Global Warming Case Study

Back to the Future: Global Warming Case Study

Back to the Future:
Global Warming Case Study

Jennifer L Baron
Hawaii Pacific University
ED 6450: Science Curriculum and Instruction
May 7, 2007
Picture retrieved from http://www.delorean.com/

Page 1


To the case study student/participant:
Thank you for being a part of this class project of a case study on the issue
of Global Warming. The purpose of this case study is for you as a student
to develop skills to do research, to cite sources, to expand your thinking
process and imagination, to create an opinion from facts found through
research, to encourage problem solving skills, to participate in a debate,
and to enjoy memorable 1980s popular culture.
Enjoy your time with this case study and have an open mind to any views
expressed by resources used as well as the views of your fellow students.
Thank you and good luck!

Jennifer L Baron
May 2007

Page 2


Table of Contents
Letter to Student/Participant…………………….…..2
GLOs and Standards Addressed……………….…..5
Essential Questions…………………………….…....7
Back Story……………………………………….…....8
Introduction…………………………………………..10
Objectives/Classroom Management……………....11
Case Study Format………………………………….13
Time Line………………………………………….....15
5 Es…………………………………………………...19
Student Activities………………………….………...20
Performance Tasks……………………..…………..31
Rubrics and Grading Criteria………..……………..39
References and Reading Materials Used………...48

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Back to the Future:
Global Warming Case Study

Page 4


GLOs and Standards Addressed
General Learner Outcomes are the essential overarching goals for all grade levels,
from elementary through middle to high, and all of the academic disciplines, whether
mathematics, career and life skills, health, or any of the seven other content areas.
Every content standard and every benchmark and grade level performance indicator
should support the learner’s progress towards these outcomes because they enable
learners to lead full and productive lives.
These General Learner Outcomes do not exist in isolation, but should be an integral
part of the school culture as demonstrated in daily classroom instruction and
assessment. They are:







Self-directed Learner (The ability to be responsible for one’s own learning)
Community Contributor (The understanding that it is essential for human beings
to work together)
Complex Thinker (The ability to demonstrate critical thinking and problem
solving)
Quality Producer (The ability to recognize and produce quality performance and
quality products)
Effective Communicator (The ability to communicate effectively)
Effective and Ethical User of Technology (The ability to use a variety of
technologies effectively and ethically)

Standard 1: The Scientific Process: SCIENTIFIC INVESTIGATION: Discover, invent,
and investigate using the skills necessary to engage in the scientific process.
Benchmark SC.BS.1.3: Defend and support conclusions, explanations, and arguments
based on logic, scientific knowledge, and evidence from data.
Benchmark SC.BS.1.4: Determine the connection(s) among hypotheses, scientific
evidence, and conclusions.
Benchmark SC.PS.1.7: Revise, as needed, conclusions and explanations based on new
evidence.
Benchmark SC.BS.1.9: Explain how scientific explanations must meet a set of
established criteria to be considered valid.
Standard 2: The Scientific Process: NATURE OF SCIENCE: Understand that science,
technology, and society are interrelated.
Benchmark SC.BS.2.1: Explain how scientific advancements and emerging technology
have influenced society.

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Benchmark SC.BS.2.2: Compare the risks and benefits of potential solutions to
technological issues.
Standard 6: Physical, Earth and Space Science: NATURE OF MATTER AND ENERGY:
Understand the nature of matter and energy and their significance in understanding the
structure of the universe.
Standard 8: Physical, Earth and Space Science: EARTH AND SPACE SCIENCE:
Understand the Earth and its processes, the solar system, and the universe and its
contents.
Benchmark SC.ES.8.4: Describe how heat and energy transfer into and out of the
atmosphere and their involvement in global climate.
Benchmark SC.ES.8.7: Describe how climate and weather patterns associated with
certain geographic locations and features.

Page 6


Essential Questions
The following are questions that students should be able to answer during and after
successful completion of this case study:
What is global warming?
Why has global warming become a controversial issue?
Why is it important to research and develop alternative fuel and energy sources?
Should we learn from the past to prepare and make things different and better for
the future?
Will global warming affect me in the future?
Could global warming have been prevented if people knew what could happen
100 years ago?
What conclusions can I draw from this study?
What further questions still need to be investigated?

