The document discusses climate change and ways to raise awareness about environmental protection and saving the earth. It provides learning objectives, content, and language functions about climate change phenomena, impacts of climate change, and potential solutions. It also outlines several learning scenarios where students can discuss climate change issues through interpretive, interpersonal, and presentational modes of communication.

1. Climate Change
Carol chen-Lin

2. Global Engagement & Citizenship
Enduring Understanding 深度理解
In the 21st century, we share in the responsibility
to create one world with one dream.
二十一世纪全球公民携手合作以达成“同一个世界，
同一个梦想”的愿景。

3. Global Engagement and Citizenship 全球参与
四大主题单元
The World 我们的世界
Cross Cultural Understanding
Religious Tolerance
Diversity and Respect
World Peace 世界和平
A World without Borders
Nuclear Proliferation

4. Saving the Earth 拯救地球
Climate Change
Alternative Energy
Re-forestation
Global Issues 全球性议题
Food and Hunger
Prevention of Epidemics
Global Financial Crisis

5. Saving the Earth 主题： 拯救
地球
Essential Question:关键问题
How do we raise consciousness and make people
aware of the importance of saving the earth?
如何提高我们对环境保护， 拯救地球的意识?

6. Climate Change: Related topics
干旱
现象气候变化
热浪与酷寒
森林野火
北极融冰
解决方案
低碳生活
回收
节能

7. Content Knowledge 学习内容
 The causes of climate change
气候变化的成因
 The phenomena and the impacts of climate change 气
候变化的现象及其影响
 Finding solutions to respond to climate change in
international, national and local action 寻求应对气候
变化的策略

8. Learning Objectives:
Students will:
 Learn about global warming, evidence for global
warming, and climate changes.
 Consider what might constitute sufficient evidence of
global warming.
 Learn what impact global warming might have on our
lives.
 Gain experience in researching using the Internet.

9. Language Function
 Identify different climate change phenomena
 Describe a wide range of real and potential impacts of
climate change, from the local up to the global level.
 Initiate and sustain conversations about ideas of the kind
of things we can do to adapt to climate change.
 Discuss ways we can help in reducing greenhouse
effects and carbon footprints
 Discuss and critique the effectiveness of local and
global action on responding to climate change.

10. Evidence of Learning
 Name the different climate change phenomena
 Prepare a poster on how to save energy in the school
community
 Explain the impacts of climate change
 Discuss ways to reduce greenhouse effects and carbon
footprints
 Discuss how to promote the green econmy

11. Interpretive:
Students read online materials on conservation and use
Skype to discuss ways of saving energy with students
from Beijing.
Aligning with 21st Century Skills
 Understand diverse cultural perspectives
 Work cooperatively across cultures with global team members
 Use appropriate technologies
Learning Scenario 1

12. Interpersonal
Students discuss with their classmates and use Venn
diagrams to compare the differences and similarities of
China's and the US’s conservation effort.
Aligning with 21st Century Skills:
 Students as inquirers frame, analyze, and synthesize information.
 Negotiate meaning across language and culture in order to
explore problems and issues from their own and different
perspectives.

13. Presentational
Students report their comparisons to the class.
Aligning with 21st Century Skills
Students work collaboratively --sharing responsibility and making
necessary compromises while working toward a common goal.

14.  They demonstrate Independence
 They build strong content knowledge
 They respond to varying demands of audience, task
purpose and discipline
 They comprehend as well as critique
 They value evidence
 They use technology and digital media
 They come to understand other perspectives and
cultures
Common Core-Demonstrates CCR
College and Career Readiness

15. Interpretive
Students use online resources to find information on the
history and the activities of “Earth Day”.
Aligning with Common Core
• Become self-directed learners
• Effectively seek and use digital resources
• Students build strong content knowledge
Learning Scenario 2

16. Interpersonal
Students discuss plans for the Chinese Club to heighten
the awareness of environmental protection on Earth
Day 地球日
Aligning with Common Core
• Real life task
• Refine and share their knowledge through discussion
Learning Scenario 2

17. Presentational
Each group prepares a PPT and presents to the class.
The best plan will be selected for the celebration of the
Earth Day.
Aligning with Common Core
• Students comprehend as well as critique.
• They build strong content knowledge.

18. Interpretive
Students listen to an introduction from the tour guide at the Chengdu Panda
Research base
-- concerning the educational functions of the Base
-- keeping the public aware of the status of endangered species
--necessity of conservation of natural habitats
-- human conservation behavior
--essential needs of the captive collection
Learning Scenario 3

19.  (interpersonal mode) Students discuss in a group of 2
ways to promote awareness of saving the endangered
pandas
 (presentation mode) resulting in a brochure for panda
adoption for the students in the New Haven Chinese
Heritage School.
Scenario 3

23. 环保歌
 这土地是你的，
 这土地是我的。
 我们都应该
 好好保护地球。
 “你爱绿树吗？”
 对大家我会问。
 环保是我们的责任。


24. 环保歌
 不浪费资源。
 不浪费能源。
 不浪费水电。
 大自然很珍贵。
 再利用资源，
 回收塑料和玻璃瓶。
 咱们都保护环境。

25. 环保歌
 当你走这条路，
 要珍惜这土地。
 绿草很甜蜜，
 花朵很美丽。
 清澈的小河
 蓝蓝的天空
 会让我们看到彩虹。

26. 环保歌
 不要老开车，
 可以多走路。
 吸入新鲜空气，
 身体健康是福气。
 我们爱环保。
 让我们分享地球。
 地球是我们的朋友。