Climate Change

Science 20
Kelsey Kyle Natasha Kacee

Part A: Inquiry Question and Curriculum Map

For this unit our overarching question is Why was 2015 the second warmest

year on record for the U.S.? This question can be found at

http://www.scientificamerican.com/article/december-heat-boosts-2015-to-

2nd-warmest-year-in-u-s-history1/. This question will be addressed by

students that are enrolled in the Science 20 course or around grade 11. This

question is a natural way to apply current knowledge to the practical world.

The curriculum map below shows this breakdown of how the question is

related to science content and the world.

The Curriculum Map link: https://prezi.com/embed/8bgab3nqusnx/?

bgcolor=ffffff&lock_to_path=0&autoplay=0&autohide_ctrls=0
&landing_data=bHVZZmNaNDBIWnNjdEVENDRhZDFNZGNIUE43MHdLN
WpsdFJLb2ZHanI0M3ZFTXV4RTJ0MzR2MDJpNGU1czRvZXhnPT0&landing
_sign=_qSQVv4GV4ygZ55d0byqNYxftubJzb8j9rRpuwgWtOc

Part B: Focusing Question

Rationale
This unit is relevant to students from the onset as from the beginning we will

use a news article to spark the students interest and pose the question: Why

was 2015 one of the warmest years on US record? This is where our driving

question comes from and from this we will learn about fossils, plate

tectonics, life forms, etc and tie these outcomes into our overarching

question through inquiry based learning. We are taking a real life example,

something that is literally happening around them and we are exploring why

it is happening, the effects of this and how they can help to reduce these

effects. The way that we are approaching this unit is a purposeful attempt to

help students to see the bigger picture in their learning and to connect it to

life outside of the classroom.

The purpose of the unit within the course is to explain that the history of our

planet is one of change. There is evidence not only that Earths surface is

changing, but that this change has dramatically impacted the climate and

life forms on Earth over time. In this unit, students examine scientific

evidence for natural and human causes of climate change, for changing life

forms and for continual changes to the Earths surface.

Within the Nature of Science, this unit seeks to present to students that

science is dynamic. By understanding these concepts, students may be

inclined to further research the topics discussed in the unit, and further

understand the world around them.

Students will have the opportunity to research, complete labs and

experience science through field trips.

This unit address the Nature of Science, history of science and scientific

literacy in that it involves the history of the Earth. It also involves hands on

research and scientific inquiry. The science is related to what is happening in

the world now. Students need to make connections to what has happened in

the past, what might be causing changes in the Earth now, and how we can

change our actions to better the future. This unit acts to raise awareness of

issues and attempts to create global citizens that take ownership of their

actions. This unit encourages students to improve their scientific literacy and

think critically about the information they are given in order to create

solutions.

This unit engages students in deep questions about science as opposed to

simply delivering predetermined knowledge because it allows for students to

make connections and find their own answers. Because this unit has

different sub questions and sections, there is a lot of room to go in various

directions based on students interest in any one of the topics being looked

at.

There are also many different opportunities for the students to demonstrate

their learning in different forms. Students will also be involved in

collaborating, creating presentations, making visual posters, engaging in

field trips, webquests, and hands-on labs to demonstrate their learning. This
variety allows all types of learners to be involved in the learning process in

an effective manner.

Key Questions:

1. What effects are humans having on global temperatures?

2. If the planet continues to warm up, what ecological effects could this

have?

3. What past climate trends have we seen that are similar to and different

from global warming now?

4. What is the relationship between plate tectonics and Earths formations

and climate change?

We are making the assumption that students have been outside. We are also

building upon math concepts such as fossil dating and measuring seismic

waves. The students must also have some background in climate change and

global warming. We are assuming that they are informed about the planet

and have a basic knowledge of ecosystems. The students will also need to

use a computer/technology and be familiar with how to navigate it well and

conduct online research. From previous grades (grade 7 Unit E and grade 10

Unit D) the students will have some knowledge of planet earth, energy flow

and the environment global systems biological diversity that would all tie

into this unit.

The students should also be comfortable working in groups and collaborating

with each other. The students should also know basic safety skills and will be

taught specific skills that will be used to complete the required labs. They will

be expected to have mutual respect for others and their various

perspectives.

Students will formulate questions and answers as to what climate change

could possibly be caused by and how they can help to reduce its effects.

Students will use observable variables and tools to record data and

information.

Some cross-curricular connections may include

There is a social studies tie through the analysis of ideas and information

from multiple sources. Students will also demonstrate skills needed to reach

consensus, solve problems and formulate positions, develop and express an

informed position on an issue; communicate effectively in a variety of

situations; and assess the authority, reliability and validity of electronically

accessed information.

Math could be implemented in the 20-C4 outcomes, through looking at data

and potentially creating their own graphs to analyze past data and current

trends. Math will also be used when looking at fossil dating and how old

particular artifacts are. Other specific skills that they would likely need to

apply from their math classes would be statistics and probability, relations

and functions, graph analysis, etc.

If music were to be integrated the students could write lyrics to a song about

climate change as part of the performance task at the end of this unit.

There are many English Language Arts outcomes addressed by this unit, just

a couple are mentioned here. ELA 3.1.2 Plan inquiry or research, and identify

information needs and sources. ELA 3.2.2 Evaluate sources, and assess

information a. reflect on and describe strategies to evaluate information

sources for credibility and bias and for quality; and select, monitor and

modify strategies as needed to evaluate sources and detect bias.

Connection to Program of Studies

There are multiple ways diverse learning needs are addressed in our unit. A

unit test can be used to replace a low quiz mark if a student feels so inclined.

Field trips are designed in such a way that they are accessible to everyone,

such as wheelchair accessible. Students will be allowed to work in groups or

individually to accommodate their levels of social comfort throughout the

unit. Below are the knowledge, skills and attitudes addressed in our unit.