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Back Story
The year is 1907. The world is changing as industries, global economies, and the
world population is booming. Inventions and assembly line processes are making
products easier to make and develop and it is important to get the products out to
consumers faster than ever. The population is making a higher demand for automobile
production and use of machines that require fuel use. This extreme increase in
development and industrialization relies heavily on the use of fossil fuels and it becomes
necessary to learn better and faster ways to obtain them.
Doctor Emmett Brown has just mysteriously showed up in your town. You soon
discover that Dr. Brown has some sort of space age aircraft. You and your classmates
approach Dr. Brown asking him about the strange object and want to know more about
it. He explains that it is a time machine made out of an automobile from the future. It
isn’t quite clear what year he is from, but he has explained that his car is electric and is
able to run on alternative fuels such as plutonium, compost, and gasoline.
Dr. Brown created the time machine to travel into the future. Although he says
that history should be left the way it is, there is one thing that Dr. Brown is truly upset
about and does not want happening. Dr. Brown explains that he has traveled back to
the past to the year 1907 because he knows that our class can develop ways to prevent
global warming from happening. He knows that our class has no background knowledge
about global warming, climate changes, and fuel alternatives, so he lets us borrow his
time machine to travel back and forth through time to research and change the future.
Your instructor will travel ahead in time to give you some background information
and bring it back to the year 1907. The class will be divided into two groups and take a

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position on global warming. Each group will travel through time to research and develop
their argument for a class debate.
The groups will debate the following:

In 1907, you and your classmates have finished traveling through
time, you have evidence and you have seen the future. One group
will support the idea of changing in anyway to prevent global
warming, while the other group will support the idea of not changing
anything and keep the year 2007 as it is.

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Introduction
Case studies are not as widely used in science as they are for business and law
(Herreird). This case study was however, developed for a science course (for Juniors
and Seniors, and can be shortened and simplified for Freshmen and Sophomores). This
case study was developed to help students expand many skills needed for the science
classroom and will carry on to what type of work will be expected in higher education.
Students will also learn about the controversial issue of global warming. The Back to the
Future film series will be incorporated so students can visualize that things were
different in the past and things will be different in the future (in many aspects).
This case study will be conducted in a debate format using moot court
procedures.

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Objectives/Classroom Management
A main goal of this case study is to help students work through facts and analyze
the problem to consider possible solutions (Herreid) to take on global warming or decide
not to do anything about it. To accomplish this, students will need to achieve the
following:


Develop skills to do research



Proper source citations



Expand thinking process and imagination,



Create an accurate statement that supports your opinion with the use of facts

found through research


Encourage problem solving skills



Participate in a debate, and



Enjoy memorable 1980s popular culture



Discuss the future of our planets’ health and future of the human race and

species that make up the world’s global ecosystem
These goals can be achieved by activities and projects that will be given to
students throughout the entirety of this case study. Readings, films, guest speakers,
and other materials will help guide students towards their completion and
understandings of the concepts and skills that are focused on for developing.
For classroom management, students are expected to be professional and to use
class time wisely. Whenever an assignment is given, students will have about a half an
hour of class time work, ask questions, and get started on their work. Students are very
much encouraged to as much research as they possibly to accomplish their

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assignments and projects. If students spend more and more time learning how to do
research, it should become very easy for them to do later on when they pursue future
endeavors in higher education. Asking questions, expressing ideas, and supporting
opinions are highly encouraged to be done by each student. Also respecting the ideas
and comments from other students is an important part of what this case study wants
accomplished. Students are encouraged to seek help from the instructor and other
students whenever possible.

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Case Study Format
This case study has elements of the three different ways to present problems.
The elements that make up this study are: background, narrative, and exhibits. The
background will consist of historical information about the development of climate
changing, ozone depletion, and warming of the earth. The narrative will consist of the
back story (already presented at the beginning of this document) and introduces to
students what their main task is… in 1907 to develop ways to prevent global warming or
to keep things the way they are so 2007 remains the same and not prepare for the
future after 2007. The exhibits section will consist of articles given to students, guest
speakers, videos, and the research conducted by each student.
The format that this case study will be using will be a debate format. The
students will present two different views to their peers while pretending to be in the year
1907. The research that students will conduct will be gathered from the years of 1907 (if
records for things go back that far) through 2007 (and include any future trends or
predictions of their data).
Moot court procedures will be used for the debate. The following procedures will
be used:
1. The Appellant/Plaintiff/Petitioner presents his/her case and arguments.
2. The Respondent/Defendant then presents his/her case and replies to the arguments
of the former.
3. The Appellant/Plaintiff/Petitioner is then allowed to rebut the arguments of the
Respondent/Defendant.
4. Students must also respond to the Instructors’ questions.

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5. The Instructor also has the discretion to extend time limit or to grant a further
opportunity of rebuttal.
6. At the end of the session, the Instructors’ comment on and give an appraisal of the
presentation of each student, directing the student on areas of improvement and
imparting valuable practical knowledge.

