The document outlines a lesson plan on global warming with the following objectives: 1) Students will use graphic organizers like cause-effect patterns to understand and analyze ideas about global warming. 2) Students will read about and discuss what causes global warming and what effects it is having on the environment. 3) As an evaluation, students will write a reaction paper on the effects of global warming and things they can do to address it. They will be graded using a rubric from 12-20 points.

1. I. Objectives
The students must be able to do the following with at least 75% success rate:
a) Understand how to use cause-effect, concept and descriptive pattern organizer.
b) Agree/Disagree to ideas expressed on global issues.
c) Analyze and react critically to ideas presented.
d) Write a reaction paper about global warming.
II. Subject Matter
“Global Warming”
Reference: http://library.thinkquest.org/CR0215471/global_warming.htm
Materials used: Graphic Organizers, hand outs of pre-assigned text, music player and
III. Procedure
A. Motivation:
1. Have the students listen to the song “Clean and Green 2011 Theme Song”
http://www.youtube.com/watch?v=hnXgL5ZLHJk&feature=related
2. Ask how they feel about the song.
B. Presentation:
1. Ask the students to read the first section of the hand out.
2. Discuss descriptive pattern organizer using first topic. “What is Global Warming?”
Global warming is when the
earth heats up (the
This hurts many people, temperature rises).
animals, and plants.
Global Warming
It happens when
greenhouse gases trap
Many cannot take the
heat and light from the
change, so they die.
sun in the earth’s
atmosphere, which
increases the temperature.

2. Activity 1:
1. Let students fill up the pattern organizer using, “What is Green House Effect?”
Characteristic Characteristic
Green House
Effect
Characteristic Characteristic
2. Discuss, “What is global warming doing to the environment?” using the cause and effect organizer.
Global The water
warming covers many
makes the low land
sea rise islands
When the plants and
Water covers
the plants and
The animals lose animals die, people
a source of food,
causes some
along with their lose two sources of
of them to die
habitat food, plant food and
animal food.

3. Activity 2:
1. Let students fill up the pattern organizer using, “What causes global warming?”
Effect:
Global
Warming
Turn off lights when not in use
2. Discuss, “What are people doing to stop global warming?” using this concept organizer.
Turn off T.V. after use
Carpooling - driving with someone to
Conserving
a place that you are both going to Energy Spend more time outdoors
instead of using the computer
People are doing many things
to try to stop global warming. Less trash goes to the
dump
Planting trees and Less trash gets burned
recycling
Fewer greenhouse gasses
in our atmosphere

4. Activity 3:
1. Let students fill up the pattern organizer using, “What is the government doing to stop global warming?”
Characteristic Characteristic
Clean Air Act
Examples
Examples
Characteristic
Examples
Examples
Examples
Examples
Examples
Examples
IV. Evaluation.
1. Write a reaction paper about the effects of global warming to your family and about the things that you can do as a student to stop it.
2. Introduce rubrics to students.
Poor = 12
Fair = 14
Good = 16
Excellent = 20

5. Focus Poor Fair Good Excellent
Essay lacks focus and Essay is somewhat Essay is mostly Essay is well-
purpose is focused and purpose well-focused and focused and
questionable is sometimes not purpose is clear. purpose is clear.
clear. The direction The essay has a The essay has a
of the essay can be general thesis clear three-point
put together by the statement. thesis statement.
reader.
Developmental Poor Fair Good Excellent
Processes Writer does not Writer provides a Writer gives Writer uses
appear to understand few examples but examples and examples and
how to use the lacks detail. Steps in follows up with follows up with
developmental the process are some detail. Steps clear, specific
process of writing to named. in the process are details. Steps in
get his/her message named and placed the process are
across to the reader in logical order. named and
clearly, logically
presented.
Organization/Unity Poor Fair Good Excellent
Essay lacks Essay is somewhat Essay is mostly Essay is well-
organization and uses organized but uses well-organized and organized and
few if any few transitional uses some uses transitional
transitional devices devices to create transitional devices devices to create
to create unity and unity and fluidity to create unity and unity and fluidity
fluidity fluidity
Language Usage Poor Fair Good Excellent
Writer has problems Writer's command Writer's command Writer has mature
using language to of language is of language is not command of the
communicate his/her immature as sophisticated language
message
Grammar/Mechanics Poor Fair Good Excellent
Writing has several Writing has several Writing has a few Writer has
grammar and grammar and grammar and excellent
mechanical errors mechanical errors mechanical errors command of
and understanding is but understanding is but does not grammar and
impeded not impeded impeded mechanics
understanding
V. Assignment:
Put a picture of your favorite place on your learning log and describe how you will take care of that place.

6. Prepared by: Ma. Cristina D. Panganoran
Course & Yr.: BSE-III
Clearance Number: 321