Knowledge
20-C1.1k describe the challenges in investigating the changes that take
place over hundreds of millions of years to Earths crustal plates, to past
climates and to life forms
20C2.1k describe how energy from earthquakes is transmitted by seismic
waves
20C2.2k describe the relationship between the Richter scale and an
earthquakes ground motion and energy
20C2.3k identify primary and secondary seismic waves (P- and S-waves,
respectively) and longitudinal and transverse surface waves on the basis of
vibration and direction of propagation and potential for destruction
20C2.4k explain how seismic waves are used to better understand the
internal structure of Earth
20C2.5k identify and describe the layers of Earth (i.e., lithosphere,
asthenosphere, mesosphere, outer core and inner core) as classified by the
physical properties of density, rigidity and thickness
20C2.6k list and describe the evidence that supports the theory of plate
tectonics; i.e., location of volcanoes and earthquakes, ocean floor spreading,
mountain ranges, age of sediments, paleomagnetism
20C2.7k explain how convection of molten material provides the driving
force of plate tectonics, and explain the tentativeness of the explanation that
radioactive decay is the source of geothermal energy for plate tectonics.
20-C3.1k explain how knowledge of radioisotopes, radioactive decay and
half-lives are used to estimate the age of minerals and fossils
20-C4.1k describe the geologic evidence for repeated glaciation over large
areas of Canada and in their local area;e.g., the Cypress Hills, gold deposits
in the Yukon, topography, drainage patterns, erratics, U-shaped valleys

20-C4.2k explain how ice cores from polar ice caps provide evidence of
warming and cooling in the past hundred thousand years

20-C4.3k explain, in general terms, how changes to Earths climate and how
mass extinctions could be caused by changes or variation in the following:
Earths orbit around the sun, the inclination of Earths axis, solar energy
output, Earths geography due to crustal movement, volcanic activity, ocean
currents, atmospheric composition or asteroid impact.

20D1.1k investigate and analyze an aquatic or a terrestrial local ecosystem,

distinguish between biotic and abiotic factors, describe how these factors
affect population size and infer the abiotic effects on life; e.g., light,
nutrients, water, temperature infer biotic interactions; e.g., predator-prey
relationships, competition, symbiotic relationships infer the influence of
biota on the local environment; e.g., microclimates, soil, nutrients 20D

20D1.4k describe the potential impact of habitat destruction on an

ecosystem

20D2.1k outline the biogeochemical cycles of nitrogen, carbon, oxygen and

water and, in general terms, describe their interconnectedness, building on
knowledge of the hydrologic cycle from Science 10, Unit D
20-D2.2k describe artificial and natural factors that affect the
biogeochemical cycles
STS

20C2.1sts explain that concepts, models and theories are often used in
interpreting and explaining observations and in predicting future
observations
20C2.2sts explain that science and technology are developed to meet
societal needs and expand human capability predictions
C3.1 explain that scientific knowledge may lead to the development of new
technologies and that new technologies may lead to or facilitate scientific
discovery
20-D1.1sts describe how society provides direction for scientific and
technological development.
20D2.1sts explain that science and technology have both intended and
unintended consequences for humans and the environment
Skills

20C1.1s formulate questions about observed relationships and plan

investigations of questions, ideas, problems and issues

20C1.2s conduct investigations into relationships among observable

variables and use a broad range of tools and techniques to gather and record
data and information

20C1.3s analyze data and apply mathematical and conceptual models to

develop and assess possible solutions

20C1.4s work collaboratively in addressing problems and apply the skills

and conventions of science in communicating information and ideas and in
assessing results

20C2.1s formulate questions about observed relationships and plan

investigations of questions, ideas, problems and issues

20C2.2s conduct investigations into relationships among observable

variables and use a broad range of tools and techniques to gather and record
data and information

20C2.3s analyze data and apply mathematical and conceptual models to

develop and assess possible solutions
20C2.4s work collaboratively in addressing problems and apply the skills
and conventions of science in communicating information and ideas and in
assessing results

20C3.2s conduct investigations into relationships among observable

variables and use a broad range of tools and techniques to gather and record
data and information

20C3.3s analyze data and apply mathematical and conceptual models to

develop and assess possible solutions

20D2.1s formulate questions about observed relationships and plan

investigations of questions, ideas, problems and issues

Attitudes
Interest in Science Students will be encouraged to develop enthusiasm
and continuing interest in the study of science.
Mutual Respect Students will be encouraged to appreciate that scientific
understanding evolves from the interaction of ideas involving people with
different views and backgrounds.
Scientific Inquiry Students will be encouraged to develop attitudes that
support active inquiry, problem solving and decision making.
Collaboration Students will be encouraged to develop attitudes that
support collaborative activity.
Stewardship Students will be encouraged to develop responsibility in the
application of science and technology in relation to society and the natural
environment.
Safety Students will be encouraged to demonstrate a concern for safety in
science and technology contexts.Part C: Time/Structure of Unit
Lesson and Curriculum Key Resources and Activities Assessment
Topic 1 Lesson Concepts (FOR, OF,
= 1 Day unless and AS)
otherwise Kno STS Skill
indicated wled s
ge

Introduction C-1.1 C- Poster paper for group discussions in Assessment

Lesson 2.2 each area of the unit, markers/felt as/for
pens to write on posters, video to learning to
watch at end of class launch the
 https://www.youtube.com/watch? unit
v=EtW2rrLHs08&list=WL&index=1 Posters will
show what
students
already know.

Layers of Earth C-2.5 C-2.4 Students will form groups to research Assessment
each layer of the Earth and its make- for learning
up/purpose. Students will then jigsaw Students will
their information at the end of the jigsaw
class. information.
Exit slips.

Seismic Waves C-2.1 C-1.3 https://www.youtube.com/watch? Assessment

(Primary + C-2.2 v=yOGoKCK17a4 for learning,
Secondary) C-2.3 Video on P and S waves filling out a
Vibration and http://www.seplessons.org/node/110 worksheet for
Direction of Slinkie simulation for P and S waves simulation.
Waves http://www.worldwatch.org/node/4388
Destruction Earthquakes caused by Global
Warming

Seismic Waves C-2.1 C- C-2.3 http://www.kids-fun- Assessment

(Primary + C-2.2 2.1 science.com/earthquake- for learning,
Secondary) C-2.3 activities.html create a plan
Vibration and Students form groups of 2 for hands- to create an
Direction of on project to better understand how earthquake
Waves earthquakes happen. Class discussion resistant
of necessary steps to create structures structure.
resistant to destruction by
earthquakes.

Seismic waves C-2.4 https://www.youtube.com/watch? Assessment

to understand v=aY6SG7GPAlo for learning,
internal Internal structure of Earth through worksheet
structure of seismic waves
Earth

Destruction by C-2.3 C- C-2.2 Take a look at specific case studies Assessment

Waves 2.2 http://www.nbcnews.com/id/42029974/ of learning,
ns/world_news-asia_pacific/t/top- case study
deadliest-earthquakes-history/ write-up.
Students form groups to do research
and a write-up about one of the above
case studies.
Volcano C-2.7 C-2.1 http://www.kids-fun- Assessment
formation C-2.6 science.com/volcano-science- of learning,
Mount St. Helen experiments.htmlhttp://kids.nationalge research
ographic.com/explore/science/volcano/ project.
#volcano-explode.jpg
Students will pick one place along the
ring of fire and research statistics
regarding temperature and various
factors related to volcanic activity.
Completely individually, students
choose to hand in a table, video,
paper, etc.

