This document outlines a lesson plan for students to research the role of carbon dioxide in global warming. Students will work in groups with each assigned a role - scientist, data analyst, reporter, or presenter. They will research topics like carbon dioxide levels over time and the effects of rising levels. Each student will create a document related to their role, like a graph of carbon dioxide data or a newspaper article. Finally, groups will give presentations explaining their findings and proposed solutions to addressing increased carbon dioxide emissions.

1. The Real Deal with Carbon Dioxide Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 9-12th Grade (Earth Science or General Chemistry) Designed by Melissa Peretich [email_address] Based on a template from The WebQuest Page

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] We have all heard the buzz words “global warming”, “green house gases”, “CO 2 emissions” but what do they really mean? Well it has become your job to become experts and explain the problems of global warming to the general public. You will become scientists and reporters . Topics that you will need to research and present to the class will include: Are green house gases, such as CO 2 , abnormally increasing? Have the levels of CO 2 been higher in the past? What will be the global effects if CO 2 concentrations continue to rise? What are some strategies that everyone can do to prevent this increase?

3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You and three group members will need to assume the roles necessary to explain global warming to the general public. One person will become a scientist, data analyst, reporter, and presenter. Specifically, you will need to explain the role of CO 2 in the Earth’s atmosphere, the variations and trends in CO 2 emissions over time, the different ways scientists have used to determine CO2 levels of the past, the effects that will occur if CO 2 levels continue to rise, and reasonable changes that everyone can make to limit their CO 2 emissions. In this Webquest, you will create a newspaper article in Word explaining your findings to the general public, a graph in Excel plotting CO 2 levels from 1995 to 2002, compare your graph to the IPCC graph plotting CO 2 levels from the past 1000 years, and create a Power Point Presentation for the class explaining your findings and suggestions to fix this problem . Title

4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Day 1 Meet with your group members and decide which student will fulfill the role of scientist, data analyst, reporter, and presenter. Watch videos in class from TeacherTube and YouTube on global warming. Day 2-3 Each student will research information in their given area. The scientist will research the importance of CO 2 in our atmosphere, where CO 2 comes from, what effects CO 2 levels, and how do we measure CO 2 levels in the past. The data analyst will research CO 2 levels in the atmosphere from 1995 to 2002 from CDIAC and compare this with CO 2 levels over the past 1000 years from IPCC. The reporter will research effects of increased CO 2 levels, in the present and future. The presenter will research reasonable ways to decrease our CO 2 production. At the end of Day 2 and Day 3, students will share their findings with their group members. (Remember: Your participation will be judged by your group members as part of your grade) Day 4-5 Students will create the documents corresponding to their roles in the group. The data analyst will plot CO 2 levels in Excel and create a line graph. This graph will be compared to the graph found for the past 1000 years. The reporter will create a newspaper article describing their findings on global warming to the general public. The presenter will design a 5-10 minute Power Point presentation. The scientist will help all three other students with their documents, just as they would in the real world. Day 6 Graphs and newspaper articles are due for each group. Each group will give a 5-10 minute presentation on their findings. Any/all students may speak during the presentation, not just the presenter.

5. Evaluation: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Collaborative Work Skills : The Real Deal with Carbon Dioxide Teacher Name: Ms. Peretich Student Name: ________________________________________ CATEGORY 3 2 1 0 Presentation Provides thorough coverage of the problems, effects, and proposed solutions. Provides coverage of most of the problems, effects, and proposed solutions. Provides coverage of some of the problems, effects, and proposed solutions. Provides coverage of a few/none of the topics covered in the research. Presentation Provides thorough coverage of the problems, effects, and proposed solutions. Provides coverage of most of the problems, effects, and proposed solutions. Provides coverage of some of the problems, effects, and proposed solutions. Provides coverage of a few/none of the topics covered in the research. Newspaper Article Article covers all topics necessary and is easy to read. Article covers most topics and is easy to read. Article covers some topics but is somewhat difficult to read. Article covers few topics and/or is difficult to read. Presentation Provides thorough coverage of the problems, effects, and proposed solutions. Provides coverage of most of the problems, effects, and proposed solutions. Provides coverage of some of the problems, effects, and proposed solutions. Provides coverage of a few/none of the topics covered in the research. Working with Others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] By now you are more informed about increasing CO 2 levels and global warming. Fill out the remaining section, L, in your KWL chart. Turn this in for pass/fail credit. (Pass if you did the chart, fail if you didn’t) The knowledge you have gained about global warming is not only applicable to this assignment. In your future, it will be necessary to you to be informed citizens as you encounter issues with global warming in the media and politics. This is an issue that will affect you and your children, which I hope you will not take lightly. Stay informed and make wise decisions to help protect the Earth and your families.

7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Images “ Global Warming – Everyone’s Problem.” mvp-Seattle .com & Creative Commons. http://mvp- seattle.com/buttons/Webphoto/2GlobalWarmArrows350photo.jpg Accessed December 6, 2007. Works Cited “ CDIAC: Carbon Dioxide Information Analysis Center.” CDIAC & DOE. http://cdiac.ornl.gov/ Accessed December 6, 2007. “ International Panel on Climate Change.” ICPP. http://www.ipcc.ch/ Accessed December 6, 2007. Links to The WebQuest Page and The WebQuest Slideshare Group for information on the latest version of this Webquest template and training materials.

