Global Perspectives of Climate Change - Assignment Example

Prior Knowledge Global warming, Human activities, population, Risk Assessment Resources Sets of data, graph papers, interactive whiteboard, laptops/ notebooks. Learning Outcomes Learners should be able understand concepts such as global phenomena, distribution, spatial association, natural processes, and human activities. Time Guide 5 mins 10 mins 20 mins 15 mins 10 mins Content/Learning Experience Briefly introduce the lesson by reviewing introductory information. Have students contribute on what they know about climate change and assign guidance inquiry questions to learners. Ask learners to individually answer the questions on the inquiry sheets making use of given sets of data. Learners in groups of three to construct different climate change prediction tables based on given sets of data and utilise these tables to explain emerging concepts from inquiries. Groups to make oral presentations and discuss emerging issues. Leaners to construct graphs from resultant tables and prepare reports in their chosen media format. Teaching Strategies Teacher handouts Teacher to monitor progress. Teacher facilitation Teacher facilitation Class Organisation Whole class Individual group work group work Individual Assessment Techniques Oral presentations Class discussion Students report Conclusion Summarize the day’s lesson by highlighting main indicators of climate change. Lesson plan analysis (Lesson Evaluation) Newmann & Wehlage, (1993) suggested five standards that can help teachers to reflect and improve their class instructions. They include; higher order thinking, depth of knowledge, connectedness to the world beyond classroom, substantive conversation and social support for student achievement. Class instruction ought to be measured based on scales indicated by the five standards. This analysis aims to investigate whether the above lesson was able to meet these standards which are helpful in achievement of stated syllabus outcomes, learning outcomes and content or learning experience. The lesson is inquiry- based with an aim of learning about climate change. This is introduced through posing the question ‘Is climate change really happening?’ Based on the standard of higher order thinking, Newmann & Wehlage, (1993) points out that learners should be able to use information and ideas in ways that change their meaning and implications and subsequently, solve problems and arrive at new understandings. Learners were able to manipulate given sets of data to produce climate change prediction tables, graphs and reports. This provided a problem- solving avenue for the learners as they were able to construct new knowledge, identify trends and forecast possibilities through data analysis. It also called for a higher degree of abstract thinking and level of complexity. To achieve a proper depth of knowledge, attention was paid to ensure that only the central question posed ‘Is climate change really happening?’ was solved. This ensures a systematic and connected approach to subsequent lessons. Provision of relevant sets of data helps learners to make clear distinctions, develop arguments and ultimately construct explanations that answer the inquiry- question posed. Limited and focused sets of data avoid irrelevance. Having learners to input previously acquired knowledge on climate-change calls for mental skills of recalling knowledge. Through this effort, learners are able to jolt their brains into merging previous knowledge and using it to tackle the problem at hand. The lesson was administered in a way that ensures connectedness to the world. The inquiry- sheets provided calls on learners to answer questions that resonate well with their daily or previous experiences and observations. By making use of provided sets of data, learners are able to apply statistical analysis to contemporary issues raised in the inquiry sheets and therefore create a personal significance. Engaging learners to use a range of media forms to create and communicate new information and ideas promotes their creativity and nudges them to connect the lesson to their contemporary skills and experiences. Collective dialogue through group work and discussions also enhances understanding of the topic at hand and creates a base for better understanding, flow and coherence of subsequent lessons. It creates a connected learning experience. Group engagements enable substantive conversation early in the lesson which is built up on later through discussions and cross- input from different learners and the teacher. It also ensures a disciplined subject matter and promotes higher- order thinking that allows learners to make distinctions and raise questions, not just reporting experiences, facts or procedures. This is a high level of interaction that ultimately enriches the learning experience. The role of the teacher is to facilitate these forums and follow- up on responses, thus avoiding the redundancy and monotony of lecturing the learners. A free exchange helps learners to share ideas. When learners explain themselves or respond to comments of previous learners, they are able to share their thoughts and concepts. Through oral presentations, learners were able to use and subsequently, develop their auditory, visual and kinesthetic skills. In essence, the resulting conversations and cross-exchange of ideas enriches the learning process. Conversely, it was not feasible to consolidate all resulting thoughts and concepts due to limitations of time. Social- support for student engagement is also an important pillar of authentic instruction that enriches the teaching and learning experience (Newmann & Wehlage, 1993: 11). This are embedded into the lesson through individual efforts, discussions and handling of tasks in groups. These avenues provide for a challenging environment for learners to become proficient in handling demanding academic tasks. This can only be achieved when there is climate of substantive mutual respect between learners, which is cultivated through encouraging efforts of learners with less ability or competence and valuing their contributions. Individual input provided a good avenue for personal engagement and development in the lesson before embarking on group inputs. It also ensured an inquiry-based, independent learning experience to the learners. Learners were encouraged to put in strong effort and handle challenging work at an individual level. Ultimately, combined effort from highly skilled learners adds value to the learning experience. However, control of the learners input proved difficult. Fast learners tended to dominate input into discussions at the expense of slow learners. It also proved impracticable to adequately encourage every learner’s effort due to limited time constraints and volume of learners’ contributions. Part 2 Lesson Plan 1 Prior Knowledge: Population demographics, Climate change Risk Assessment: Resources: Computers with internet access, resource books, World maps indicating desert areas, Blank world maps Learning Outcomes Learners should be able to comprehend effects that deserts have on physical geography of regions Students should be able to create presentations that promote sustainable conservation methods of the environment. Time Guide 5mins 5mins 5mins 20mins 20mins 5mins Content/Learning Experience Briefly