Geothermal + C-2.7 C-1.3 http://www.geothermal.org/what.html Assessment

radioactive http://questgarden.com/85/65/3/09072 of learning
decay 9103208/
Introduce geothermal, do a webquest
about alternative energies.

Paleomagnetism C-2.6 Students work in groups to research Assessment

, Age of one of these topics and describe how it as learning
sediments, supports the theory of plate tectonics.
Mountain range,
ocean floor
spreading,
volcanoes,
earthquakes

Paleomagnetism C-2.6 Presentations of evidence to support Assessment

, Age of plate tectonic theory. of learning
sediments, (presentations
Mountain range, After, students will get into assigned )
ocean floor groups to do review of information so Assessment
spreading, far (using cubes). as learning
volcanoes, (cubes)
earthquakes

Study seismic C- C-2.1 http://questgarden.com/28/24/0/06062 Assessment

zone, impact of 2.2 C-2.3 0180625/ for learning
earthquake, and and of
earthquake learning
preparedness

Climate change C-2.1 http://questgarden.com/185/83/0/1511 Assessment

fact vs. opinion C-2.7 29085255/ of learning
This webquest will take students
through the idea of climate change
facts vs. opinions and will challenge
them to think critically about the topic
Plate Tectonics C-2.1 Quiz on the outcomes concerning plate Assessment
Quiz C-2.7 tectonics and Earths formations of learning,
will eventually
turn into
formative

3 classes C-4.1 C-4.1 Discussion: Assessment

Ice cores from C-4.2 C-4.2 http://www.learnalberta.ca/content/sec for learning
polar ice caps C-4.3 C-4.3 20/openMovie.html?
provide C-4.4 title=&movie=smil/preciousenvelope_
evidence of woc_learning.smil
warming and What are ways to look back to past
cooling in the climates? Discuss with those at your
past hundred table.
thousand years, What are they looking for when they
geologic look at the polar icecaps or in tree Assessment
evidence for rings? as learning
repeated Complete research as outlined in
glaciation. How lesson plan Create poster or brochure
changes to to present findings to class
Earths climate
and how mass
extinctions could
be caused.

Radioactive C-3.1 C-3.1 Digital resource here used for a Assessment

decay and half C-3.4 figurative demonstration of half lives. for learning
lives and what Lecture and worksheet about half lives -worksheet
period those fit and time periods to follow. Assessment
into. as learning
-resource

Interactive C-3.2 C-3.2 Discuss types of fossilization and Assessment

lesson from C-3.3 C-3.3 sedimentary rock layers. Students will for learning
Royal Tyrrell prepare a question after research to be -questioning
Museum (3 asked during presentation. -watching
lessons) learning
Assessment
of
-sheet handed
in after
activity

Importance of C-3.5 C-3.4 Students will do group work and Assessment

oxygen and role research to see role of oxygen and as learning
in planet. how it affects plant growth and what -throughout
Problems of can be done to reduce pollution. group
pollution and research
effects on
oxygen supply
on plant growth.

Field trip to local D- Students will be given instructions Assessment

ecosystem 1.1 before heading out to look for biotic for learning
vs. abiotic, predator/prey relationships, during the
field trip with
questions and
exit slip.

Field trip D- Students will be given time to collect Assessment

presentation 1.4 ideas from previous day into of learning
planning presentation form. Can be a movie, with reports
poster, etc. and also include effects of
habitat destruction on that particular
ecosystem.

Science & D- society drives technological and Assessment

Technology 1.1 scientific development for
Jigsaw activity- Students will get into -jigsaw
groups and research a technology of activity
their choosing and how the need that
drove the creation of technology

lead into next class- how these

technologies affect biogeochemical
cyles (ie electricity, cars, etc)

Hydrologic Cycle D-2.2 D- intro to cycles vid: assesment

Review and 2.1 https://www.youtube.com/watch? for
Connections v=2D7hZpIYlCA -discussion
Direct instruction/interactive -review
smartnontes and review worksheet on worksheet
the hydrologic cycle
Class Discussion on factors that affect
this cycle (extraction of ground water,
dams for hydro-electricity and
irrigation)
and unintended consequences
-discuss the use of water by society,
the impact such use has on water
quality and quantity in ecosystems,
etc.
Carbon Cycle D-2.2 D- intro to cycles vid part 2: assessment
2.1 https://www.youtube.com/watch? for
v=2D7hZpIYlCA -worksheet

Direct instruction/interactive
smartnotes
carbon cycle simulation worksheet
Class Discussion on factors that affect
this cycle (e.g., emissions of carbon
oxides from extraction, distribution
and combustion of fossil fuels, etc)

Carbon Cycle Worksheet

Greenhouse D- Continuation of learning about carbon assessment

Effect 2.1 discussion on unintended effects for
video/direct instruction about
greenhouse effect webquest

Climate Change D-2.2 D- C- intro video assessment

Inquiry Labs C-4.2 1.1 1.1s lab procedure for
(this will take C- further research -lab
place over 3 1.2s poster creation -research
classes) C- presentation assessment
1.4s of
C- -poster/power
4.1s point
C- assessment
4.4s as
-peer/self
evaluation

Nitrogen Cycle D- D- D- https://www.youtube.com/watch? assessment

2.2 2.1 2.1 v=leHy-Y_8nRs for
D- Direct Instruction: nitrogen cycle and -worksheet
2.1 factors affecting the cycle (e.g., -cubing
automobile, agricultural and industrial activity
contributions to NOx combining with
water to produce nitric acid, nitrogen
in manure and fertilizers, etc)
Cycle Worksheet
Cubing activity: questions reviewing
the cycle, the influence of society, and
the impact of a variety of
technologies, on the nitrogen cycle
-predict disruptions in the nitrogen
cycle that are caused by human
activities
Cycles quiz D- D- D- students will complete a quiz to show assessment
2.2 2.1 2.1 what they have learned about the of learning
D- biogeochemical cycles, technology,
2.1 and intended/unintended
consequences.
This unit will take approximately 5 weeks to complete.
Intro of Unit
Goals: To introduce the unit and the different directions we will be taking
within the unit. Get students thinking about global warming and the factors
that contribute to global warming.
Main Ideas: What is global warming? What do we already know contributes
to global warming? This ties directly to the main question of why 2015 was
the second warmest year on record. We are starting to form the pillars that
will help us come up with answers to our question.
Procedures:
Engage: Group discussion: Who can give me a definition of what global
warming is? Lets brainstorm together as a class to see what factors we know
of that can contribute to global warming.
Explore: Students will gather into four groups and come up with ideas about
how their topic can relate to global warming.
Explain: What kind of meaning will students understand from this
experience? How can I help students by scaffolding their ideas?
Elaborate: How will the activity connect to what we have been doing in
class? (or in this topic/overarching question? To the students lives?) How will
I help students organize their thinking and pull this lesson together?
Evaluate: The posters will stay up until the end of the unit with their ideas
written on them. They can add sticky notes with dates on them as they learn
new materials. The assessment in this particular class will be done through
general group discussions about the introduction of the topic and to gauge
where students knowledge on the topic is already at.
Goals/Key questions

