Title: Identification of an STS Issue for Study and Initiating Our Investigation

Overview & Outcomes:

In the previous lesson, Foundations/Awareness Lesson 10, The Lorax was used to examine the concepts of needs and wants, as well as the tradeoffs of technological advancement. In this lesson, students examine the importance of climate to the maintenance of life on Earth, identify three STS issues that fall under the umbrella of global atmospheric change (GAC), and begin the process of investigating them by requesting information from outside agencies on the STS question, Is global atmospheric change a threat? These explorations will continue through the lessons in the Investigations section of the unit, wherein students will develop an in-depth and multifaceted understanding of GAC in preparation for making informed decisions and taking appropriate actions in the last section of the unit.

This lesson helps learners:

• recognize the importance of climate to the maintenance of life on Earth.
• recognize that issues such as ozone depletion, air pollution, enhanced greenhouse effect, deforestation and land use all fall under the umbrella of global atmospheric change.
• compose an intelligible request to external agencies for information on global atmospheric change.
• understand that various organizations will provide different perspectives on STS issues, as related to the organization's purpose, funding and position.

The concept map shows model relationships among concepts this lesson seeks to develop. Similarly, there is a separate concept map in Foundations/Awareness Lesson 8. The concept map found in Foundations/Awareness Lesson 1 shows model relationships among concepts Foundations/Awareness Lessons 1 through 7 plus 9 and 10 seek to develop.

Background Notes for the Teacher:

Content. The STS issue of global atmospheric change truly is "global" in scope and encompasses several other STS issues. Three of these other issues scientists commonly identify are the enhanced greenhouse effect (global warming), ozone layer depletion and ground level ozone pollution. Other issues that contribute in various ways and degrees are deforestation, air pollution, waste disposal and over population. Additional background for each of these issues will be set forth in future Investigation lessons. There are many sources of information on these issues ranging from scientific periodicals to literature published by various organizations. The focus of this lesson is to explore such organizations and request information from them. Such organizations can include businesses, public utilities (e.g., your local power company), government agencies, environmental and other "interest" groups, etc. The literature that they publish will reflect their position and may be in opposition to one another. For example, a business that derives its income from meat and livestock production or an organization that "represents" such businesses may tell us something different about methane production and deforestation than would businesses or related organizations that promote vegetarianism. A list of organizations and agencies to which students can write for information is provided at the end of this lesson. Please note that the addresses of these organizations and agencies often change, and depending on funding levels, more or less information may be send in any one year. Hence, teachers are advise to file the materials received by student, adding to it each school year.

Integration. In this lesson, students may be obtaining information by writing letters which can be integrated with English/language arts studies. They may also obtain information electronically using the Internet which can be integrated with computer science.

Additional Teacher References. There are many publications available that contain addresses of various organizations. Two such books are: Students Shopping 4-A Better Planet and Shopping for a Better World, both published by the Council on Economic Priorities. 30 Irving Place, Ny, NY 10211-0194 (800-729-4237 or 212-420-1133).

Materials:

For class.

1. The video The Climate Puzzle (No. #3 in the Planet Earth Series that appeared on PBS). This video portrays the importance of climate to life on earth, and changes that have occurred in climate over time, particularly the ice ages and the role of CO2.
2. Transparency or posted of sample letter
3. Several copies of list of addresses

For each student.

1. Issues lists from Lesson 6
2. Stamp
3. Envelope

Preparation:

Prior to day of lesson.

1. Preview the video The Climate Puzzle to determine the 25-30 minute segment(s) you desire to show.
2. Look over address list of organizations and decide what addresses/organizations should be added.

Instructional Procedures: (2 Days, 40 minutes each)

1. Pose the following question to the class: Why is Earth able to support life? Ask each student to make a list of the ideas that come to mind. After 3-5 minutes ask the students to put their papers away for later reference, but to continue thinking about that question as they view the video you will show.

2. Show the 25-30 minute segment(s) you selected from the video The Climate Puzzle.

3. Ask students to take out the list of ideas they developed at the beginning of class, cross out ideas they no longer think are viable, and add any additional ideas they have. Solicit the sharing of some of these ideas. You can expect students to mention: oxygen or air, water, sunlight, temperature, gravity, along with some weird ideas.

4. Ask the students for a term that includes many of the ideas they note, e.g., air, water, temperature, sunlight. Suggest "climate" if it is not noted by the students.

