September 13, 2010

By: Christian P. from Ozone Park , NY
Comments: 11

Posted By: Christian Paulino
On: 3/10/2008 12:52:37 PM

This past week my co-worker who teaches Living Environment covered the topic of global warming and it effect it has on our planet. Before the unit was done I sat in on a couple of classes and had a difficult time seeing the students completely detached from the topic. I guess my question is how can we teach our students the "REAL" impact of global warming on their personal lives? I mean something that can really resonate with them. I was thinking that perhaps creating a project in which the students had to design something that displays the effects of global warming could be a great method of getting the students to connect and retain the important information of global warming. What do you guys think?

Posted By: Cecile Jenevein
On: 3/12/2008 10:34:29 AM

Hi Christian, I taught environmental science for a few years, but now I am teaching Honors Biology, AP Biology and Biology II. I had used foldables for many topics in environmental science. I am not sure that you sue them, but they are fabulous ways to display work. There are publisher-like, 3 way foldable construction paper with their info pasted or drawn in (opens like a book; or they can create a book and hole punch the side and run yarn threw the sides - this represents main ideas or a story using pasted items & drawings; there is one that you make like a shoe box with construction paper, but I used shoe boxes instead (more stable) with scenes in them 3-D. The students loved making them. Then they had to present their findings and tell how their foldable helped to portray the topic. They did this in cooperative learning groups of 3 or 4. They have companies who make booklet directions for the foldables. I do not have it any more - lost it in Katrina. But you might be able to google it or go to amazon.com or talk to someone who orders books and supplies at your school. Hope this helps, Cecile Jenevein

Posted By: William Bobrowsky
On: 4/3/2008 12:00:53 PM

This is a difficult issue, especially when there are more pressing issues in the lives of many of our students. I also see teenagers in their indestructible "it can never happen to me" mode where some of this stuff is just out of their reach. The key to success is to hit them where it matters. If they live on a coast, then the issue is sea level change most definitely. In other places, it is whatever catastrophe is going to beset them personally: The flooding and rainfall in the midwest this past month; The increase in the intensity of tornadoes across the southern plains; Record temps all across the globe killing friends neighbors and relatives; Dwindling food supplies as a result of record drought...and the list goes on. Perhaps more important is that they will have to make decisions about these issues in upcoming elections and through their political systems, and knowing about them will enable them to make good decisions, rather than being swayed by rhetoric.

Posted By: Carmen Espinal
On: 4/8/2008 12:15:30 PM

I entirely agree William, but I find it very hard to teach this topic to students who are more worried about surviving themselves on a daily basis. Do anyone has any idea how one can connect this issue of Global Warning, to issues of growing up in an urban environment? I think connecting to the two would be great.

Posted By: Nancy Gerber
On: 4/29/2008 11:10:46 PM

I don't know much about urban high schoolers, but attended the Service Learning Conference with a bunch of them and they were empowered by a variety of environmental projects. Try looking at the projects on https://www.millenniumkids.com.au/ . Millenium kids org is the indirect result of a speech by Severin Suzuki (found on you tube) about how adults are using up the earth. Kids started their own organization and are doing amazing things.

Posted By: Joyce Perdue
On: 6/30/2008 10:46:17 PM

Carmen I think that a way to have the students look at this would be cause and effect relationships. How that "no man is an island" "for every action there is and equal and opposite reaction" that we may not reap today what we sow but we will someday. By making the student aware of the choices they make and how they effect the lives of others. here is another example; What do they buy at the store? Flowers? if so are they the ones that were imported from South America where the people are dying from disease because of the vast amounts of chemicals tat are used to produce the amounts of flowers we use in the US. Look at the coffee trade as another example. Hook them this way and then work your way into global warming and the choices they make today will effect the earth tomorrow. Hope this helps.

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