Goals: This lesson introduces the main overarching question and gets
students to start considering this question. Students will think of factors that
contribute to global warming and our overarching question and begin to
question which factors are more prominent than others. Students will know
which directions are being taken throughout this unit after this lesson.

Objective (connected to P of S):

 In this lesson, students will be introduced to the GLEs and SLEs provided
below:

GLEs/SLEs addressed
20-C1.1k describe the challenges in investigating the changes that take
place over hundreds of millions of years to Earths crustal plates, to past
climates and to life forms
20-C1.2k describe, in general terms, how the theories of geologic processes
have changed over time.
20-C1.1s formulate questions about observed relationships and plan
investigations of questions, ideas, problems and issues
20-C1.4s work collaboratively in addressing problems and apply the skills
and conventions of science in communicating information and ideas and in
assessing results
be critical and constructive when considering new theories and techniques
use scientific vocabulary and principles in everyday discussions
be interested in science and technology topics not directly related to their
formal studies
recognize the importance of making connections among various science
disciplines
recognize that many careers require science- and technology-related
knowledge and skills.
assess, critically, their opinion of the value of science and its applications
recognize the importance of reviewing the basic assumptions from which a
line of inquiry has arisen
ask questions and conduct research to ensure understanding
be attentive when others speak, seek the point of view of others, and
consider a multitude of perspectives
use appropriate communication technology to elicit feedback from others

Pre lesson Considerations

Lesson overview of main scientific content, skills to be learned
This lesson introduces the main unit and various topics that will be covered
within the unit. Students use critical thinking skills and inquiry into the topics
that are introduced in order to gauge their prior knowledge.

Materials needed/preset up required/logistical considerations

needed (seating arrangement):
The video for global warming intro
Poster paper (4)
Markers, felt pens, sticky notes for the posters
Cards to split class into groups of four
 What is the teacher doing? What are the
students doing?

Introducti Teacher introduces lesson by asking Students will be

on students if they have an idea of what engaged in class
15-17 min. global warming is. What is the discussions by throwing
definition of global warming? *group out some ideas of what
discussion* Lets brainstorm some global warming is and
factors that can contribute to global giving ideas about what
warming. *Group discussion again* factors contribute to
Write these ideas down on the board global warming. This will
as they are said. Hopefully, there will be done in a class
be things that can be grouped into setting and not in
our 4 pillars of this unit. Make this groups or partners.
connection on the board and group
ideas together into these main 4
groups.
Transition Hand out cards that will put them Students will receive
consideratio into 4 groups (follow your suit). Each their card and move to
ns
corner in the class will have one of the appropriate corner.
the pillars of the unit to consider.

Activity 1 When you get into your appropriate Students will work in
20-25 min. corner, discuss with your team their groups to come up
members how this factor with ideas and
contributes to global warming and collaborate on
see if you can come up with some designing their poster.
specific examples too. Make a Students should also
poster with your group about your discuss who will do
ideas. After 15-20 minutes, be ready what in their
to present your ideas to the class. presentations. Not
Do not use any technology, this is everyone is expected to
just to see where we are at as a speak/participate in the
class in understanding these presentation but it will
contributions. be expected that
everyone contributes in
the process
beforehand.
Transition When it looks like everyone is close
consideratio to being done, give a warning of 2
ns
minutes left so that everybody is
aware of the time they have left.
Once time is up, get attention back.
We will go in chronological order,
 starting from historical
considerations of global warming
You have 4 minutes to present.

Activity 2 Students will present their ideas Students will present in

16-20 min. from one group to the next while their groups, not
other groups listen. At the end, everybody is expected
students can give some ideas to to participate in the
other groups if they have any. presentation process.

Conclusio https://www.youtube.com/watch? Students will be listening

n v=EtW2rrLHs08&list=WL&index=1
Discuss these topics and let students
know that this is the direction we are
going for the next unit. Throughout
the unit, students should feel free to
add information to their posters as
they learn new information in a
different coloured sticky note to be
able to see the before and after!
Watch the video about global
warming to conclude the lesson if
there is enough time after
discussion.
to the direction of the
unit and then watch the
video. No notes need to
be taken about the
video, it is just to
introduce the class to
the unit in a visual
manner. Any questions
that come up for
students during the
video should be written
down!

Assessment: Group discussions will show the teacher where students are at
in their knowledge of climate change. The presentations and ideas form the
posters will also show the present knowledge about these four pillars of the
climate change unit we are going into.
Accommodations/Modifications: If students feel anxious about working in
groups, they can just write their ideas down and add it to the poster group
they belong to right before the presentations are done. The video will be
watched at the end to give a better understanding to visual/audio students.
Extension and extra time activity: The class will likely end with the class
discussion but there is a video to wrap things up if there is extra time. This
video takes into account global warming and different facts and factors going
into it so it ties nicely into the unit as a whole.

Polar Ice Caps and Global Warming

Goals: Students will learn about past climate trends and know what they can
do to make a difference in the future.

Main Ideas: Students will learn concepts of climate trends, analysis of polar
ice caps over thousands of years, changes over Canada, and past
extinctions.

Procedures:

Engage: Show a video and have a discussion, relating it to the world now
and overarching question.

Explore: Students will explore through the activity, they have key questions
to include in their research and are free to include other interesting findings.

Explain: Students will understand the SLOs for this section, starting with a
couple questions and building upon their knowledge. It will all tie back to the
overarching question to relate it to real life.

Elaborate: Having key questions to focus on will help students organize

their thinking, introducing the topic, letting them research and bringing them
back to relate it to the overarching question will help keep it organized and
see the big picture of what we are learning.

Evaluate: Exit slips will show what each student has learned and then
creating a poster or brochure in a following lesson will also demonstrate
learning.