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Time Line
Sunday

Proposed Case Study Schedule
Month One
Monday

Case Study
Introduced

Tuesday

Assignment 1
Given

Wednesday

Thursday

Assignment 3
Due

Saturday

Assignment 1
Due
Movie Clips

Video: Fuels

Assignment 2
Given

Assignment 3
Given

Friday

Assignment 2
Due
Movie Clips

Video:
Recycling and
Energy

Assignment 4
Given

Guest
Speaker:
Energy Plant
Worker

Movie Clips

Guest
Speaker:
Dept. Of
Public
Transportation

Assignment 4
Due
Video: Opposition
to Global
Warming

Page 15


Month Two
Sunday

Monday

Tuesday

Assignment 5
Given

Wednesday

Thursday

Friday

Assignment 6
Given

Saturday

Assignment 5
Due

Assignment 7
Due

Assignment 7
Given

Assignment 6
Due
Video:
Debates

Assignment 8
Given

Assignment 9
Given
Guest
Speaker:
Librarian

Assignment 8
Due
Assignment 10
Given

Video: Climate
Change

Assignment
10 Due

Begin Debate
Research,
References Note
Cards

Guest
Speaker:
Environmental
Studies
Professor

Assignment 9
Due

Debate
Research,
References
Note Cards
Due
Page 16


Month Three
Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Group Work
to Prepare for
Debate

Group Work to
Prepare for
Debate

Group Work to
Prepare for
Debate

Group Work to
Prepare for
Debate
Articles Given:
Opposition to
Global Warming

Group Work to
Prepare for
Debate

Group Work
to Prepare for
Debate

DEBATE
DAY!

Write
Response,
Evaluation
about Debate

Watch: An
Inconvenient
Truth

Watch: An
Inconvenient
Truth
Response
Given

Response to
An
Inconvenient
Truth Due

Video: Views
Against An
Inconvenient
Truth

Opinion Paper
on Global
Warming
Given

Personal Plan
on Fighting
Global
Warming
Given

Guest
Speaker:
Opposing
Global
Warming

Saturday

Opinion Paper
on Global
Warming Due

Personal Plan on
Fighting Global
Warming Due
Personal Plan
Presentations

Personal Plan
Presentations

Personal Plan
Presentations

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Month Four
Sunday

Monday
Case Study
Evaluation
Given

Tuesday

Wednesday

Thursday

Friday

Saturday

Case Study
Evaluation Due

Page 18


5 E’s
Engagement
Students will be given a brief introduction of the films Back to the Future and
Back to the Future Parts 2 and 3. The purpose of this is to get them interested in these
popular movies of the 1980s and to introduce where the “time traveling” is fitting into the
case study to try and prevent global warming. After an introduction of the films, students
will discuss what they know or what they have heard about global warming.
Exploration
Most of this entire case study is purely based on the research that the student
can conduct individually. There will be ten different assignments looking at such things
as: fuels research, recycling, power plant development, learning how to conduct a
debate, pollutions emissions, climate change, etc. These assignments will help prepare
students for their debate about global warming, responding to the film An Inconvenient
Truth, an opinion paper on global warming, and developing a personal plan to fight
global warming in the form of a paper and presentation that will be shared with the
class.
Explanation
Students should be able to develop their research skills throughout this entire
case study and be able to prove their views using examples from sources they found (or
their team found). There will be assignments or questions throughout the case study
where students will describe their experiences and findings. This new knowledge will
hopefully be built upon prior knowledge that the student has about the topic of global
warming and all the elements about climate change, fuel efficiency, understanding
scientific data from the past to learn about the future, etc.
Elaboration
To help students make more connections on what they know and what they are
expected to know, readings about the case study topic will be given to give the students
more ideas on what to look for. Videos and guest speakers will also help clarify
questions and identify why parts of the case study are important to be looked at.
Evaluation
Students will have all grading rubrics given to them beforehand and they will
know what is expected (criteria) of them to achieve their desired grade. Each of the ten
assignments will be graded using the “Assignments” rubric. Papers, teamwork, the
debate, and others will be more intensive and expecting the highest quality of work from
the students. These elements of the case study will be graded using the specified rubric
that is indicated after the description of that element (shown later in this case study).

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Student Activities
Student Activities will comprise of 10 different assignments which range in a variety of
topics that relate to climate change, fuel use, global warming, researching and
developing a debate. The assignments will each be graded using the “Assignments
Rubric” found later on in this packet (in the Rubrics and Grading Criteria section).
Assignments are as follows on the following page(s).

Page 20

Name:
Date:
Class Period:
Assignment 1
Fuels Research
1. Starting in 1907 and ending in 2007, make a timeline of the types of fuels used and
consumed that were used when they became available (for example: coal, gasoline,
solar power, etc…) Also, look into uncommon (not widely used) fuels used in this time
frame.

2. For each of the fuels you found to construct your timeline, write a few sentences
about the positive benefits and negative affects of using these types of fuels.

3. It is the year 2007, what sort of NEW fuels are being developed to be used in the
future? What are the uses proposed for these new types of fuels?

