Title: Where Do You Stand?

Overview & Outcomes:

Through the previous 14 lessons in the Investigations section students have explored the the science, technology and societal aspects of global atmospheric change. This lesson is the terminal Investigation section lesson. In it students return to the STS questions presented in Foundations/Awareness Lesson 11, which guided the investigations, to state and defend a position on: Is global atmospheric change (including enhanced greenhouse effect, ozone layer depletion and ground level ozone pollution) a threat? The next lesson is the first lesson in the Actions section of the unit. In that lesson, Actions Lesson 1, students brainstorm lists of actions that could be taken toward the resolution of GAC-to reduce the formation of greenhouse gases as well as prevent ozone layer depletion and pollution.

This lesson helps learners:

• state and defend a position on the STS question, Is global atmospheric change (specifically enhanced greenhouse effect, ozone layer depletion and ground level ozone pollution) a threat?

A concept map is not included for this particular lesson. Please refer to concept maps found in previous Investigations lessons.

Background Notes for the Teacher:

Please see the Background Notes for the Teacher section of the prior investigations lessons.

Materials:

For each student.

1. STS Focusing Question-INITIAL RESPONSE WORKSHEET (included here)
2. STS Focusing Question-SECOND RESPONSE WORKSHEET (included here)

Preparation:

Prior to day of lesson. Duplicate worksheets (if desired).

Instructional Procedures: (1 Day, 40 minutes)

1. Remind the students of the STS focusing question generated in Foundations/Awareness Lesson 11, and that the investigations they conducted on GAC were an opportunity to explore aspects of the question. Indicate that today you will poll class members individually on their answer to the STS focusing question.

2. Distribute an STS Focusing Question-INITIAL RESPONSE Worksheet to each student. Call the students' attention to the first section marked "Initial Response." Ask each student to answer the questions in the initial response sections and provide a supporting argument-rationale or justification-based upon what they learned in the Investigations Lessons. Give students the option of making a list of reasons rather than writing a paragraph. Set a time limit, e.g., 5 minutes. (The journal entry noted in the Assessment/Portfolio section below can be used as an alternative to using this worksheet.)

3. While the students are working on their rationales, hang signs in different places in the room that correspond to each of the four choices.-""No, GAC is not a threat," "Yes, GAC is a threat mainly because the enhanced greenhouse effect (EGE) is a threat;" "Yes, GAC is a threat mainly because ozone layer depletion is threat;" "Yes, GAC is a threat mainly because ozone pollution is a threat," and "Yes, GAC is a threat mainly because two or three of the following are threats: EGE, ozone layer depletion, ozone pollution." After the time limit ask students to move to the corner of the room that best represents their response. Teachers should feel free to spot check written response for agreement with students' physical corner location. Also, check that the students who joined the last group actually believe that there are multiple causes and have not joined that group in order to avoid making a decision.

4. Once in these groups, ask the studetns to compare their supporting arguments with those written by other people in that group, and add information used by other students that they found valuable. Set a time limit, e.g., 10 minutes.

5. Regroup students distributing those who were at each initial group across the new groups. Ask the students to take turns sharing their positions and arguments with the rest of the group. In the process, those not presenting should take notes and ask questions, because they will be expected to represent the positions of others in the next activity. Set a time limit, e.g., 15 minutes.

6. Distribute a STS Focusing Question-SECOND RESPONSE Worksheet to each student. Ask the students to complete this second worksheet as homework for submission the next day. (The journal entry noted in the Assessment/Portfolio section, below, can be used as an alternative to using this worksheet.)

Assessment/Portfolio Items:

Journal Entry.

Name __________________________

Is global atmospheric change a serious threat ? ___ Yes ___ No

If Yes, do you believe it is a threat mainly because (check one or more):

__ a) enhanced greenhouse effect is a serious threat?

__ b) ozone layer depletion is a serious threat?

__ c) ground level ozone pollution is a serious threat?

Please provide a justification for your response.

Name _____________________

1. Some people believe that global atmospheric change (GAC) is a serious threat because enhanced greenhouse effect is a serious threat. The argument that supports that position is:

2. Some people believe that global atmospheric change (GAC) is a serious threat because ozone layer depletion is a serious threat. The argument that supports that position is:

3. Some people believe that global atmospheric change (GAC) is a serious threat because ozone pollution is a serious threat. The argument that supports that position is:

4. Some people believe that global atmospheric change (GAC) is not a serious threat. The argument that supports that position is:

5. I believe that global atmospheric change (GAC)

   ___ is a serious threat because:

   ___ is not a serious threat because:

   ---

   Click Here to return to Table of Contents

   Click Here to go to Action Lesson 1: Identifying Actions

   ---

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