010 - Climate Change

Debatable Question

Will climate change have a negative impact on your life by the time you are 65?


Key Terminology

  • Climate
  • Hazard
  • Climate Change
  • Greenhouse effect
  • Fossil fuel
Define the words above using your own knowledge and the useful links below as we will be using them throughout the lesson.

Useful Links



Activity One - Watch

It is important to know what climate change is before we can discuss whether it is actually an important issue to investigate. To do this you will be watching the short youtube clip about climate change and to help you answer the questions below.
  1. What is climate change?
  2. What are the causes of climate change?
  3. What are the impacts of climate change?
  4. What can be done to reduce the expected impact of climate change?

What is Climate Change?

The Animals Save the Planet - Gassy Cows

Hot Planet





Activity Two - Part One - Essay Requirements

Your task is to write a 500 (approximately) word essay suggesting what your life may be like by the time you are 65 if climate change continues to occur. This is an in class essay which you will write in 90 minutes. The official essay title can be seen below:


Essay Question

Investigate how climate change may impact your life in 50ish years time.



Structure - suggestions:

Write a five paragraph essay.
  • Paragraph 1 - The introduction - Define climate change, why is it occurring and why is this an important topic to study.
  • Paragraph 2 - How will climate change impact your lives? Do think about the types of food you will and wont be able to buy and health as there could be an increase in diseases such as malaria as there will be more mosquitoes.
  • Paragraph 3 - What activities will you now be able to do or not in Europe or your place of birth.
  • Paragraph 4 - How the increase in natural hazards could effect how we live our lives. Think about the extra planning for disasters you may have to do, or the fact that you may be forced to migrate.
  • Paragraph 5 - Conclusion - Summarise the impact of climate change and make suggestions of what could be done to slow down the rate of climate change.




Activity Two - Part Two - Research - Mindmeister

Taken From: https://vimeo.com/7326217
Taken From: https://vimeo.com/7326217

We will be using mindmeister as a way to collate your research on your chosen hurricane. To find out why I have chosen mindmeister as our chosen platform watch the youtube clip below.

Mindmeister



      • Use mindmeister to plan your essay. 
      • Share the mindmap with me so that I can give you advice on how to improve.
      • Include a bibliography on your mindmeister.
      • You will only be allowed to view the mindmeister to write the essay under timed conditions in class.

If you are struggling to find your way around mindmeister watch the useful tutorial below to get you started. Make notes on the aspects that you think you will use to plan your essay.

Mindmeister Tutorial



How will I be assessed?

How will I be assessed?

Criterion A: Knowing and Understanding

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.


1–2

i.   makes a limited use of terminology

ii.  demonstrates basic knowledge and understanding of content and concept through limited descriptions and/or examples.


3–4

i.   uses some terminology accurately

ii.  demonstrates satisfactory knowledge and understanding of content and concepts through simple descriptions, explanations and examples.


5–6

i.   uses considerable and relevant terminology accurately

ii.  demonstrates substantial knowledge and understanding of content and concepts through descriptions, explanations and examples.


7–8

i.   consistently uses a range of terminology accurately

ii.  demonstrates detailed knowledge and understanding of content and concepts through developed and accurate descriptions, explanations and examples.


Criterion B: Investigating

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.


1–2

i.   identifies a research question that is clear, focused and relevant

ii.  formulates a limited action plan or does not follow a plan

iii. collects and records limited or sometimes irrelevant information

iv. with guidance, reflects on the research process and results in a limited way.



3–4

ii.  formulates and occasionally follows a partial action plan to investigate a research question

iii. uses a method(s) to collect and records some relevant information

iv. with guidance, reflects on the research process and results.



5–6

ii.  formulates and mostly follows a sufficiently developed action plan to investigate a research question

iii. uses methods to collect and record appropriate relevant information

iv. with guidance, evaluates on the research process and results.



7–8

ii.  formulates and effectively follows a consistent action plan to investigate a research question

iii. uses methods to collect and record appropriate and varied relevant information

iv. with guidance, provides a detailed evaluation on the research process and results.


Criterion C: Communicating

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.


1–2

i.   communicates information and ideas in a style that is not always clear

ii.  organizes information and ideas in a limited way

iii. lists sources of information inconsistently.


3–4

i.   communicates information and ideas in a style that is somewhat clear

ii.  somewhat organizes information and ideas

iii. creates an adequate reference list and sometimes cites sources.



5–6

i.   communicates information and ideas in a style that is mostly appropriate to the audience and purpose

ii.  mostly structures information and ideas according to the task instructions

iii. creates an adequate reference list and usually cites sources.



7–8

i.   communicates information and ideas in a style that is completely appropriate to the audience and purpose

ii.  structures information and ideas completely according to the task instructions

iii. creates a complete reference list and always cites sources.



Criterion D: Thinking Critically

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.



1–2

i.   begins to analyse concepts, issues, models, visual representation and/or theories in a limited

    way

ii.  begins to identify connections between information to make simple arguments

iv. identifies different perspectives.


3–4

i.   completes a simple analysis of concepts, issues, models, visual representation and/or theories

ii.  summarizes information to make some adequate arguments

iv. recognizes different perspectives and suggests some of their implications



5–6

i.   completes a substantial analysis of concepts, issues, models, visual representation and/or theories

ii.  summarizes information to make usually valid arguments

iv.  clearly recognizes different perspectives and describes most of their implications



7–8

i.   completes a detailed analysis of concepts, issues, models, visual representation and/or theories

ii.  summarizes information to make consistent, well-supported arguments

iv.  clearly recognizes different perspectives and consistently explains their implications