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Global Warming Statistics

Procedures for Teachers is divided into four sections:
Prep -- Preparing for the Lesson.
Steps -- Conducting the Lesson.
Tips -- Managing Resources and Student Activities.

Prep

Students should have knowledge of basic math applications, including addition, subtraction, multiplication, and division. Students should know the definitions of mean, median, and mode, and how to calculate these measures of central tendency.
Mean is the average of a set of numbers.
Median is the middle number when the list is in order from low to high, or the average of the two middle numbers if the quantity of numbers in the list is even.
Mode is the number that appears most often in the data set.
Students should be able to make tables and line graphs of data using graph paper, or if available, spreadsheet software like Microsoft Excel.

Materials:
• notebook paper
• pens
• pencils
• markers
• graph paper
• posterboard
• calculator
• rulers
Computer Resources:
You will need at least one computer with Internet access to complete this lesson. While many configurations will work, we recommend:

• Modem: 28.8 Kbps or faster.
• Browser: Netscape Navigator 4.5 or above or Internet Explorer 4.5 or above.
• Macintosh computer: System 7.0 or above and at least 16 MBs of RAM.
• IBM-compatible computer: 386 or higher processor with at least 16 MBs of RAM, running Windows 3.1. Or, a 486/66 or Pentium with at least 16 MBs of RAM, running Windows 95.

Software:
• Any spreadsheet software (i.e. Microsoft Excel) (*optional: may opt to use only graph paper and a calculator)
• Any Word Processing Program (i.e., Microsoft Word, Corel WordPerfect, Apple Works, etc.)
• Students that wish to add a multimedia presentation to their final project can use Microsoft PowerPoint or Hyper Studio. For more information on how to use these programs, see wNetSchool's HyperStudio or PowerPoint Tutorials.

For more information, visit What You Need to Get Connected in wNetSchool's Internet Primer.

Bookmarks:
Bookmark the following sites on your classroom computer(s) or in the computer lab:

• National Weather Service Homepage
http://www.nws.noaa.gov/

• World Meteorological Organization (WMO) http://www.wmo.ch/index.html

The World Meteorological Organization coordinates global scientific activity to allow increasingly prompt and accurate weather information and other services for public, private and commercial use, including international airline and shipping industries. WMO's activities contribute to the safety of life and property, the socio-economic development of nations and the protection of the environment. Within the United Nations, the Geneva-based 185-Member Organization provides the authoritative scientific voice on the state and behavior of the Earth's atmosphere and climate.

• U.S. Historical Climatology Network (U.S. HCN) http://cdiac.esd.ornl.gov/epubs/ndp019/ndp019.html

This page contains an interactive map and menu that allows you to select the state, station, and type of data you wish to see.

• National Climatic Data Center (NCDC) http://www.ncdc.noaa.gov/

NCDC is the world's largest active archive of weather data. NCDC produces numerous climate publications and responds to data requests from all over the world.

The Comprehensive Ocean-Atmosphere Data Set has been compiled from ship reports over the global ocean. The compilation of COADS is a joint effort between NOAA's Climate Diagnostics Center (CDC), the Cooperative Institute for Research in Environmental Sciences (CIRES), the National Center for Atmospheric Research (NCAR), and NOAA's National Climatic Data Center (NCDC).

• NCDC: Locate Weather Observation Station Record http://www.ncdc.noaa.gov/ol/climate/stationlocator.html

A search engine for weather data from specific locations.

• U.S. GLOBEC (Global Ocean Ecosystems Dynamics) http://cbl.umces.edu/fogarty/usglobec/

A research program organized by oceanographers and fishery scientists to address the question of how global climate change may affect the abundance and production of animals in the sea.

• EPA Global Warming Site
http://www.epa.gov/globalwarming/

A definition and history of the green house effect, recent news, and information about what is and can be done.

• Earth in the Balance
http://edugreen.teri.res.in/

This site allows students to learn about climate change, energy, air pollution and life on earth. It is a fun way to learn and lets kids work on crossword puzzles, memory games and even has jokes.