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Name:
Date:
Class Period:
Assignment 2
Reduce, Reuse, and Recycle (3 R’s)
1. Make a list of materials that are recycled and reused in the United States. With each
material, list the benefits of recycling that material. If possible, find if any of the materials
use more/less energy to be recycled into a new product.

2. In 2007, what kind of recycling program does your community implement? Your
state? Your country?

3. What are the most common things that are reduced, reused, or recycled in your
area?

4. Find recycling benefits/statistics from your community or state. How is your
community/state benefiting? What would happen if more people contributed? What
would happen if less people contributed?

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Name:
Date:
Class Period:
Assignment 3
Power Plants
1. In 1907, what kind of sources provided electrical power and energy?

2a. In 1957, what kind of sources provide electrical power and energy?

2b. If pollution emissions are released, what are the negative effects?

3. If power plants are releasing toxic emissions into the atmosphere, what type of
molecules make up those emissions and what are the statistics of its levels? Do trends
show increases/decreases? Do these trends show correlation in ozone depletion?

4a. It is 2007, what kind of power sources provide electrical power and energy?

4b. Any pollution emissions?

4c. What kind of power plants/power sources are being developed or proposed to being
built by 2057?

4d. Where are these new plants proposed to be built?

4e. Why these locations?

4f. Will there be any increases/decreases in pollution emissions for new power
plants/power sources?

Page 23

Name:
Date:
Class Period:
Assignment 4
Most Efficient
1a. In 1907, what types of transportation do you use/or that is available to use?

1b. Compare this to 2007, what are the most efficient types of transportation available?
Most popular?

2a. What are the top 3 best cities and bottom 3 worst cities in the United States for
pollution emissions?

2b. What factors contribute to a city being the best or worst? (population, poor planning,
lack of public transportation…)

Page 24

Name:
Date:
Class Period:
Assignment 5
Debate Development
Notes area for lecture on debate:

1. Discuss the two sides to the case study issue of global warming (Refer to
assignments 1-4 to develop the sides according to the research and data you have
found so far).

2. Based on evidence you have found on emissions produced, what is your position on
global warming? Why do you take your position?

3. Whether you support the idea of global warming or not, what side would you support
for a class debate about the topic?

Page 25

Name:
Date:
Class Period:
Assignment 6
Elements of a Debate
Notes area for elements of a debate:

1. Research a debate format/process. Write a detailed step-by-step description on how
teams/sides present their views, rebuttals, and any other debate parts.

2. Why are debates important? What is a nationally televised debate that is highly
watched on television? (hint… election time)

Page 26

Name:
Date:
Class Period:
Assignment 7
Global, Global Warming?
1a. Which top 3 countries are greater contributors to pollutions emissions and global
warming?

1b. Which three countries (list more if necessary) barely contribute to pollutions
emissions and global warming?

2. Should there (or are there any now) laws or regulations for countries and the amount
of pollution it releases?

3a. Should makers of products that contribute to pollution, start producing products that
are more environmentally friendly?

3b. Which countries or companies are already doing so?

3c. Which countries or companies need to?

Page 27

Name:
Date:
Class Period:
Assignment 8
Whacky Weather: Snow in July?
1. Weather patterns from 2000 to 2007 have been different and unusual, storms have
become more powerful than before. Scientists are predicting changes in weather
patterns in more years to come. What factors are contributing to longer/delayed winters
and hotter/dryer extended summers?

2. How does weather in your state differ from the furthest back to you find to 2007?
Your country? Your earth? (include such data as temperatures, days of sun, inches of
rain, etc…)

3. Has any climate/weather/events caused any deaths or tragic events in your state?
Country? (From 1907 to 2007, find 5 or more list the most damaging/devastating for
your state and country.)

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Name:
Date:
Class Period:
Assignment 9
Learning from the Future
1. After traveling to the year 2007, you return in the time machine to 1907. List 5 things
or more that you would tell your state or country about the possible effects of pollution
emissions on the earth and its possible effects on climate change.

2. What are some solutions or preventative steps that you would tell your state or
county on how to avoid or prevent global warming?

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Name:
Date:
Class Period:
Assignment 10
Research Worksheet
The internet provides many resources for use to access for research. Write some notes
here from the class lecture on how to identify whether a website is legitimate and can
contribute to your research in developing your case for the side of your debate.

List any newspapers, magazines, journals, etc. that you plan to use to support your side
of the debate on global warming. Work with your teammates and share ideas.

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Performance Tasks
Performance tasks are major elements of the case study that require more time and are
to develop and build different skills of the students. These performance tasks range
from finding sources, creating note cards, proper citation of sources, teamwork,
contributions to the debate, responding to the film An Inconvenient Truth, creating and
supporting one’s own opinion on global warming, developing a personal plan to fight or
prevent global warming, and creating a Power Point presentation to share their personal
plan.
Performance tasks are as follows on the following page(s).

