Web Dilemma and Overall Literacy Development - Coursework Example

Literacy for Learning Submitted by: XXXXX XXXXXXX Number: XXXXXXXXXX of XXXXXXXX XXXXXXXX XXXXXXX Code: XXXXXXXXX Date of Submission: XX – XX – 2009 Web Dilemma References 1. COTF, 2009, Volcanoes & Climate, Accessed on 27th August 2009, Retrieved from http://www.cotf.edu/ete/modules/volcanoes/vclimate.html 2. E! Science, 2009, Volcanoes cool the tropics, say researchers, 5th January 2009, Accessed on 27th August 2009, Retrieved from http://esciencenews.com/articles/2009/01/05/volcanoes.cool.tropics.say.researchers 3. Farmer’s, 2009, How Do Volcanoes Affect Our Weather?, Accessed on 27th August 2009, Retrieved from http://www.farmersalmanac.com/weather/a/how-do-volcanoes-affect-our-weather 4. Geology, 2009, ‘Climate effects of volcanic eruptions, Accessed on 27th August 2009, Retrieved from http://www.geology.sdsu.edu/how_volcanoes_work/climate_effects.html 5. Macey, L., 2009, How do volcanoes affect the atmosphere and climate?, 24th March 2009, Accessed on 25th August 2009, Retrieved from http://volcanoworld.wordpress.com/2009/03/24/how-do-volcanoes-affect-the-atmosphere-and-climate/ 6. Physical Geography, 2008, CHAPTER 10: Introduction to the Lithosphere, Accessed on 26th August 2009, Retrieved from http://www.physicalgeography.net/fundamentals/10n.html 7. Scientific American, 2005, How do volcanoes affect world climate?, 4th October 2005, Accessed on 26th August 2009, Retrieved from http://www.scientificamerican.com/article.cfm?id=how-do-volcanoes-affect-w 8. Ward, D., 2007, Volcanoes Influence Climate, 7th June 2007, Accessed on 27th August 2009, Retrieved from http://www.windows.ucar.edu/tour/link=/earth/climate/geosphere_volcanoes_influence_on_climate.html Annotated Model Answer – Discussion / Exposition (delete one) Do volcanoes affect world climate? It was back in 1783, that Benjamin Franklin first developed a relationship between the volcanos and the global climate. He had observed a vast change and abnormal chill that had come into the summers and also the other changes like the freezing of the ground, snow not melting and also severe winters and constant fog. Post this there have been several researches that have been carried out to check for the effects of volcanos on the global climate. I support the fact that volcanos do in fact affect the world climate. There are several reasons why the large volcanic eruptions have high effects on the global climate. Firstly, it has been noted that the levels of carbon – di – oxide that is emitted has a strong ‘greenhouse effect’. This effects the heat radiation and forms a type of insulation around the planet. The green house is an essential part of the planet as it allows the survival by maintaining the temperatures of the planet. The level of CO2 that is emitted in the atmosphere by humans is very high and the volcanos add to this level of pollution. Secondly, the ash and the aerosol clouds of the large volcanic eruptions spread through the atmosphere. One of the best examples for this is the case where the Krakatau volcano erupted in the Indonesian Islands and this spread to South Africa by the next day and across the Globe within a week. The volcano at Mt. St. Helens was one of the strongest evidence of the effects that volcanos can have on the global environment. The overall temperatures of the world had reduced by 0.1 degrees C. The other effects that have been faced is the global warming, and the high levels of sulphur – di –oxide that is produced by the volcanos also leads to further cooling of the temperatures across the world. Thus this exposition highlights that there are several effects of volcanos on the global temperatures and the climate world wide. Hence based on the discussion and the various arguments, I support the fact that volcanos have a strong impact on the climate and the global temperatures as well. Web Dilemma and Model Answer Explanation Introduction: The web dilemma and the model answer should be used as a one side of the argument and the class require using this as a further argument for and against the topic of whether the volcanos are affecting the climate. As seen in the web dilemma that has been attached above, it is clear that the method of ‘Think – Pair – Share’ will be adopted in the class. This will allow the students to think about the topic and will also bring out different perspectives of the same topic. The web dilemma will be provided to the class as a handout and the class will need to be divided into groups (Hinchman, Sheridan – Thomas, Alvermann, 2008). Once every person in the class has gone through the details and has developed an opinion and answer for the topic, then the groups will have to come together. Here every student needs to contribute at least one or to points and discuss with