• NOVA Online: Warnings from the Ice http://www.pbs.org/wgbh/nova/warnings/

Explore how Antarctica's ice has preserved the past - from Chernobyl to the Little Ice Age - going back hundreds of thousands of years, and then see how the world's coastlines would recede if some or all of this ice were to melt. This excellent site for kids also includes a guide and resources for educators.

Extensions

English: Students may write a poem, essay, or short story related to global warming.

Art: Students may draw or paint a picture depicting what they think the world will look like in 100 or 1000 years, if the greenhouse effect is not curtailed.

Social Studies: Students may write to their local, state, and/or federal representatives about their concerns for the environment regarding global warming.

Foreign Language: Students may write in a foreign language to students in foreign countries about global warming, perhaps getting them involved with their local governments, or getting their opinions on the matter. For example, a Spanish class will write, using proper Spanish language, to Spain, Ecuador, Colombia, etc. Students may decide to write to many Spanish-speaking countries, splitting the task up among the class.

Health, Biology, or Anatomy and Physiology: Students may research the effect extreme global warming could have on the human body, and how this may change human tolerance to temperature (Darwinism, or "survival of the fittest" can be discussed). Effects of other results of pollution (acid rain, air changes) on the human body (skin, lungs, etc.) may also be researched.

Earth Science: Students may research the causes of global warming, the chemical makeup of the atmosphere, what is ozone, and other effects of pollution on ecology (acid rain, extreme weather patterns, animal extinctions, ocean levels rising due to polar ice caps melting).

Keyboarding: Students may type formal letters that they wrote in history class. They will make any revisions necessary to create the letters in the proper format. They may attach the files to e-mail, using word processor software, and send them to their destination. If email is not available, students may send the letters via "snail mail," the US postal system

Economics: Students may analyze the effect of global warming on the world's finances. Local and foreign economies, food prices, unemployment of fishermen due to fish depletion, money spent on research, prevention, and cleanup are some of the economic aspects that may be evaluated.

Performing Arts: Students may write and act out a skit about global warming. They may also compose and perform a song (sing, rap, play an instrument).

Speech: Students may write and present a persuasive speech confirming or denying the existence of global warming, making a convincing argument

Tips

Ideally, this lesson would be most effective if every student had access to a computer with Internet access whether in a lab or classroom setting. However, if students have access to one computer per group, this will also work nicely. The students should be encouraged to have fun with the project, and investigate a place in which they are truly interested. Students should have computer access for each of the five class periods, or approximately 3.5 hours. The teacher should circulate around the room helping students with any software, Internet, or other questions as they arise.

One Computer in the Classroom
If you have access to one computer in your classroom, you can organize your class in several ways. Divide your class into two groups. Instruct one of the groups to do paper research while the second group is working on the computer. Bring in books, encyclopedias, etc., from the library for the group doing paper research. When the groups have finished working, have them switch places.

If you have a big monitor or projection facilities, you can do Internet research together as a class. Make sure that every student in your class can see the screen, go to the relevant Web site(s), and review the information presented there. You can also select a search engine page and allow your students to suggest the search criteria. Again, bookmark and/or print the pages that you think are helpful for reference later.

Several Computers in the Classroom
Divide your class into small groups. Groups can do Internet research using pages you have bookmarked. Group members should take turns navigating the bookmarked site.

You can also set the class up so that each computer is dedicated to certain sites. Students will then move around the classroom, getting different information from each station.

Using a Computer Lab
A computer center or lab space, with a computer-to-student ratio of one to three, is ideal for doing Web-based projects. Generally, when doing Web-based research, it is helpful to put students in groups of three. This way, students can help each other if problems or questions arise. It is often beneficial to bookmark sites for students ahead of time.

Submit a Comment: We invite your comments and suggestions based on how you used the lesson in your classroom.

Overview | Procedures for Teachers | Organizers for Students