Global Warming Foundations (Intermediate/Advanced ESOL)

Transcription

1 1 Global Warming Foundations (Intermediate/Advanced ESOL) Overview of Lesson - This unit introduces global warming/climate change to intermediate/advanced esol learners. The goals of this unit: o introduction of vocabulary relating to global warming o exploring cause and effect o discussion of the ways students can help respond to global warming and climate change [Note to teacher: Each section of this unit is designed to be a stand-alone piece, though there is a progression of understanding required for the latter sections to be meaningful. For that reason, it is suggested that if the unit must be broken apart, it be done sequentially over a series of lessons as time permits in specific teaching settings.] Awareness Connecting with Learners Prior Knowledge: What do you know? Teacher provides a set of assorted visuals with vocabulary, including images of: gas station gas clearcut areas deforestation oil drilling rig oil smog over a city pollution solar panels sun/solar power recycling symbol (3 arrow cycle) wind turbines wind power recycling electric power station electricity geothermal plant geothermal coal plant coal (see note) hydro dam water / hydro power biomass sources biomass nuclear plant nuclear power earth from space environment Teacher also provides vocabulary cards with the following words/phrases: green = clean natural disasters energy carbon dioxide fuel sustainable waste energy renewable natural resources reduce save/conserve energy reuse greenhouse gases recycle alternatives refuse climate change Students each receive one picture card and one vocabulary card. They circulate as a group discussing the pictures and vocabulary cards they have received. If students don t know words they can ask other students. At the end of 10 minutes, each student will present their pictures and vocabulary to the group, trying to explain what they 1

2 2 understand about the subject. If nobody understands what a concept is, the teacher helps to explain with examples, clarifying information, etc. Key points to discuss Which types of energy source add to greenhouse gases (coal, oil, natural gas) Clean types of energy (solar / wind / geothermal / hydro) Issues with dangers of nuclear waste storage Deforestation adds to carbon dioxide in atmosphere Biomass (burning of bio matter) is a zero net producer (plant growth = CO2 produced in burning) Geothermal heating and cooling uses the Earth s constant temperatures in the upper 10 feet of the Earth s surface for heating and cooling. [See text box for further information on geothermal heating and cooling. Teacher directs students to sort their words & pictures into two categories: 1. part of the problem 2. part of the solution Students can stick pictures and words to wall to create a vocabulary bank for future reference. Geothermal information: While temperatures above ground change a lot from day to day and season to season, temperatures in the upper 10 feet of the Earth's surface hold nearly constant between 50 and 60 degrees Fahrenheit. For most areas, this means that soil temperatures are usually warmer than the air in winter and cooler than the air in summer. Geothermal heat pumps use the Earth's constant temperatures to heat and cool buildings. They transfer heat from the ground (or water) into buildings in winter and reverse the process in the summer. According to the U.S. Environmental Protection Agency (EPA), geothermal heat pumps are the most energy-efficient, environmentally clean, and cost-effective systems for temperature control. Although, most homes still use traditional furnaces and air conditioners, geothermal heat pumps are becoming more popular. In recent years, the U.S. Department of Energy along with the EPA have partnered with industry to promote the use of geothermal heat pumps. Much greater energy is available in regions where there is increased geothermal activity closer to the surface of the earth, particularly surrounding the Pacific Ocean area. Attitude Exploring Learners Interpretations of Information: Global Warming and Climate Change: A three-part listening activity I. Introduction of Theme and Structures Teacher asks the class the question What is the difference between climate change and global warming? Students discuss in pairs, then share back opinions, while teacher writes ideas on board. Teacher draws attention to the relationship between global warming and climate change illustrating a cause effect relationship: Rapid climate change is an effect of global warming. Global warming is causing rapid climate change. Discussion of what is a cause and what is an effect. Teacher gives several other examples and asks students to identify the cause and effect in each to demonstrate understanding of concept and forms. 2