Homework Assignment. Ask each student to make a list of climate factors that are important to life on Earth. You may want to give students the option of illustrating the paragraph.

Day 2. (40 minutes)

1. Allow students to share climate factors. List these on the chalkboard as they are presented. Recall corresponding examples from the video and the possible consequences for plant and animal life. Emphasis that maintenance of Earth's climate is important to life on Earth.

2. Ask students if they think it is possible for humans to impact climate change and how that might occur. Focus the discussion by asking students to recall information from the video about CO2. Inquire about a connection between human CO2 production, climate and life on Earth being threatened as a result. The idea of global warming should be suggested by the students.

3. Inform students that enhanced greenhouse effect (global warming), ozone layer depletion and ground level ozone pollution all fall under the umbrella of global atmospheric change. Draw an umbrella illustration on the chalkboard.

4. Inform students that they will be investigating these issues over the next several weeks in order that they may deeply understand them. At the end of that period they will each be asked to state and defend a position on the STS question.

   Is global atmospheric change (including enhanced greenhouse effect, ozone layer depletion and ground level ozone pollution) a threat?

5. One of the many ways we can learn more about these issues is to obtain information from various organizations that are affected in one way or another by these issues. Ask students to suggest organizations that may be interested in this issue. You may need to identify different types of organizations (governmental, environmental, interest groups, businesses).
6. Tell students that we begin our investigation by writing to the organization of their choice to request information on these issues. A sample letter is provided for your reference. However, it is strongly suggested that you not give the students the sample. Work with the class to develop a check list of what should be included in the letter and encourage students to write their requests in their own words.
7. Make the lists of addresses available to the students, making sure that no more than one student writes to a particular organization.
8. If time permits, students may begin composing their letters in class. They may be completed as homework. You may want to give students the option of having the information sent either to the school (care of the teacher) or to their home address. However, please have students check with a parent/guardian before using the home address.
9. Mail requests ASAP so that the information will return in time to be used during the Investigation portion of the unit.

Options. After students have completed their rough draft, they may use the cooperative learning technique Peer Editing to review each others letters and offer suggestions. If students have access to the Internet, requests may be mailed electronically.

Homework Assignment. Complete letter of request.

Assessment/Portfolio Items:

copy of letter

information received may be attached to the letter at a later time

Smithville Middle School
728 Sunset Road
Smithville, SA 99999

October 19, 1999

National Environmental Group
Suite 2000
1776 Pennsylvania Avenue
Washington, DC 20050

Dear Madam/Sir:

In our __th grade science class we are investigating the issue of global atmospheric change. We are studying enhanced greenhouse effect, ozone layer depletion and ground level ozone pollution.

I am concerned about enhanced greenhouse effect, ozone layer depletion and ground level ozone pollution, and I am trying to learn more about them. Please send me any available information in care of my science teacher Ms. Ruth Jones. Thank you.

Sincerely, Jimmy Doe

This list is intended to supply addresses of some of the organizations that students can write to for information. There are certainly others that may be appropriate. The starred addresses are those that have supplied worthwhile information in the past.