8. The Real Deal with Carbon Dioxide (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 9-12th Grade (Earth Science or General Chemistry) Designed by Melissa Peretich [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson combines inquiry and technology to have students investigate buzz words such as “global warming”, “green house gases”, “CO 2 emissions.” By the end of the lesson students will be able to describe: green house gases, such as CO 2 , levels of CO 2 in the past, global effects if CO 2 concentrations continue to rise, and strategies that everyone can do to prevent this increase. The lesson should help students be more aware of their impact on the environment around them, while providing them with some methods to change their behaviors. Students will be able to better understand the topic of global warming covered in the media. They will also be able to make relevant, applicable connections of science to their every day life and future. Evaluation Teacher Script Conclusion

10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest is designed for high school students but it can easily be modified for middle school students. Ideally, it would be used in an earth science class or a general chemistry class. However, it could be modified to fit a biology classroom as well. If adapting to younger students, it would be best to provide them with the data for CO 2 graphs. I would also increase the time allotment for younger students to assemble the presentations and newspaper article. Evaluation Teacher Script Conclusion

11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The following standards are addressed in this assignment: Technology Basic operations and concepts Technology productivity tools Technology communication tools Technology research tools Technology problem-solving and decision-making tools General Science 1.9-12.1 Ask questions and form hypotheses to investigate a scientific problem 1.9-12.2 Select appropriate technologies to gather, process, analyze, and report data 1.9-12.4 Recognize and analyze alternative explanations and models 1.9-12.6 Communicate and evaluate scientific thinking 2.9-12.3 There are observable and measurable physical and chemical properties which can be used to compare and contrast substances 3.9-12.6 Changes in the ecosystem affect biodiversity 3.9-12.7 There is a cycling of matter through the ecosystem 4.9-12.4 There are costs, benefits, and consequences of natural resource exploration, development, and consumption 4.9-12.6 Evidence is used to investigate changes or constancy in the Earth over time 4.9-12.10 There is a relationship between the circulation of oceans and weather/climate 4.9-12.11 There are factors that influence weather patterns, climate, and effects on the ecosystem 5.9-12.1 Print and visual media can be evaluated for scientific evidence, bias, or opinion Evaluation Teacher Script Conclusion

12. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This Webquest could take up to 6 days of class time. It would be best to be done in a room with a large number of computers, such as a computer lab, so that all students will have access to a computer. Split students into groups of four according to student strengths before giving the assignment (intraverts with extraverts, good students with those that struggle, students that are comfortable with computers with those that are not, etc.) Since the Process Pages are long, please see Student Pages for details. Evaluation Teacher Script Conclusion

13. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Each student will need to be able to use a computer with access to the Internet. A computer lab would be ideal. Each computer will also need to have Word, Excel, and PowerPoint. While only one teacher is necessary, additional help would be useful to keep the students on task in the computer lab. Please see Student Resources Pages for useful links. Evaluation Teacher Script Conclusion

14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Collaborative Work Skills : The Real Deal with Carbon Dioxide Teacher Name: Ms. Peretich Student Name: ________________________________________ CATEGORY 3 2 1 0 Presentation Provides thorough coverage of the problems, effects, and proposed solutions. Provides coverage of most of the problems, effects, and proposed solutions. Provides coverage of some of the problems, effects, and proposed solutions. Provides coverage of a few/none of the topics covered in the research. Presentation Provides thorough coverage of the problems, effects, and proposed solutions. Provides coverage of most of the problems, effects, and proposed solutions. Provides coverage of some of the problems, effects, and proposed solutions. Provides coverage of a few/none of the topics covered in the research. Newspaper Article Article covers all topics necessary and is easy to read. Article covers most topics and is easy to read. Article covers some topics but is somewhat difficult to read. Article covers few topics and/or is difficult to read. Presentation Provides thorough coverage of the problems, effects, and proposed solutions. Provides coverage of most of the problems, effects, and proposed solutions. Provides coverage of some of the problems, effects, and proposed solutions. Provides coverage of a few/none of the topics covered in the research. Working with Others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

15. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page For students who need additional help, the following topics would be helpful. Have students google global warming, as well as carbon dioxide, to learn initial information. Ask them what is global warming? What is carbon dioxide? What effects carbon dioxide? What effects due carbon dioxide have on global climate? Have students google CDIAC and IPCC to get deeper into these topics. These agencies provide ample information on global warming and carbon dioxide emissions. Students can also search for news articles on global warming, the 2007 Nobel Prize, and “An Inconvenient Truth.” Have students in the group collaborate together to share information and explain concepts to each other. If necessary, show students how to enter data into Excel and create a line graph. If necessary, show students how to create Powerpoint slides. Help students with blatant grammar mistakes in the article. Use organizers such as the KWL chart to help students chew through the material. Evaluation Teacher Script Conclusion

16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Global warming is a huge concern for future generations. Increased CO 2 levels will have direct effects during the lifetime of these students. This lesson is incredibly important because it helps inform students of current issues in media and politics. Students are then encouraged to make informed decisions using strategies they have identified. An added benefit to the relevancy of this lesson is that students will also sharpen their researching, writing, analyzing, and presenting skills. Evaluation Teacher Script Conclusion

17. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page See Student Credits & References. Evaluation Teacher Script Conclusion