3 3 Someone is late to class because they missed the bus. The picnic was cancelled because it rained. Many students want to go to college so they study English. I didn t get enough sleep last night so I am tired today. II. Reading: 3-Part Reading Activity Students read What is Climate Change? How Does It Differ from Global Warming? What is Climate Change? How Does It Differ from Global Warming? (adapted from the Nature Conservancy s website Climate change is caused by the production of heat-trapping gases mostly carbon dioxide (CO2) from vehicles, industry, power plants and deforestation. As these gases build up, they act like a thick blanket, overheating the planet, changing our climate, and causing dangers to our health, economy and natural environment. The terms global warming and climate change are often used interchangeably, but they mean two different things. Global warming is the rise in global temperatures because of an increase of heat-trapping gases in the atmosphere. Climate change, on the other hand, is a more general term that refers to changes in many climatic factors (such as temperature and precipitation) around the world. These changes are happening at different speeds and in different ways. For example, the United States has become wetter over the 20th century, while the Sahel region of central Africa has become drier. The science of climate change is complex, but everyone should know the basics: the Earth is heating up because gases produced from vehicles, power plants, deforestation, and other sources are increasing in the atmosphere, acting like a thick blanket over our planet. We can all reduce climate change by doing our part to decrease the release of heattrapping gases to the atmosphere. A. Students listen first and retell what they remember and understand by listening. (Teacher reads narrative section.) B. Students read the article as a group together, taking turns with teacher support as needed for pronunciation and vocabulary negotiation paragraph by paragraph. C. Students work in pairs on matching worksheet to connect causes with effects described in article. Review as a group, with teacher assessing student understanding and ability to use cause-effect structures correctly. III. Reflection / Small Group Discussion Students talk in small groups about how global warming and climate change are affecting their countries of origin. Teacher writes guiding questions on board or gives each member of a group 1-2 questions for small group discussion: 3

4 4 Are there any signs of climate change in your country (changed precipitation patterns / temperature / storms)? Is deforestation a problem in your country? Is car pollution a problem in your country? What do people know about global warming and climate change in your country? How do you feel about the problems of global warming and climate change? Climate Change: Cause and Effect Analysis Part I. Matching Directions: Reread the article on climate change and global warming. Match the cause on the left with the effect on the right. CAUSES EFFECTS 1. Heat-trapping gases are building up A. There are fewer trees to help clean in the atmosphere the air 2. There are more disease-carrying B. More people will get sick from insects insect-spread illnesses 3. People have and use many cars in C. More people will be hurt or killed by the U.S. storms 4. Some animals cannot adapt to rapid D. There will be an increase in climate change extinction of species 5. Climate change is affecting E. There will be more areas of drought precipitation patterns and flooding 6. Hurricanes are becoming stronger F. Global temperatures are increasing 7. Trees are being cut in rainforests G. Personal vehicle use totals a fifth of U.S. carbon emissions Answers: 1 F 2 B 3 G 4 D 5 E 6 C 7 A Part II. Writing with Because and So Directions: Write each cause-effect relationship in two different ways. Practice using because and so. See the example: EFFECT CAUSE Some desert areas have become drier because rainfall has decreased in some places. CAUSE EFFECT Rainfall has decreased in some places, so some desert areas have become drier. 4

5 5 Action Learners Taking Action/Integrating Information: Where do we go from here? I. Reduce / Reuse / Recycle Community Project Activity [Project developed and published by Hands-On English, Vol. 18, No. 1] Students each receive a community project card describing an activity they are involved with, for which they need to collect certain types of items. Project Cards: I am collecting aluminum soda cans for a school fundraising project. Do you have any? My husband and I just got married. We are both students. We don t have many things. Do you have any extra things to donate to our home? I am driving to the city landfill on Saturday with my brother-in-law. We are taking his truck. Do you want me to take anything for you? There is a dumpster near my apartment building for trash. I can take some of your trash for you. My cousin has a second-hand store. She buys and sells old clothes. Do you want to get rid of any clothes? I am going to take some donations to the Salvation Army tomorrow. Do you have anything to donate? Some of my neighbors and I are having a tag sale next Saturday. Do you have anything for the sale? My children need some old newspapers for an art project at school. Where can I find some? If you have cans, glass or plastic bottles you can put them in my recycling bin. Our pickup day is this Tuesday. I have a compost pile in my back yard for my garden. I like to put grass and leaves and vegetable garbage in it. Do you have any? In my family we use plastic shopping bags to put garbage in, before I take it to the trash. I save the bags. Do you have any? I need some scrap paper for my children to write and draw on. Do you have any? Then each student receives 2-3 item cards describing items they need to get rid of. The students interact with each other, explaining their projects and trying to collect items for their community projects, while at the same time trying to find ways to reduce / reuse or recycle their own items. I have 100 empty soda cans in my car. I have 3 soda cans in my book bag. There are lots of old soda cans on the grass in the park. I ll help you collect them! I have an old sofa that I don t want. It looks nice and is clean. I have an old sofa that I don t want. It is broken and dirty. My new apartment has some junk in it from the previous renter. I have about 2 trash bags full. I have an old TV that still works. I don t want it. 5