introduce the lesson and give questions hand-out on desertification. Learners individually research on the internet on desertification, establish emerging trends and approaches to mitigation of the same. In groups of four, learners utilise provided blank world maps to map out areas that are predisposed to desertification. Teacher to discuss with the leaners on probable reasons for desertification of mapped out desert areas. In new groups, learners answer the questions on desertification and make a report on how to tackle desertification and promote sustainable conservation methods on their chosen mapped out areas. Learners to create presentations of their findings in their chosen media formats. Teaching Strategies Teacher facilitation Teacher to monitor progress Teacher/ learner discussions Teacher’s assessment Class Organisation Whole class Individual Group work Whole class Group work Individual Assessment Techniques Short- answer questions Class discussions Oral presentations Reports (chosen media format) Conclusion: Summarize day’s lesson by stating the main causes and solutions of desertification. Lesson Plan 2 Prior Knowledge Erosion, Desertification, Land-degradation Risk Assessment Resources Computers, Charts Learning Outcomes Learners should be able to understand the role of wind erosion in the formation and progression of deserts. Learners should be able to articulate land practises that can halt the progression of deserts. Time Guide 10 mins 10 mins 20 mins 20 mins Content/Learning Experience Briefly introduce the lesson by asking learners to define and list types of erosion. Brainstorm on how erosion contributes to desertification. Learners merge into four groups and utilise emerging points and create picture-books depicting causes of land degradation and corresponding picture-books on ways to alleviate those causes. Selected learners orally present group charts and explain their group rationale for choice of chart design. Learners individually critique presented charts and make a film trailer on sustainable land practises integrating features within range of charts utilised during the lesson. Teaching Strategies Interactive session Teacher to monitor progress Teacher facilitation Teacher’s Assessment Class Organisation Whole class Group work Individual Individual Assessment Techniques Reports Oral presentations Multimedia presentation Conclusion: Summarize the day’s lesson by outlining sustainable land practises. Lesson Plan 3 Prior Knowledge Drought , water scarcity, population demographics Risk Assessment Resources Copies of ‘Water, Water, Everywhere’ hand-out, sets of population data, Computers with internet access. Learning Outcomes Learners should be able to understand water scarcity, establish the bearing it has on drought and the role these factors play in progression of deserts. Learners should be able to develop an action plan that addresses water scarcity and provides a solution to halting desertification. Time Guide 5 min 5 min 15 min 5 min 20 min 10 min Content/Learning Experience Briefly introduce the lesson and ask the learners to imagine a scenario of water scarcity in their environment and what they would do in such a case. Brief learners on the state of water scarcity worldwide. Distribute copies of the hand-out and explain emerging information. Learners to individually manipulate population data provided and answer questions on the hand-out. Learners to form groups and discuss the answers provided by select learners Learners individually prepare action plans based on resulting analysis of hand-out questions and data analysis. Learners to share their action plans and discuss the resultant solutions. Teaching Strategies Whole class Teacher facilitation Teacher to monitor progress Teacher’s assessment Class Organisation Whole class Individual Group work Individual Pairs Assessment Techniques Data analysis Structured question Short-answer question Reports Conclusion: Summarize day’s lesson by stating the importance of water conservation. Part 3 (Rationale) Attributes of the teaching and learning strategies that were chosen Teaching and learning strategies employed in the three lessons were carefully considered to ensure a holistic learning process where the teacher can adequately monitor the lessons’ progress and ensure that learning outcomes and set objectives are achieved. Adherence to time limits in different segments of lessons is only possible when the teacher handles the pace of the lesson. However, integration of learner-led processes within the lesson is inevitable so as to avoid redundancy. Lesson 1 An anticipatory set builds interest in the lesson for learners. Use of question based material also sets the stage for inquiry learning. Individual effort ensures that learners are personally engaged and get to develop their skills as well as equipping them for group inputs while utilization of groups and the concept of re-grouping ensures that there is substantive conversation and therefore encourages learners to share ideas. It also injects diversity into the lesson and avoids a monotonous process. Varied assessment techniques enable the teacher to identify strengths and weaknesses of learners in a continuous and dynamic manner. Giving learners a free hand in their choice of assessment tasks allows for creativity and therefore promotes higher order thinking as learners are able to go beyond a set routine and chart their path of learning. This allows for exploration of possibilities which ultimately, enriches their knowledge. Lesson 2 Inquiry learning sets the pace of this lesson through learners tackling of questions as an introductory. Utilization of interactive sessions enables a healthy exchange of ideas which appropriately sets the tone for the lesson and breaks the monotony of a teacher guided learning process. Grouping learners allows the teacher to adequately weigh the input of different learners. This allows the teacher to take charge of the lesson pace and identify learners who can sufficiently deliver on the subsequent oral tasks. Learners are required to create media formats based on inquired points earlier in the lesson and later question their rationales. Allowing learners to individually critique class presentations develops their higher order thinking abilities. The teacher can therefore easily guide them on how to improve their work. Lesson 3 Introducing the lesson in a whole class setting ensures that there is undivided attention and therefore all learners are on an equal footing. As learners set out to tackle tasks both individually and in groups, they will have had a foundation which in turn enables them to exchange ideas and thoughts. It also promotes a dynamic learning environment and allows proper utilization of lesson time considering lengths of lessons Nonetheless, the teacher is ultimately the principal guide of any lesson. Conclusion In all three lessons, materials provided and tasks assigned to students calls for an inquiry process. The learners therefore ask ‘what’, ‘why’, ‘when’, ‘where’ and ‘how’ as they tackle assigned tasks thus making learning an inquisitive process. Ultimately, lesson outcomes and objectives are achieved and learners are better equipped. References Newmann, F. M. & Wehlage, G. G. (1993). Five Standards of Authentic Instruction. Educational Leadership, 50(7), 8-12. Read More