Page 31

Name:
Date:
Class Period:
Debate Research/References
Note Cards
When researching information for a debate, it is important to give credit to the sources
where the information was retrieved from. Individually, find 5 to 8 sources that will
support your group’s position on global warming or does not support the opposition’s
position on global warming. Each person in the group will be assigned a different type of
resource/media to find information from. The following are the different types of media:
Newspapers –
Magazines –
Journals –
TV shows (Discovery Channel, History Channel, etc…) –
Movies –
Internet –
College Research –
Government Organizations (websites) –
Read through your sources. Make a citation note card for each source. It should look
like this:
1
Title
Source
Author(s)
Year Published/Created
Web Address (if needed)

Source #

Page 32

For each source, include data or information cards about what your source said. Include
facts, data, numbers, quotes, that supports your position. Also include the same things
that can disprove the opposition. Here is what your information card(s) should look like:
Source #
Information Card
# for that source
2.1
1. Facts/Information/Quotes

You should make a minimum of 25 information note cards, with no less than 5 sources.
As a group, you should have a minimum of 200 information note cards, with a minimum
of 40 sources. You will individually be given 1 point for each information card for a
maximum of 25 points. Part of your Teamwork grade will depend on whether if everyone
gets all of their information note cards/source cards completed.

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Debate Response/Evaluation
Use the following rubric to grade your team’s performance and the other team’s performance on the global warming
Debate.

Debate Response/Evaluation
Levels:
1

2

3

4

Score

Criteria:
Argument

Lack of confidence with
subject matter which leads to
unconvincing argument

Some confidence with
material; does not present a
convincing argument

Confidence with most material,
thus presenting fragmented
argument

Confidence with all material
which leads to strong,
convincing, consistent
argument

Clarity

No apparent logical order of
presentation, unclear focus

Content is loosely connected,
transitions lack clarity

Sequence of information is
well-organized for the most
part; more clarity with
transitions is needed

Development of thesis is clear
through use of specific and
appropriate examples,
transitions are clear and create
a succinct and even flow

Preparation

Unprepared; did not do
necessary research

Attempted to research in
preparation for debate, but
was misdirected

Evidence of purposeful
research in preparation for
debate

Thorough and purposeful
research in preparation for
debate

Speaking Skills

Monotone; speaker seemed
uninterested in material

Little eye contact; fast
speaking rate, little expression,
mumbling

Clear articulation of ideas, but
apparently lacks confidence
with material

Exceptional confidence with
material displayed through
poise, clear articulation, eye
contact, and enthusiasm

Presentation
Length

Greatly exceeding or falling
short of allotted time

Exceeding or falling short of
allotted time

Remained close to the allotted
time

Presented within the allotted
time

Your Team's
Performance

Did not prepare at all, findings
not supported.

Prepared little and supported
some findings.

Prepared mostly, supported
most findings and arguments.

Exceptional, prepared well and
supported their findings and
arguments.

Opposing Team's
Performance

Did not prepare at all, findings
not supported.

Prepared little and supported
some findings.

Prepared mostly, supported
most findings and arguments.

Exceptional, prepared well and
supported their findings and
arguments.

Page 34

Name:
Date:
Class Period:
An Inconvenient Truth Response
1. After watching this film, what were some things that really shocked you about global
warming?

2. If this film was brought back to the year 1907, how do you think people would
respond to it? Why do you feel they would respond that way?

3. If this film was taken to the year 2107, how do you think people would respond to it?
Would people be seeing their reality? Does this film accurately predict the future?

4. What elements of the film were important for supporting its evidence?

5. If, in 1907, action was taken to prevent the threat of global warming, would it have
been necessary for this film to be made?
See “An Inconvenient Truth Response” Rubric for grading criteria.

Page 35

Name:
Date:
Class Period:
Opinion Paper on Global Warming
Based in information presented in the debate, An Inconvenient Truth, articles and
videos, and guest speakers from class, what is your opinion about global warming? Do
you agree/disagree that it is occurring?
Write a paper (3 pages minimum) on your responses to the above questions and
include your own opinion.
See “Opinion Paper on Global Warming”: Rubric for grading criteria.
Use this sheet to write down notes/ideas for your paper.

