The Greenhouse Effect
Grade Level: Tenth Grade
Objectives: 1. Students will compose a research paper. 2. Students will learn
how NASA scientists are dealing with the Greenhouse Effect. 3.Students will
create a written (presentable) artifact showing understanding.
CDE Language Arts: Research and Technology:?1.3 Use clear research questions and
suitable research methods (e.g., library, electronic media, personal interview)
to elicit and present evidence from primary and secondary sources.?1.4 Develop
the main ideas within the body of the composition through supporting evidence.
1.5 Synthesize information from multiple sources and identify complexities and
discrepancies in the information and the different perspectives found in each
medium. 1.6 Integrate quotations and citations into a written text while
maintaining the flow of ideas.?1.7 Use appropriate conventions for documentation
in the text, notes, and bibliographies by adhering to those in style manuals.
Evaluation and Revision?1.9 Revise writing to improve the logic and coherence of
the organization and controlling perspective, the precision of word choice, and
the tone by taking into consideration the audience, purpose, and formality of
the context. CDE Science: Energy in the Earth System: Energy enters the
Earth system primarily as solar radiation and eventually escapes as heat. As a
basis for understanding this concept: 4c: Students know the different
atmospheric gases that absorb the Earth's thermal radiation and the mechanism
and significance of the greenhouse effect. 4d: Students know the differing
greenhouse conditions on Earth, Mars, and Venus; the origins of those
conditions; and the climatic consequences of each.
Literacy Component: Organization and Focus: Develop a clear thesis and support
it, using analogies, quotations, and facts appropriately. Write a
multi-paragraph essay, with consistent use of standard grammatical forms.
BTSA Component: Use for Standard 19
compliance. Anticipatory Website:
http://www.crystalinks.com/greenhouseffect.html Critical Tasks: (in
any order) 1. Student teams should create visual images and drawings in order to
support their understanding (and compare/contrast when possible). 2. Allow for
multiple interactions (individual and group). 3. When implementing lesson,
follow the objectives. 4. Teacher must model exploration of the difficult text.
5. Practice own and student ORAL delivery of content. 6. Pre-teach concept of
the existence of an ozone layer that is somewhat damaged (use multiple images).
7. Teacher and students are to be involved in guided reading. 8. Students must
report (orally) what they understand. 9. Student teams must create a written
artifact. 10. Teacher must define the phrase Greenhouse Effect.
Assessment: Informally through observation and formally through the rubric
building website located at http://rubistar.4teachers.org/index.php