6 6 My two daughters are growing bigger. We have lots of clothes that are too small for them. I have some extra cooking pans that I don t need. We have some empty cans and bottles in the kitchen. My husband has many old newspapers in a box. There are some old newspapers in the lunchroom at school. My brother gained some weight. Now his jeans and pants don t fit him any more. We cleaned up the sidewalk and front year now we have a big pile of leaves. My son mowed the grass in the back yard. Now we have a big pile of grass clippings. I have 2 boxes of old magazines. I have too many plastic shopping bags in my kitchen. The school office has a lot of extra paper that is printed on one side. I have some old school papers that I don t need any more. My sister moved away and left some stuff for me. I have a small table and 2 chairs that I don t need. I have some good running shoes. They are new, but they are too small for me. We had a party last night. Now I have a lot of empty bottles in my house. We have some old pieces of wood that were in our house. They are broken and no good. My children have some old CDs they don t listen to any more, but maybe some other children would like them. Students may need to decide which would be the best place for their items some might be able to go to more than one place. This could lead to discussion about the different options. II. What can I do to save the earth? Personal Green Inventory Students each receive a copy of the Personal Green Inventory. Students read and check the appropriate boxes for green steps they are doing already they will begin to do this now they want to learn more about they can t do right now Students compare their papers with a partner and discuss. 6

7 7 Personal Green Inventory Worksheet Activity Use cloth bags when shopping (to reduce plastic bags in landfills) Take a shorter shower (to save water) Wash clothes in cold water (to save energy) Use cloth, not paper towels to clean (to save trees) Use non toxic cleaning products that do not harm people or water supplies Turn off the lights when leaving a room (to save electricity) Unplug household items that use electricity when not using them (TV, VCR. Toaster etc) Use reusable cups for coffee etc. (to reduce waste from disposable products) Use reusable containers to store food (to reduce use of plastic wrap and aluminum foil) Reuse and recycle paper (to save trees, energy and water) Recycle plastic, paper and metal waste Use public transportation when possible (to save gasoline) Share a ride with someone when possible (carpooling) Ride a bike instead of driving I am already doing this I will start to do this now I want to learn more about this I can t do this right now Activity Buy used clothes, furniture, appliances etc. (to reduce production of new ones I am already doing this I will start to do this now I want to learn more about this I can t do this right now 7

8 8 and save money) Compost food waste (for use in gardening) Buy food in bulk (to reduce packaging waste) Buy food grown locally (to reduce the need for long distance transport) Buy organic food (to reduce chemicals in the environment and your body) Eat less meat (its production uses a lot of energy and pollutes the environment) Turn water off when brushing teeth, washing dishes etc. (to save water) Use a low flow shower head (to save water) Use Compact Fluorescent Light (CFL) bulbs that use less energy and last longer Use rechargeable batteries (to reduce batteries in landfills) Plant an organic garden (to produce your own food) Install a low flow toilet that uses half the water Buy energy efficient appliances for your home Activity Use less heat when it is cold and less air conditioning when it is hot Seal windows with plastic when it is cold outside to trap heat in Have an energy audit done on your house or apartment to find out what changes you can make to save energy I am already doing this I will start to do this now I want to learn more about this I can t do this right now 8

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