the group why they have reached to the conclusion. Once all the points are points are noted down by the group, then the each person from the group will need to present to the class what their points are and why they have reached the particular conclusion (Wood & Blanton, 2009). This will ensure complete participation and will also allow for the class to work together and to help students with any problems or wrong outlook on the topic. Web dilemma and the benefits to students: The model answer for this topic requires the students to present, a clear well developed answer, in the format of an introduction, arguments with the statements and points to elaborate on the same. This will require being like the proposed answer. It is essential that the students are sure of the strong arguments based on what they go on to give their views on the topics (Verne, Baxter & Dumas, 2008). This method will not only help the students develop the web dilemma but will also assist the students learn the course better. Also the required skills will also be imparted through this method of teaching as well. Also the main aim of this study is to assist the students improve their skills in working scientifically through the planning investigations (Lauber, 1993). This will give them a chance to plan a web dilemma well and decide the contents easily. Also the conducting of investigations will allow them to learn the importance of the main subject being dealt with rather than including all and any information that they might find. Also the investigations allow the students to read more which will help them improve in the subject itself as well as in the overall communication styles as well (Meara & Professor Aubrey Manning, 2008). A web dilemma requires clear and concise communication and well planned structuring. Students will be able to use the knowledge gained from these to help them improve the communication and interpretation of information as well. Also this can act as a scientific thinking and help students improve in terms of the problem solving techniques as well. Also this provides the students with a chance to work individually as well as in teams and to be able to bring out newer ideas (O’Meara, 2007). There are several benefits that can be gained from use of the web dilemma as a source of learning within a class. Apart from this, the web dilemma also allows the students to learn much more in detail about the volcanos and also provides the students with a newer and much wider form of information database (Sturtevant, Boyd, Brozo, Hinchman, Moore, & Alvermann, 2006). The arguments for the topic will allow the students to research more into how the climate is being affected and this will lead them to learn much more about the volcanos and the poisonous gases that it emits out. This will not only widen their knowledge on this topic but will also lead them to gain better knowledge on the various eruptions that have happened over the years (Rose, 2008). If students follow this form of argument, it will allow for a clear and more organised understanding of the subject as well. The below table provides the possible method that can be adopted to answer this topic. The discussion scaffold below will allow for a clear and well defined argument to be presented (Scheider, Rosencranz & Niles, 2002). This inturn will allow the students to use this as a form for the development of their own web dilemma and will also form a strong contribution to their own literacy development as well. Discussion scaffold Introduction Statement of position on the question Preview arguments to follow Body arguments Argument1 for the statement Outline of argument Points for Elaboration Argument 2 for the statement Outline of argument Points for Elaboration Argument 3 for the statement Outline of argument Points for Elaboration Argument 4 for the statement Outline of argument Points for Elaboration Argument 1 Against the statement Outline of argument Points for Elaboration Argument 2 Against the statement Outline of argument Points for Elaboration Conclusion Summary of arguments Judgement based upon arguments Web Dilemma and Overall literacy development: This web dilemma that has been designed along with the mode used for the discussion, will allow the students to gain a better understanding of the topic as well as gain an insight on the development of a web dilemma themselves. The arguments require the students to go through a wide range of topics which include, the explanation of earthquakes, volcanoes, and also the major changes that have taken place in the past and the physical history of some of the major features of the earth as well (Spencer, 2008). The process of the ‘Think – Pair – Share’ also allows the students to improve on their confidence and also helps the students be more confident