Goals/Key questions

Goals: Students will be able to research and find past trends in climate to
make their own conclusions about why 2015 was the second warmest year
on record. Students will learn how polar ice cap samples can show climate
changes over the years.

Objective (connected to PofS): Students will describe the geologic

evidence for repeated glaciation in Cypress Hills, gold deposits in the Yukon,
topography, drainage patterns, erratics, U-shaped valleys, and local area.
Students will explain how ice cores from polar ice caps provide evidence of
warming and cooling in the past hundred thousand years. Students will
explain how changes to Earths climate and how mass extinctions could be
caused by changes or variation in the following: Earths orbit around the sun,
the inclination of Earths axis, solar energy output, Earths geography due to
crustal movement, volcanic activity, ocean currents, atmospheric
composition or asteroid impact.
GLEs/SLEs addressed
General Outcome 4
Students will analyze the evidence of, and assess the explanations for,
natural variations in Earths climate over the last two million years.

20-C4.1k describe the geologic evidence for repeated glaciation over large
areas of Canada and in their local area;e.g., the Cypress Hills, gold deposits
in the Yukon, topography, drainage patterns, erratics, U-shaped valleys.
20-C4.2k explain how ice cores from polar ice caps provide evidence of
warming and cooling in the past hundred thousand years.
20-C4.3k explain, in general terms, how changes to Earths climate and how
mass extinctions could be caused by changes or variation in the following:
Earths orbit around the sun, the inclination of Earths axis, solar energy
output, Earths geography due to crustal movement, volcanic activity, ocean
currents, atmospheric composition or asteroid impact.

Pre lesson Considerations

Lesson overview of main scientific content, skills to be learned
The evidence of variations in Earths climate, and mass extinctions will be
covered in this topic.

Materials needed/preset up required/logistical considerations

needed (seating arrangement):

Computers, groups of four and then two, poster or brochure tools.

 What is the teacher What are the students
doing? doing?

Introducti Introduce 4.5 minute video Students will be sitting in

on http://www.learnalberta.ca/co
10 min. ntent/sec20/openMovie.html?
title=&movie=smil/preciouse
nvelope_woc_learning.smil.
Lead discussion
groups of 4 while watch
intro video (groups are
assigned by counting off
1-4 and sit in the
designated areas).
What are ways to look
back to past climates?
Discuss with those at
your table.
What do you think they
are looking for when
they look at the polar ice
caps or in tree rings?

Transition Describe what the next Students will be listening

consideratio activity is, can move after to instruction.
ns
instruction.
Activity 1 Research how Polar ice caps Students are completing
40 min. provide evidence of warming the assignment. Can
and cooling in the past work individually or in
hundred thousand years. partners.
What did you discover?
Address the question: What
may have caused changing
climate and mass
extinctions? Choose at least
5 of the possible
considerations: changes in
Earths orbit around the sun,
inclination of Earths axis,
solar energy output, Earths
geography due to crustal
movement, volcanic activity,
ocean currents, atmospheric
composition, and asteroid
impact.

Address the question: What

geologic evidence is there for
repeated glaciation over
large areas of Canada and in
the local area? Be sure to
include the local area, and
also choose at least 3 of the
following: the Cypress Hills,
gold deposits in the Yukon,
topography, drainage
patterns, erratics, U-shaped
valleys
Transition Bring the class back for
consideratio brainstorm.
ns

Activity 2 With class, brainstorm how Students are

5 min. these findings relate back to brainstorming ideas.
the overarching question on
Why 2015 was the second
warmest year on record in
the US? Teacher is writing
ideas on board if time
permits.
Conclusion Exit slips: write three things
learned and a one thing they
wish they had learned on an
exit slip before they leave.
Will continue research in
next class, research will
then be incorporated into
a poster or brochure,
students choice on
presentation method.

Assessment: Formative assessment for completion and exit slips.

Accommodations/Modifications: Students will have the option to work in
partners or individually. They will have class time to research, so they will
have access to a computer.
Extension and extra time activity: If the majority of groups do not finish
researching in one class period, allow for an additional class to work on it.
Next project is creating a poster or brochure to present their findings.
Idea for research found in Alberta Program of Studies.

Part D: Post Analysis of Unit Plan

1. Demonstrate how your project originates with an issue, problem,
question or exploration that provides opportunities to create or
produce something that contributes to knowledge?

The main inquiry question connects this unit to current day issues and

discussions happening within the science community as well as the general

community. This helps engage students by showing them that their

knowledge could contribute to an issue that is not hypothetical or already

solved but is an active, true issue.

The introductory lesson is hands-on and involves inquiry into the topics that

will be further discussed in the unit. Students will work together and

collaborate their ideas to create their poster/presentation from the start.

There are also webquests and research projects that allow students to go

through materials on their own to allow them to branch in different directions

and for differentiation. Students can make their own connections to material

while actively learning.

2. Does the study lead students to build deep knowledge that

leads to deep understanding?

There are various activities that allow for critical thinking. Everything can be

tied back to the overarching question, so students are continually making

connections.

There are many opportunities for students to tie information back to their

personal lives outside of the school setting. The overarching question

provides a reason to educate ourselves, because it is a present day issue

that is and will be ongoing.

Having four subsets of questions allows for different perspectives on the

same overarching question. Instead of force-feeding information in class,

students get to explore various areas that contribute to the overarching

question. The different perspectives allows students the opportunity to

branch off in various directions if a certain area interests them further than

the curriculum states.

The lab is a hands-on and research approach that connects the dots between

the theory learned in class to the real-life application of global warming.

3. Does the study encourage students to develop habits of mind

that encourage them to experience elements of the Nature of
Science, and offer opportunities to explore possible modes of
thinking.

Students can look at the presented topics through different perspectives. For

example, we can take a look at connection to the land through aboriginal

perspective and how this impacts issues within global warming.

Looking at destruction caused by global warming and the different factors

that contribute to it. We can instill an appreciation of the world around them

and encourage a high level of education on the topic in order to avoid further

damage. The field trip will take the class into a physical environment that

can be appreciated in a completely hands-on excursion.

Webquests allow for different modes of thinking by going through different

perspectives in different professions in relation to our topic. This touches on

the nature of science by exploring what is important to various individuals in

terms of the natural world and how it is applied in these professions.

The unit also looks at perspectives of people who do not believe that climate

change is occurring and the facts and opinions that go with both sides of the

argument. This allows for students to become critical thinkers and determine

what is evidential information and what individuals, scientists, and media do

to showcase that information for their own perspective.

