1. Adapted from CMAST, 2014
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MAST Adapted Lesson Plan Template for Science
Unit Title:Human Impact
Unit Essential Question:
How has overpopulation impacted the environment and human
society? How can we fix these problems?
Lesson Learning Target(s):
I can relate the phenomena of global warming to the social issue of
poverty and terrorism by looking at multiple sources of evidence. I will
know I am successfulwhen I am able to justify my opinion for which
issue should take priority
Resources:Written case study/CK-12: Global warming affects; Video:
Bill Nye and Paris terrorist attacks; YouTube
Lesson Focus Question(s):
EQ: How could global warming lead to poverty and terrorism, and which issue demands more attention?
What is global warming and how is it caused?
What is greenhouse effect?
How does global warming lead to poverty?
How could poverty lead to terrorism?
What issue takes more priority: fighting terrorism and poverty or invest in global warming solutions?
What solutions can you make for terrorism?
What solutions for fighting poverty?
What global warming initiatives could we take?
INTO
HOOK:
Students will use the skills of supporting
As a member of the UN (United Nations), you are arguing between two issues: poverty and global warming.
Discuss with your elbow partner which issue takes priority first and why. You must be able to support your
argument with reasoning. (Day 2 and 3)
THROUGH
INVESTIGATION BEFORE EXPLANATION (IBE):
Day 1 (M/T)Cause and effect organizerstudents will organize events ascauses or effects. They must arrange
these in groups of 2-4 students.These are the following statements:
Sort the dominos
1. Rising temperatures Shortages of water
2. Drought Decrease in farming
3. Rising food pricesLimited access to resources
4. Decrease in job availability migration into nearby cities
Guiding questions:
**What could be the MAIN cause of the ENTIRE domino event? (The one that BEGINS the chain of
MAST Lesson Structure
Hook
IBE
Interactive Mini-Lecture
Active Practice
Closure
Assessment

2. Adapted from CMAST, 2014
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events?)**
What could be the end result?
What directly leads to one event
**What categories can you come up with to organize and patterns you might see? **
Day 2 (W): Scenario and role playing—students will read the scenario and will take on a role of either a
farmer in Syria oran environmental agent. Studentswill use their evidence fromBlendspace to help develop
their argumentsfor their position. Students this day will be introduced to the case and will begin to develop
their argumentsusing Blendspace site as a source forevidence.
The persistent heat and high temperatures that have been present for severalmonths have worsened the crisis in
Syria. Due to the high temperatures,water is a limited resource not many have access to. Crops have failed and
the number of farmers has decreased. Food prices continue to rise and many families cannot afford to pay the
additional cost. As a result, many have decided to move to a nearby city in order to find employment to help
support themselves and their families.
Despite moving to a bustling city, many jobs are unavailable and thus leave many unemployed and in desperate
poverty (being extremely poor and not having a job, where your survival is uncertain). Many individuals have
become frustrated and angry that their government cannot provide shelter or resources to the poorest. The
ending effect is rebellion and retaliation within a country, leading to many conflicts.
Global warming has been theorized to be a direct link to the turmoil occurring in Syria. Many scientists are
fighting against the clock to help reduce the burning of fossil fuels that contributes to the greenhouse effect:a
large concern for small farmers. Scientists argue that spending funds on solving our climate issue is of the
largest importance. Others however, find the concern for poverty to be a larger problem that needs to be
addressed.
As a member of the NATO and the UN, you must make a choice between spending global currency on
relieving poverty or relieving the global warming effect. What steps will you take to fix this issue? What choice
will you make and why?
Student roles
 Farmer in Syria—pro poverty
 Environmental Protection Agency—pro global warming
Guiding Questions
What are your main interests?
What does your role want to achieve at the end of the day?
How will taking yourside impact the otherparty?
What data/evidence will help support your cause?
Why would this evidence be important in your argument?
INTERACTIVE MINI-LECTURE (with guided inquiry):
(Day 1 M/T)Have students log onto blendpsace page for science to access the following videos and
sources
1. https://www.youtube.com/watch?v=7njmXZL0Sx8 ML
2. http://www.huffingtonpost.com/entry/bill-nye-climate-change-paris-

3. Adapted from CMAST, 2014
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terrorism_us_565ccdebe4b079b2818b810b Bill Nye—HL
3. Blendspace url: https://www.tes.com/lessons/VzsBe0b-HeQPjw/edit
Vocab
Greenhouse Gases
Greenhouse effect
Carbon Dioxide
Global Warming
Poverty
Guided Practice/Example Problems:
What is global warming and how is it caused?
What is greenhouse effect?
How does global warming lead to poverty?
How could poverty lead to terrorism?
What issue takes more priority: fighting terrorism and poverty or invest in global warming solutions?
What solutions can you make for terrorism?
What solutions for fighting poverty?
What global warming initiatives could we take?
Day 3—R/F
Look at the following clips
https://www.youtube.com/watch?v=JcgW-NWqOns  which is worse? GW or P
https://www.youtube.com/watch?v=T-sy6rPJBj4  what is global warming?
https://www.youtube.com/watch?v=LPjzfGChGlE poverty in numbers
Formative Assessment (throughout interactive mini-lecture):
Check student responsesfor the following items/responses
Day 1 (M/T)
 Rising temperatures are the main cause of all problems in outline which lead to drought/shortage of
water
 This leads to a decrease in farming which leadsto less food
 Ask students what does having less food mean lessaccessto resources
 If you have less food (lowsupply), what does that mean forthe demand (goes up).What does that mean
for the price of these high demand products? (High prices)
 How do you pay for foodseeking employment
 What do people look for when they move to a new city or town?-->Jobs
 What happens when you can’t find a job? What/who is supposed to help you in your country? What if
they can’t?

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ACTIVE PRACTICE:
Have students answer the EQ question at the end of the period
Day 1 and 2 EQ: How could global warming lead to poverty and terrorism, and which issue demands more
attention?
Day 3: Debate your side—what issue takes priority?
Students will debate one of two sides and
Formative Assessment (throughout active practice):
All 3 daysthese will be revolving questions of inquiry prior to the debate
What do you know about global warming?
What do you know about poverty?
How is supply and demand related?
What solutions directly solve the problem? What solutions are long-term?
BEYOND
CLOSURE:
Day 3 (R/F) students will debate their side to
determine what solutions ordecision they will
decide on forthe following issue of Global
warming VS Poverty.
Formative Assessment:
Quiz How are global warming and poverty related?
HW (Continued Learning):
Bring 2 outside sources for each topic
Poverty—CATCHd or summarized
Global warming—CATCH’d or summarized
Additional Notes/Brainstorm Area 