Page 36

Name:
Date:
Class Period:
Personal Plan on Fighting Global Warming
For the entirety of this case study, you have learned facts, information, statistics, seen
photographic evidence etc. about global warming. You have also heard ideas for
solutions or possibilities to prevent global warming. Imagine yourself time traveling
between two different years: 1907 and 2007. Using the information you know and have
learned about, develop a personal plan of action to prevent global warming (in 1907) or
actions for solving and stopping the continuation of global warming (in 2007) and
support the decisions of your plan with things you have learned throughout this case
study. If you believe global warming is not occurring, develop a plan for the years 1907
and 2007 of why you wouldn’t change what the population is doing (support your plan).
Write a minimum of 2 pages for each year. (Total minimum: 4 pages).
See “Personal Plan on Fighting Global Warming: Paper”: Rubric for grading criteria.
You will also be required to create a Power Point presentation about your personal plan
and present it to the class for about 5-8 minutes.
See “Personal Plan on Fighting Global Warming: Presentation”: Rubric for grading
criteria.
Use this sheet to write down notes/ideas for your paper and presentation.

Page 37

Name:
Date:
Class Period:
Case Study Evaluation
For this case study, you have devoted about three months of class time (and time
outside of class) for completing it. The purpose of this evaluation is to evaluate the case
study, evaluate the amount of work; the videos and information presented, and if you
really felt it was important to learn about global warming. Use the rubric below to
evaluate the case study. At the bottom, include any notes/comments of what could be
done for future classes.

Case Study Evaluation
Levels:
1

2

3

4

Amount of Work

The amount of work
was too much for
this case study.

The amount of work
could have been
shortened.

The amount of work The amount of work
was a lot, but I was was appropriate for
still able to
this case study.
complete it.

Time Spent

The time for this
case study was
way too long/too
little.

The time for this
case study could
have been more
spread out.

The time for this
case study was a
little long and
carried on for a
while. But the time
was well spent to
achieve the goals.

The time for this
case study was
appropriate.

Information
Presented

No information was
presented.

Some information
was presented, but
was very one
sided.

Lots of information
was presented, but
it was confusing for
me to decide what
to use.

Information
presented showed
both views on the
issue that was
debated.

Guest Speakers

I learned nothing
from the guest
speakers.

I learned a little
from the guest
speakers, I was
able to use a little
bit of material from
the speakers.

I learned lots of
things from the
guest speakers, but
was able to use
some of the
material for the
debate or
assignments.

I learned a lot and
the information
provided by the
guest speakers was
helpful.

Skills Gained

I improved no
skills.

I improved some
skills.

I improved most
skills.

Score

I improved my skills
in all aspects
(completed the
goals of this case
study by exceeding
my ability).

Criteria:

Page 38


Rubrics and Grading Criteria

Assignments Rubric
Levels:
1

2

3

4

Score

Criteria:
Completion

Assignment not
completed.

Some of the
assignment is
completed.

Most of the
assignment
completed.

Entire assignment
completed.

Skillful

Makes no effort to
learn new skills.

Satisfied with
answering
questions, but no
real understanding.

Has general idea of
task. Able to
answer specific
questions.

Has clear idea of
task and its
relationship to
technology and
education.

Creative

Never thinks of
other ideas to solve
a problem.

Occasionally has a
new idea, but little
follow through.

Has new ideas but
will not share with
others.

Develops new
ideas or ways of
doing things.
Products exceed
requirements.

Resources

Uses no resources
or does not cite
sources for credit.

Uses some
sources, citations
incomplete.

Uses mostly
appropriate
sources, cites most
of them correctly.

Uses appropriate
sources and cites
them correctly.

Page 39



Debate Research/References Note Cards Rubric
Levels:
1

2

3

4

Score

Criteria:
References

No references or
incorrect
references

Few references or
some incorrect
references

Use of references
indicate some
research

Use of references
indicate substantial
research

Vocabulary

Apparent confusion
with the use of
language

Simplistic and/or
unclear language

Effective language

Rich and precise
language

Meaningful
Development of
Ideas

Ideas are unclear
and/or not welldeveloped

Unelaborated ideas
that are not fully
explained or
supported;
repetitive details

Depth of thought
supported by
elaborated, relevant
supportive
evidence provides
clear vision of the
idea; contains
details

Depth and
complexity of
thought supported
by rich, pertinent
details; supporting
evidence leads to
high-level idea
development

Number of Sources

Uses no sources.
Does not complete
assignment.

Uses 1-2 sources.

Uses 2-4 sources.

Uses minimal
number of sources
used for credit (5).
Or uses more than
minimum.

Information Note
Cards

Creates 0-9
information cards.

Creates 10-19
information cards.

Creates 20-24
information cards.

Creates the
minimum amount of
information cards
required (25 cards
for 25 points). Or
makes more than
minimum.

Page 40



Teamwork Rubric
Levels:
1

2

3

4

Score

Criteria:
Collaboration

No collaboration.

Some collaboration
is evident.

Team collaborated
most of the time.

Collaboration was
evident and efficient
between the team.

Communication

Does not
communicate with
teammates.

Communicates a
little bit with
teammates.

Communicates
most of the time
with teammates.