4. Using the McComas list of the tenets of the Nature of Science

(pg. 25 of textbook), demonstrate which elements are being
addressed by students participating/experiencing in the Nature of
Science (as opposed to just learning about the Nature of Science).
By looking at features of Earth and science over a vast period of time, it

becomes evident that science is not a static concept. Students will discover

the different ideas that have risen throughout time (especially in relation to

climate change).

This unit heavily focuses on science being a way to explain natural

phenomena by looking at plate tectonics, ecosystems, past climate trends,

fossils, etc. We are using this explanation of natural phenomena to guide our

research into climate change. Similarly, we are looking at social and

historical areas in relation to climate change and how both of these areas

affect climate change and vice versa.

5. Demonstrate how your unit plan embeds a pluralistic

understanding of science (including Indigenous perspectives).

One of the ways in which we incorporated indigenous perspectives within our

unit was through investigating what ice means to the Inuit people and how

the affects of global warming and the melting ice may affect them.

As previously stated, one of the webquests explores the different

perspectives taken by different professions in terms of Nature of Science and

real-world applications.
6. Does the study have ongoing assessment woven into the design
of the study providing timely, descriptive feedback and incorporates
elements of assessment of, as, for learning?

Yes, as can be seen in the assessment chart. There are lots of areas that

require formative feedback in order to gauge what lessons should look like in

the upcoming lessons. They may require some alterations to satisfy students

needs in particular topics but these adjustments would be made as needed

during the learning process.

The final exam also has the option of replacing quiz marks, should the final

exam score higher than the quiz. This allows students to continue learning

throughout the unit in order to improve and replace their previous marks.

This could also reduce anxiety as the quiz will not necessarily be set in stone

and improvement is possible. This also teaches the students that learning is

not a one shot experience where if they learn a concept later or understand

it more fully with time they are unable to get credit for their new learning.

7. Does the study provide opportunities for students to reflect on

their own learning?

The study does provide opportunities for students to reflect on their own

learning. For example, in the research they do for the brochure or poster in

the lesson 3 outline. Students need to answer certain guided questions, but

they are still free to search other ideas on the topic as well that they can

include in their project. They will also complete exit slips of three things they
learned and one thing they wish they had learned or want to learn. This will

allow for students to ponder over their learning.

8. Is technology used in a purposeful manner that demonstrates an

appreciation of new ways of thinking and doing? Technology that
either allows students to explore a topic or allows them to show
what they know about a topic?

For the research project, students have access to technology to look for and

find answers. Students are free to explore the topic and create a poster,

brochure, movie, etc. to show what they have learned and will be able to

apply moving forward.

9. Do the students have an opportunity to observe and interact

with adults with relevant expertise and experience in a variety of
situations in relation to the topic?

The field trip provides an opportunity to talk with experts during the guided

tour. There are Bill Nye videos and other videos which allows students to

observe people who have relevant expertise in addressing climate change.

The webquest provides opportunities for professionals to discuss their areas

of work and how it relates to science and, more specifically, the natural

world. This was a limitation of the unit to find local experts.

10. Does the study provide opportunities for students to
communicate what they are learning with a variety of audiences?

Students will communicate what they are learning by working individually, in

groups and presenting to the rest of the class. They are able to go out into

the community (field trips) to learn about the world outside the classroom.

There are posters that will be put up in the hallway to allow the rest of the

school to view them. Also, a blog will be ongoing throughout the unit so that

parents can be informed of their childs learning and see the performance

tasks and other activities that are going on throughout the unit.

Assessment Tool Overview

Assessmen Outcomes Brief Description Fo A O
t Tool Title r s f

Plate 20C2.1- This quiz covers all of the outcomes

tectonics C2.7 within the plate tectonics
quiz umbrella.

Life forms 20C3.1- This quiz covers all of the outcomes

quiz C3.4 within the life forms umbrella.
D1.4

Introduction The This introduction project will show

Poster/Prese introduction students what they already know
ntation will hit about the topics before diving into
attitude the unit. This is as learning as the
outcomes students will add to the poster
of scientific throughout the progression of the
inquiry, all unit.
knowledge
outcomes
introduction
Natural This quiz covers all of the outcomes
climate within the natural climate trends
trends quiz umbrella.

Research 20-C4.1k Research to find answers to

project 20-C4.2k questions outlined in lesson plan 3.
(brochure or 20-C4.3k Research is formative and poster
poster) 20C-2.5k will be summatively assessed. As
learning will occur as the students
participate in the entire project.

Worksheet 20C-2.1k, Worksheet to be filled out after the

20C-2.2k, slinkie simulation/internal structure
20C-2.3k, of Earth
20C-2.4k

Earthquake 20C-2.1k, Students create an outline of a plan

Resistant 20C-2.2k, to create a structure that is
Structure 20C-2.3k, earthquake resistant. Through
Plan D1.1k, doing this project students will learn
D1.4k, the knowledge gaps that they have
D2.1k, (ie. not able to complete project)
D2.2k then they wil fill in those gaps
through research.

Case Study 20C-2.3k Group write-up about a case study

Write-up D1.1k regarding a natural disaster.
D1.4k Students will apply their learning to
D2.1k answer the case study and discover
D2.2k any knowledge gaps they may
have.

WebQuest C20-2.7k, Go through a WebQuest online. The

20C2.1k- first WebQuest is formative and
2.7k students will understand the
learning process and how to
navigate it. The second WebQuest
will be assessed summatively using
a rubric.

Field Trip & 20C4.1k- Students will explore local

Worksheet 4.4k ecosystem and do a worksheet at
20C3.1k- the end of the activity that will be
3.4k summatively assessed.
 Climate 20-D2.2k In groups students will conduct a
change lab 20-C4.2k lab experiment on a climate change
project 20-D1.1sts area of interest, do further research
20-C4.1s on the topic, create a poster, and
20-C1.2s share what they have learned with
20-C4.4s the class through a presentation
which will be summatively
assessed.

Lab project 20-D2.2k, Students will reflect on the lab

self C1.1k, project and complete a self-
evaluation C4.2k, evaluation of their input and
D1.1sts, understanding in the process.
C4.1s,
C1.2s,
C4.4s

Performance All Students choice of which project to

task option do and will be marked using a
rubric.

Research 20C-2.7k Research stats in a location along

Project and 20C-2.6k ring of fire, group research one
Presentation topic that supports plate tectonics
theory (presentation)

Cubes All Review for quizzes

Cycles quiz 20-D2.2k Students will complete a quiz to

20D2.1k show what they have learned about
20-D2.1sts the biogeochemical cycles,
20-S2.1s technology, and
intended/unintended consequences

Final exam All Students will write a final exam on

all material covered throughout this
unit.

