1.  Massive super storms destroying cities  Mega droughts causing famine  Massive firestorms destroying acres of land and homes  Melting polar ice caps  Sea level rising worldwide  Warming temperatures destroying coral reefs  Increased carbon dioxide due to human activity Sound like a worst case scenario, or a script for a made-for-TV disaster movie? Unfortunately, all of these events are happening now. Almost every day, scientists share new data that reveals both the causes and consequences of climate change. For example, NASA's most recent mission detected significant Antarctic ice mass loss. Scientists say that we do not have a decade to wait to consider the problem; we must act now to have any hope of mitigating the consequences of climate change.significant Antarctic ice mass loss 1111 2222 3333 6666 5555 4444 Next Image Source: Clipart.com by subscriptionClipart.com

2. You will use the websites below to help complete the Student Activity on the next slide. Use the databases and websites below as you research. Click on the image on the right to view a video about climate change. Digital resources:  BCPS online database BCPS online database  Climate Change Climate Change  Student Guide on Global Climate Change Student Guide on Global Climate Change  What Climate Change Means for Africa and Asia What Climate Change Means for Africa and Asia  President Obama’s Plan to Fight Climate Change President Obama’s Plan to Fight Climate Change  Climate Central Climate Central 1111 2222 3333 6666 5555 4444 Next Image Source: "Survival of Penguins at Stake as Antarctic Ice Disappears." Kerry Sanders, correspondent. NBC Nightly News. NBCUniversal Media. 11 Mar. 2013. NBC Learn. Web. 12 July 2013. Click on the picture to view video.

3. Your teacher will place you into teams of four. Each research one of the following climate change questions: Does data from around the world support the theory of climate change? What are the causes of climate change? What are the effects of climate change? What can you do as an individual to impact climate change? Each member will share his/her findings with the rest of the group using a Socratic Seminar.Socratic Seminar 1111 2222 3333 6666 5555 4444 Next Image Source: clipart.com by subscriptionclipart.com Create an Individual Action Plan Use the thoughts and ideas you gathered from your research and your one minute paper to create your final product. For your final product, you will create an Individual Action Plan that addresses the causes of climate change.Individual Action Plan

4. Use these tools to reflect on your learning and assess your Action Plan. Write a 1-minute paper reflecting on your learning.1-minute paper Individual Action Plan Checklist 1111 2222 3333 6666 5555 4444 Next Image Source: clipart.com by subscriptionclipart.com

5. Based on what you have learned, what do you think the weather and climate will be like in 10 years? Write a fictitious news report about a climate change- related event. Turn your Action Plan into a Service Learning project. Click here for the forms.here 1111 2222 3333 6666 5555 4444 Next Image Source: Clipart.com by subscriptionClipart.com Extension and Enrichment

6. BCPS Curriculum Next Generation Science Standards HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. HS-ESS3-5.Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. Maryland State Curriculum Common Core State Standards Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Standards for the 21 st Century Learner Standards for the 21 st Century Learner 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. Maryland Technology Literacy Standards for Students 3.0: Use a variety of technologies for learning and collaboration. Time Frame: 2 50-minute periods Differentiation: Direct students to use comprehension tools included in databases, such as: audio read-aloud, labeled reading levels, and embedded dictionaries. Pair students for research and Socratic Seminars Learning Styles: Visual, Auditory, Tactile, Reflective, Global, Analytical, Field Dependent, Field Independent AVID Strategies: Cornell Note-taking strategy One-pager instead of 1-minute paper Notes to the teacher: Consult with your Library Media Specialist for help in implementing the Slamdunk. Print out worksheets and scoring tools ahead of time. Last updated: July 2015 Created by Donna Anderson linked to email address, BCPS Slam Dunk Research Model, Copyright 2012, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.Donna Anderson Jamie McKenzie’s Slam Dunk Lesson module 1111 2222 3333 6666 5555 4444