Alliance to Save Energy 1725 K. Street, NW #914 Washington, DC 20006 (202) 857-0666	American Council for an Energy Efficient Economy 1001 Connecticut Ave., NW Suite 801 Washington, DC 20036 (202) 429-8873
Alliance for Responsible CFC Policy 1901 Fort Meyer Drive Arlington, VA 22209	American Forestry Association 1516 P. Street NW Arlington, VA 22209
Appliance Recycling Centers of America 654 University Ave. St. Paul, MI 55104 (612)291-1100	Better World Society 1100 17th St, NW Suite 502 Washington, DC 20036 (202) 331-3770
Beyond Beef * 1130 17th St, NW Suite 300 Washington, DC 20036	Biodiversity Project PO Box 3132 Boulder, CO 80307
Center for Holistic Resource Management 6820 4th St, NW Alburqueque, NM 87107 (505) 344-3445	Center for International Development and Environment 1709 New York Ave, NW Washington, DC 20006 (202) 462-0900
Center for Marine Conservation 1725 DeSales St, NW Washington, DC 20036	Committee for Sustainable Agriculture PO Box 1300 Colfax, CA 95713 Washington, DC 20036 (916) 346-6366
Conservation International 11015 18th St. NW Suite 1000 Washington, DC 20036	Cousteau Society 930 W 21st St. Norfolk, VA 23517 (804) 627-1144
Earth First! Box 5871 Tuscon, AZ 85703 (602) 622-1371	Earth Island Institute 300 Broadway, Suite 28 San Francisco, CA 94133 (415) 788-3666
Earthwatch PO Box 403N 680 N. Auburn St. Watertown, MA 02272 (617) 926-8200	Environmental Action Foundation 1525 New Hampshire, NW Washington, DC 20036 (202) 745-4871
Environmental Data Research Institute * 797 Elmwood Ave. Rochester, NY 14620 (716) 473-3090	Environmental Defense Fund * 257 Park Avenue, South New York, NY 10010 (212) 505-2100
Environmental Exchange 1930 18th St, NW Suite 24 Washington, DC 20009 (202) 387-2182	Environmental Policy Institute 218 D. Street SE Washington, DC 20003 (202) 544-2600
Environmental Protection Agency Climate Change Division Office of Policy Analysis 401 M St., SW Washington, DC 20460	Environmental Support Center 1732 Copnnecticut Ave, NW Suite 200 Washington, DC 20009 (202) 328-7813
Friends of the Earth 218 D. Street, SE Washington, DC 20003	Global Action Network PO Box 819 Ketchum, ID 83340 (208) 726-4333
Global Greenhouse Network 1130 17th St, NW Washington, DC 20036 (202) 466-2823	Global Tomorrow Coalition 1323 G Street, NW Suite 915 Washington, DC 20005
Greenhouse Crisis Foundation 1130 17th St, NW Suite 630 Washington, DC 20036	Greenpeace USA * 1436 U Street, NW Washington, DC 20009 (202) 462-1177
Institute for Conservation Leadership 2000 P Street, NW Suite 413 Washington, DC 20036 (202) 466-3330	Institute for Earth Education PO Box 298 Warrenville, IL 60555 (509) 395-2299
International Coundation for Survival and Development of Humanity 11 Dupont Circle - 6th Floor Washington, DC 20036	Island Press 1718 Connecticut Ave, NW Suite 300 Washington, DC 20009
Monongahela Power Company [ or preferably your local power supplier ] 1310 Fairmont Ave. PO Box 1392 Fairmont, WV 26555-1392 (304) 366-3000
National Audubon Society 950 Third Ave. New York, NY 10022 (212) 832-3200	National Geographic Society 1145 17th St, NW Washington, DC 20036
National Wildlife Federation 1400 16th St, NW Washington, DC 20036 (202) 797-6800	Natural Resources Defense Council * 40 W. 20th St. New york, NY 10011
Nature Conservancy 1815 N. Lynn St. Arlington, VA 22209	Office for Interdisciplinary Earth Studies Global Change Institute Boulder, CO 80301
Rainforest Alliance * 270 Lafayette St. Room 512 New York, NY 10012	Renew America 1001 Connecticut Ave, NW Suite 719 Washington, DC 20036
Rocky Mountain Institute 1739 Snowmass Creek Rd. Snowmass, CO 81654	Sierra Club 730 Polk St. San Francisco, CA 94102 (415) 776-2211
Trout Unlimited 501 Church St, NE Suite 103 Vienna, VA 22180	Union of Concerned Scientists *. 26 Church St. Cambridge, MA 02238
United States Department of Agriculture Forest Service 1720 Peachtree Road, NW Atlanta, GA 30367-9102	Wilderness Society 1400 I Street, NW Washington, DC 20037
World Research Foundation 15300 Venture Blvd. Suite 405 Sherman Oaks, CA 91403	World Resources Institute 1709 New York Avenue, NW Suite 700 Washington, DC 20006 (202) 638-6300
World Wildlife Fund * 1250 24th Street, NW Washington, DC 20037 (202) 293-4800	Worldwatch Institute 1776 Massachusetts Ave, NW Washington, DC 20036 (202) 452-1999
Youth for Environmental Sanity * 706 Frederick St. Santa Cruz, CA 95062	Zero Population Growth * 1400 16th Street, NW Suite 320 Washington, DC 20036 (202) 332-2200

Click Here to go to Investigations Lesson 1: The Atmosphere

This unit was produced by the editors listed on the masthead.