Assessments
Title Quiz Self- Poster Earthquake Web Case Cubing Research Performance Lab Work Field Final
(4) evals. and Resistant quest Study Project Task sheet Trip Exam
Present Structure (2) Write and
Plan up Present
Type F+S F F S F+S F+S F F+S S F+S S F S
Weight 20% 5% 5% 5% 10% 20% 10% 5% 20%
C1.1k X X X X X X X

C2.1k X X X X X X X X

C2.2k X X X X X X X X

C2.3k X X X X X X X X X

C2.4k X X X X X X X

C2.5k X X X X X X X

C2.6k X X X X X X

C2.7k X X X X X X

C3.1k X X X X X

C4.1k X X X X X X

C4.2k X X X X X X X X

C4.3k X X X X X X X

D1.1k X X X X X X X X X

D1.4k X X X X X X X X X

D2.1k X X X X X X X X X

D2.2k X X x X X X X X X X

Stage 1 Desired Results

Established Goals:
General Outcomes:
1. Analyze the scientific evidence and explanations for geologic
phenomena that occurred long ago or are taking place over a long
period of time
2. Analyze and assess the evidence to explain the theory of plate
tectonics and the internal structure of Earth
3. Analyze and assess the evidence provided by the fossil record of
change in the environment and life forms over a period of 3.5 billion
years
4. Analyze the evidence of, and assess the explanations for, natural
variations in Earths climate over the last two million years.

Understandings: Essential Questions:

Students will understand that
There is geologic evidence for
repeated glaciation over large areas
of Canada and in their local area;
Ice cores from polar ice caps provide
evidence of warming and cooling in
What trends have we seen
similar to this phenomenon?
How do plate tectonics
affect climate change and
vice versa?
What ecological effects are
 the past hundred thousand years. seen as a result of climate
Changes to Earths climate and mass change?
extinctions could be caused by How do Earths lifeforms
changes or variation in the following: have an impact on climate
Earths orbit around the sun, the change?
inclination of Earths axis, solar How might human
energy output, Earths geography due interaction with the
to crustal movement, volcanic environment be affecting
activity, ocean currents, atmospheric the environment,
composition or asteroid impact. specifically in relation to
How energy from earthquakes is climate change?
transmitted by seismic waves.
The relationship between the Richter
scale and an earthquakes ground
motion and energy.
Primary and secondary seismic waves
(P- and S-waves, respectively) and
longitudinal and transverse surface
waves are the basis of vibration and
direction of propagation and potential
for destruction.
How seismic waves are used to better
understand the internal structure of
Earth.
The layers of Earth (i.e., lithosphere,
asthenosphere, mesosphere, outer
core and inner core) as classified by
the physical properties of density,
rigidity and thickness.
The evidence that supports the
theory of plate tectonics; i.e., location
of volcanoes and earthquakes, ocean
floor spreading, mountain ranges, age
of sediments, paleomagnetism.
How convection of molten material
provides the driving force of plate
tectonics, and explain the
tentativeness of the explanation that
radioactive decay is the source of
geothermal energy for plate
tectonics.
How knowledge of radioisotopes,
radioactive decay and half-lives are
used to estimate the age of minerals
 and fossils.
Common types of fossilization, i.e.,
actual remains, molds or imprints,
tracks, trails or burrows, as direct
evidence of evolution and describe
the significance of the fossil record in
Canadas Burgess Shale.
How sedimentary rock layers along
with fossils can provide evidence of
chronology, paleoclimate, evolution
and mass extinctions; e.g., index and
transitional fossils, fossils of reptiles
and certain types of plants usually
indicate a warm, tropical climate.
The major characteristics and life
forms of the four eras: Precambrian,
Paleozoic, Mesozoic and Cenozoic.
Why oxygen became a significant
component of Earths atmosphere
after the evolution of plants and
chlorophyll.
An aquatic or a terrestrial local
ecosystem, how to distinguish
between biotic and abiotic factors,
describe how these factors affect
population size
The abiotic effects on life; e.g., light,
nutrients, water, temperature
Biotic interactions; e.g., predator-prey
relationships, competition, symbiotic
relationships
The influence of biota on the local
environment; e.g., microclimates, soil,
nutrients.
The potential impact of habitat
destruction on an ecosystem.
Artificial and natural factors that
affect the biogeochemical cycles:
nitrogen cycle; e.g., automobile,
agricultural and industrial
contributions to NOx combining with
water to produce nitric acid, nitrogen
in manure and fertilizers carbon
cycle; e.g., emissions of carbon
 oxides from extraction, distribution
and combustion of fossil fuels,
releases associated with
deforestation and cement industries
water cycle; e.g., extraction of ground
water, dams for hydro-electricity and
irrigation
Students will know
Students will know that there is
geologic evidence for repeated
glaciation. Students will know
that there are multiple reasons
for changes in Earths climate
and mass extinctions.
How humans may be
contributing to global warming
and affecting the
biogeochemical cycles. Human
needs drive technology.
How fossils form and time
periods. Also be able to know
about local ecosystems and
impact humans have on local
level.
Students will know how plate
tectonics are observed and
measured and how these affect
their surroundings. Students will
know how various natural
disasters occur and where in the
geographical world many of
these events occur due to
different factors.
Annotated Bibliography
Student Resources
Students will be able to do
Students will be able to
explain how ice cores from
polar ice caps provide
evidence of warming and
cooling over thousands of
years.
Modify their behaviours to
prevent further global
warming. Understand
multiple perspectives to
scientific issues.
Date fossils based on
evidence given. know how
to care for local community
and make influence globally.
Students will be able to
provide factors that
contribute to natural
disasters and global
warming. Students will be
able to describe how plate
tectonics can be measured
and create a structure that
is resistant to the results of
P and S waves.
Carbon cycle game:
https://www.windows2universe.org/earth/climate/carbon_cycle.html

Students can use this simulation to move through the steps of the carbon
cycle as a carbon atom. This allows students to see the big picture and also
move through the steps at their own pace, as well as, at home if they would
like to.

The Trial of Global Climate Change: Opinion vs Fact:

http://questgarden.com/185/83/0/151129085255/

This WebQuest allows students to explore the controversy surrounding

climate change through the context of a court case. We chose to use this
WebQuest as it causes students to explore different perspectives of the
issue. Using a WebQuest also guides students through the steps of the
assignment and allows them to work at their own level and pace.