of what they pair and share with the class as well. Also this provides the students with a chance to take an upper hand and be more willing to work on newer projects and assignments and also widen their entire scope to a great extent. Also the learning from these web dilemmas also allows the students to be able to come up with a web dilemma of their own and make the class much more interactive (Stommel & Stommel, 1983). Conclusions: The web dilemma that has been developed is one which allows the students to think beyond just the simple question and this in turn allows the students to widen their knowledge horizon as well. There are several benefits from this task. The web links that have been provided and not only based on providing readymade answers for the students but are more so on simple information which the students can utilise to build an argument. Annotated Explanation References Hinchman, K.A., Sheridan – Thomas, H. K., Alvermann, D.E., 2008, ‘Best Practices in Adolescent Literacy Instruction’, 1st Edition, 16th April 2008, The Gilford Press. Lauber, P., 1993, ‘Volcano: The Eruption and Healing of Mount St. Helens’, March 31, 1993, Simon & Schuster Childrens Publishing. This book serves as a very strong and relevant book for the research. Firstly the author has concentrated on children between the 8-10 grades. Also the book is simply put forth with a clear discussion of length this catastrophe, the devastation it created, and the geologic forces which caused it. The book also includes a number of pictures and images which make it even more interesting and attention keeping for the young readers. Meara, D.O., & Professor Aubrey Manning, 2008, Volcano: A Visual Guide, January 18, 2008, Firefly Books O’Meara, D., 2007, Volcano: Spectacular Images of a World on Fire, October 15, 2007, Cassell Illustrated This book showcases the greatest eruptions in history along with the newest volcanic islands that erupt each year from the seabed; it also examines the properties of lava along with its lasting effects on the landscape. The book includes all the history of the various volcanos and the effects that it has had on the world. This is a very intresting book not only for the young readers but also for adults. Rose, S.V., 2008, Volcano & Earthquake, 30th June 2008, DK CHILDREN; Har/Cdr edition Scheider, S.H., Rosencranz, A., & Niles, J.O., 2002, ‘Climate Change Policy: A Survey’, 1st Edition, 1st August 2002, Island Press, US. The author has dealt with some serious questions and issues like the changes that are being noted on the climate change as well as possible reasons why this has happened. The book is very interesting and is very insightful as well. There is a very strong use of data and information and very clear cut ideas of the changes in climate. Very resourceful and insightful and should be read by all to do our bit to improve the world. Spencer, R., 2008, Climate Confusion: How Global Warming Hysteria Leads to Bad Science, Pandering Politicians and Misguided Policies that Hurt the Poor, March 27, 2008, Encounter Books Stommel, H.M., & Stommel, E., 1983, Volcano Weather: The Story of 1816, the Year Without a Summer, Seven Seas Press This is one of the few works of its kind I have ever seen. While far from fascinating, it does shed light on a period only dimly understood, and is a must read for anyone greatly interested in climate change or historic volcanoes. The book uses a mixture of science and history to better understand what occured. The book is very – very insightful as well as simple and to the point and very interesting and useful book for this project. Sturtevant, E.G., Boyd, F.B., Brozo, W.G., Hinchman, K.A., Moore, D.W., Alvermann, D.E., 2006, Principled Practices for Adolescent Literacy: A Framework for Instruction and Policy, 1st Edition, 23rd February 2006, Lawrence Erlbaum Associates. This book has been very useful as it provides the readers with a chance to understand empirically supported principles of practice. This can be used very effectively in the current times to help provide better and more appropriate literacy concerns in the schools. The authors have presented the book very well and each of the chapters deals with the eight Principles. The best part of the book is that it is simple, straight forward and helps the readers implement the principles in a simple and easy action. Also the book includes discussion questions are provided that can be used for individual reflection or group discussion. Verne, J., Baxter, E., & Dumas, O.,2008, The Golden Volcano: The First English Translation of Vernes Original Manuscript, May 1, 2008, University of Nebraska Press Wood, K.D., & Blanton, W.E., 2009, ‘Literacy Instruction for Adolescents: Research-Based Practice’, 1st Edition, 13th March 2009, The Guilford Press. Read More