Communicated
effectively with
teammates.

Debate
Participation

No one contributed
to the debate. One
or few members
carried the team for
its completion.

Some team
members
contributed to the
completion of the
debate.

Most team
members
contributed to the
completion of the
debate.

Team members all
contributed to
successful
completion of the
debate.

Research

Did no research.

Did some research.

Did enough
research to get by.

Contributed to
successful
research.

Note Cards

Created no note
cards.

Created some note
cards.

Created an
adequate amount of
notecards to
contribute to group.

Created minimum
number of required
cards (or more).

Page 41



An Inconvenient Truth Response Rubric
Levels:
1

2

3

Score

Criteria:
Answered
Questions
Completely

Questions are incomplete
and no thought is put into
assignment.

Questions are mostly
complete and somewhat
thoughtful.

Questions are complete
and thoughtful.

Critical Thinking

Critical thinking and ideas
not present in answers.

are present in most
responses, but could have
been more indepth.

are evident in answers.

Creativity

Answers have no creative
elements in the
responses.

Answers are mostly
creative, more ideas and
elements could have been
incorporated.

Answers have very
creative ideas and
elements. Displays outside
the box thinking.

Example Analysis

No examples are given or
are not supported from the
film.

Most examples are
supported with evidence
from the film.

Examples are supported
with evidence from the
film.

Page 42



Opinion Paper on Global Warming Rubric
Levels:
1

2

3

4

Score

Criteria:
References

No references or
incorrect
references

Few references or
some incorrect
references

Use of references
indicate some
research

Use of references
indicate substantial
research

Sentence Structure

Unclear, incorrect,
and/or ineffective
sentence structure

Simplistic and/or
awkward sentence
structure

Organized and
complex sentence
structure that has
some stylistic
variation

Sentence structure
is varied in
composition and
length

Grammar

Multiple
grammatical and
stylistic errors

Some errors in
grammar and/or
format that do not
interfere with clarity

Few grammatical
and/or stylistic
errors

Nearly error-free
which reflects clear
understanding and
thorough
proofreading

Vocabulary

Apparent confusion
with the use of
language

Simplistic and/or
unclear language

Effective language

Rich and precise
language

Thesis

There is no clear
purpose of the
paper; seemingly
little attempt to
create a thesis
statement

Attempt to create a
thesis statement
and communicate
the purpose
throughout

Evidence of thesis
can be found and
author generally
maintains purpose
through suitable
voice and/or tone

Establishes thesis
and maintains clear
purpose via suitable
voice and tone

Meaningful
Development of
Ideas

Ideas are unclear
and/or not welldeveloped

Unelaborated ideas
that are not fully
explained or
supported;
repetitive details

Depth of thought
supported by
elaborated, relevant
supportive evidence
provides clear
vision of the idea;
contains details

Depth and
complexity of
thought supported
by rich, pertinent
details; supporting
evidence leads to
high-level idea
development

Organization of
Paper

Weak organization
of ideas

Somewhat
unfocused and/or
unclear

Logical organization
of ideas

Careful and relevant
organization of
ideas

Length
Requirement

No pages written or
completed.

Little or no pages
written or completed
(1).

Some pages
completed (2).

Meets or exceeds
length requirement
(3 pages +).

Page 43



Personal Plan on Fighting Global
Warming Paper Rubric
Levels:
1

2

3

4

Sentence Fluency
(Flow)

Repetitive sentence
patterns. There are
no connecting
words between
sentences. Many
sentences run into
each other.

Sentence patterns
are generally
repetitive, with
occasional
variance. There are
usually connecting
words between
sentences, where
appropriate. Some
sentences should
be merged; others
should be made
into two or more
sentences.

Sentence patterns
are generally
varied, but
sometimes
variations seem
forced and
inappropriate.
There are
connecting words
between
sentences, where
appropriate. Each
sentence contains
a complete thought;
there are no run-on
sentences.

Varied and
interesting
sentence patterns.
There are
connecting words
between
sentences, where
appropriate.
Sentences are
complete thoughts,
with no run-ons.

Mechanics

Frequent errors in
spelling, grammar,
and punctuation.

Errors in grammar
and punctuation,
but spelling has
been proofread.

Occasional
grammatical errors.
Spelling has been
proofread.

Nearly error-free.
Reflects thorough
proofreading for
grammar and
spelling.

Original Word
Choice

Words are limited
and cliche. The
same words are
repeated often
throughout writing.
Language is
confusing or vague.
Words do not
create pictures;
there is too much
telling and not
enough showing.

Some words are
fresh and original.
However, work
contains cliches
and overrepetitions. Much of
the language us
either vague or
excessively flowery.
Some words create
pictures, but there
is a great deal of
telling that needs to
be replaced with
showing.