Study seismic zone, impact of earthquake, and earthquake preparedness:

http://questgarden.com/28/24/0/060620180625/

This WebQuest allows students to study the New Madrid Seismic Zone. Topics
include the history of the seismic activity of the area, impact of a major
earthquake event in the area, and earthquake preparedness.
Royal Tyrell Museum Interactive Lesson:
http://www.tyrrellmuseum.com/programs/public_programs.htm

Allows students to interact with an outside source not from their school, in
other words, talk with experts.

Climate Change Inquiry Labs:

http://pmm.nasa.gov/education/sites/default/files/lesson_plan_files/climate
%20change%20inquiry/Climate%20Change%20Inquiry%20TG.pdf

We chose to give students a choice of 1 of 3 labs so that they can explore an

area of interest within the topic. Students will have a basic knowledge of
climate change and some of the causes going into this lab, but will have the
opportunity to further explore an area that they may be interested in with a
group. The group will then create a poster presentation to share what they
have learned with the rest of the class. This way all students will have gain
an understanding of all 3 topics from an expert group.

Climate Change Intro Video: https://www.youtube.com/watch?

v=NEoZV4htuXo
This video serves as a great refresher and introductory video to our lab
explaining climate change in 1 minute. Bill Nye boils down the basic facts
surrounding climate change, and why the rate at which our planet is
changing is so important.

Introduction class video: https://www.youtube.com/watch?

v=EtW2rrLHs08&list=WL&index=1

This video will be shown at the very end of the first lesson to introduce this
topic. This video will touch on various aspects of factors that contribute to
climate change and will open up the unit. The students will get a good idea
of what direction this unit will take the class.

Earthquake Case Studies:

http://www.nbcnews.com/id/42029974/ns/world_news-asia_pacific/t/top-
deadliest-earthquakes-history/

This video is one of many places students can look to find different cases of
deadly earthquakes throughout history. Students can look outside of this
source as well in order to research one case study of an earthquake.

Earthquakes caused by Global Warming:

http://www.worldwatch.org/node/4388

Destruction by waves: http://www.nbcnews.com/id/42029974/ns/world_news-

asia_pacific/t/top-deadliest-earthquakes-history/

This case study allows students to delve into the news of the top ten
deadliest waves.
Earthquakes book by Seymour Simon, picture book.

National Geographic Everything Volcanoes and Earthquakes book by Kathy

Furgang.

When the Earth Shakes: Earthquakes, Volcanos, and Tsunamis (Smithsonian)

by Simon Winchester. Books are fun reads to get into the topic.

Seismic waves video:

https://www.youtube.com/watch?v=yOGoKCK17a4

This video is informative on seismic waves, allows students to have a visual.

https://www.youtube.com/watch?v=aY6SG7GPAlo

This video demonstrates the internal structure of Earth through seismic

waves.

Ring of Fire Research Project

http://kids.nationalgeographic.com/explore/science/volcano/#volcano-
explode.jpg

This URL is a good place to start research for the Ring of Fire research
project. Students have to research a location along the ring of fire and
provide statistics and factors related to volcanic activity over a course of
time.
Alternative Energies WebQuest:
http://questgarden.com/85/65/3/090729103208/
http://www.geothermal.org/what.html

Students will go onto this website to explore different alternative energies

that can be harnessed and the effects that these energies have on our
environment versus the energies currently being utilized.

Polar ice caps video:

http://www.learnalberta.ca/content/sec20/openMovie.html?
title=&movie=smil/preciousenvelope_woc_learning.smil

Students will be introduced to methods for finding past climate trends.

Hydrologic Cycle Review and Connections:

https://www.youtube.com/watch?v=2D7hZpIYlCA

This is a crash course ecology video, great for brushing up and teacher
review. Smart notes are also included.

Nitrogen and phosphorus cycle:

https://www.youtube.com/watch?v=leHy-Y_8nRs

Students will have the introductory information to fill out a worksheet.

Volcanoes: Dantes Peak video, students can pay attention to what happens
with an active volcano.

Escape from Pompeii by Christina Balit is a fictional children's picture book

about the 79 A.D. eruption of Vesuvius.

Climate change video:

http://www.smithsonianmag.com/videos/category/3play_1/climate-change-
101-with-bill-nye-the-science/?no-ist

Bill Nye the science guy explains climate change.

Teacher Resources

Slinkie simulation for seismic waves: http://www.seplessons.org/node/110

This video is an instruction for teachers on how to use and display a slinkie
simulation that will be a visual for students to understand seismic waves.
Earthquake resistant structures instruction: http://www.kids-fun-
science.com/earthquake-activities.html

This link leads to a website that have multiple visuals and projects for
students to do within the earthquake/seismic waves section of this unit.

Volcano Science: http://www.kids-fun-science.com/earthquake-activities.html

This link will help to demo how volcanoes work. There are various hands-on
demos that can be done in the classroom to help students visualize it in front
of them.

Alberta Program of Studies: also has links to resources with the different
outcomes.

Article that sparked the question:

http://www.scientificamerican.com/article/december-heat-boosts-2015-to-
2nd-warmest-year-in-u-s-history1/. Gives background information teacher can
share with students.

101 Facts about Earthquakes: Earthquake Book for Kids: quick facts that can
be used in class.

Volcano and Earthquake book by Susan Van Rose: ages 10 and up

Plate tectonics website:
http://www.cotf.edu/ete/modules/msese/earthsysflr/plates1.html

This is informative and also presented to be kid friendly. Has a teachers

lounge link with resources for students.

Structure of the Earth: https://en.wikipedia.org/wiki/Structure_of_the_Earth

Wikipedia is a resource for teachers to quickly locate a definition or brush up

on material. It is also wise to check with other resources as well.

Evolution and the fossil record:

http://www.agiweb.org/news/evolution/fossilrecord.html

For teachers to brush up on their knowledge.

http://evolution.berkeley.edu/evolibrary/article/lines_02

Has teaching materials and resource library links.

http://www.fossilmuseum.net/fossilrecord.htm (could also double for students

to explore different fossils).

Earths climate change: For teacher to brush up on information.

http://climate.nasa.gov/evidence/

https://www.ncdc.noaa.gov/indicators/
http://www.ucsusa.org/our-work/global-warming/science-and-impacts/global-
warming-science#.Vs1TCfIrLIU

Polar ice cap dating: For teacher to be more informed.

http://www.icr.org/article/are-polar-ice-sheets-only-4500-years-old/

https://nsidc.org/arcticseaicenews/ (Has current news)

http://www.antarcticglaciers.org/glaciers-and-climate/ice-cores/ice-core-
basics/