or share, etc.

The activity we will have the students do will be Presenting their findings of Global Warming to the class and discuss how they can fight the issue at hand. We will divide students into group of 4-5 and each group will choose a topic that Global Warming effects and will present to the rest of the class how GW is affecting the world and how we can fight the issue.

• Why do you think this is a good activity for PBL?

Try to answer these 4 questions.  (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)

• How is the activity authentic?

Students will be able to learn about an important problem that is affecting the world and we are giving them the opportunity to teach their classmates about their findings and how to help the world be a better and safer place.

• Does the activity provide students with the opportunity to present and defend problem solution?

Yes, students will present their findings to the class and discuss the effects of Global Warming together.

• Does the activity require student collaboration?

Yes, students will be working in groups to find information and will present as a group to the class.

• How will I judge what students have learned from the activity?