Words are, for the
most part, original
and free of cliches.
Some language is
either vague or
excessively flowery.
Words often create
pictures. Writer has
made clear attempt
to show and not
tell.

Words are
exceptionally fresh
and original. There
are no cliches.
Verbs are vivid and
specific. There is
no over-repetition
of words. Words
consistently create
pictures. There is
little telling, and
mostly showing.

Support from
Sources

Uses no sources
for no support of
ideas.

Uses sources for
some of the
support.

Uses sources most
of the support.

Score

Uses sources for
the entirety for
support of plan.

Criteria:

Page 44



Personal Plan on Fighting Global
Warming Presentation Rubric
Levels:
1

2

3

4

Score

Criteria:
Attention to
Audience

Did not attempt to
engage audience

Little attempt to
engage audience

Engaged audience
and held their
attention most of
the time by
remaining on topic
and presenting facts
with enthusiasm

Engaged audience
and held their
attention throughout
with creative
articulation,
enthusiasm, and
clearly focused
presentation

Clarity

No apparent logical
order of
presentation,
unclear focus

Content is loosely
connected,
transitions lack
clarity

Sequence of
information is wellorganized for the
most part, but more
clarity with
transitions is
needed

Development of
thesis is clear
through use of
specific and
appropriate
examples;
transitions are clear
and create a
succinct and even
flow

Presentation
Length

Greatly exceeding
or falling short of
allotted time

Exceeding or falling
short of allotted
time

Remained close to
the allotted time

Presented within
the allotted time

Content

Thesis is unclear
and information
appears randomly
chosen

Thesis is clear, but
supporting
information is
disconnected

Information relates
to a clear thesis;
many relevant
points, but they are
somewhat
unstructured

Exceptional use of
material that clearly
relates to a focused
thesis; abundance
of various
supported
materials

Creativity

Delivery is repetitive
with little or no
variety in
presentation
techniques

Material presented
with little
interpretation or
originality

Some apparent
originality displayed
through use of
original
interpretation of
presented
materials

Exceptional
originality of
presented material
and interpretation

Speaking Skills

Monotone; speaker
seemed
uninterested in
material

Little eye contact;
fast speaking rate,
little expression,
mumbling

Clear articulation of
ideas, but
apparently lacks
confidence with
material

Exceptional
confidence with
material displayed
through poise, clear
articulation, eye
contact, and
enthusiasm

Use of Power Point

Power Point was

Power Point was

Power Point was

Use of Power Point

Page 45

not used or was
used with little or no
create elements or
required elements.

used a little with
some creative
element or with
some required
elements.

mostly used. Most
elements were
creative and most
required elements
were present.

was exceptional
and very
professional.
Creative and
required elements
were met or
exceeded.

Total Grading Sheet
Item
Points Earned
Points Possible
Assignment 1
Comments

16

Assignment 2
Comments

16

Assignment 3
Comments

16

Assignment 4
Comments

16

Assignment 5
Comments

16

Assignment 6
Comments

16

Assignment 7
Comments

16

Assignment 8
Comments

16

Assignment 9
Comments

16

Assignment 10
Comments

16

Debate Research/References
Comments
Debate Teamwork
Comments

20, + 25 points for
note cards
20

Page 46

An Inconvenient Truth Response
Comments

16

Opinion Paper on Global Warming
Comments

32

Paper
Comments
Presentation
Comments
GLOs
Self-Directed Learner
Community Contributor

16

28

Complex Thinker
Quality Producer
Effective Communicator
Effective and Ethical User of Technology

Page 47


References and Reading Materials Used
American Association for the Advancement of Science, Project 2061, 1989.
An Inconvenient Truth.
Back to the Future, Back to the Future Parts 2 and 3.
Clyde Freeman Herreid, Case Studies in Science: A Novel Method of Science Education,
University of Buffalo, State University of New York
D.H. Harish Memorial Government Law College. Procedure of a Moot Court Competition.
http://www.glc.edu/mootcourt/mcaprocedure.htm, 2007.
Eugene L. Chiappetta and Thomas R. Koballa, Jr., Science Instruction in the Middle and
Secondary Schools: Developing Fundamental Knowledge and Skills for Teaching, 6th
edition.
Hawaii Department of Education. General Learner Outcomes, Standards, and Benchmarks (from
HCPS III).
Taskstream. www.taskstream.com

Readings
Al Huebner (2007). The continued concern of scientists. The Humanist. www.thehumanist.org
Jeffrey Winters. Carbon Loaded.
Mary Anne Hitt. America at the energy crossroads. Conservation Biology.
Hawaii Pacific University. HPU Scientists and students study global climate change.
www.hpu.edu/index.cfm?contentID=8621
More materials will be added throughout the development of this case study, development of new
information, etc.

Page 48

Global Warming Case Study

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