Global+Warming+Learning

Climate Change: Overall Expectations:
d1. analyse some of the effects of climate change around the world, and assess the effectiveness of initiatives that attempt to address the issue of climate change; d2. investigate various natural and human factors that influence Earth’s climate and climate change; d3. demonstrate an understanding of natural and human factors, including the greenhouse effect, that influence Earth’s climate and contribute to climate change.

**Grade 10 English - Overall Expectations**
1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience; 2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience; 3. Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques; 4. Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.
 * Writing**
 * Media**

Earth and Space Science
• Earth’s climate is dynamic and is the result of interacting systems and processes. • Global climate change is influenced by both natural and human factors. • Climate change affects living things and natural systems in a variety of ways. • People have the responsibility to assess their impact on climate change and to identify effective courses of action to reduce this impact.

Our Goals: Develop a question that will guide you in the discovery of information that you will use to construct a product that demonstrates your understanding of the overall expectations.
Start with Overall Expectations: What do they mean to you? What questions do you have about these? What do you wish to learn about these?

Success Criteria: How will we know that you understand this? What will you be able to show and do?

Use SC to develop rubric for student self assessment. AFL - After developing success criteria, the students self assess using the rubric where they think they are now in their understanding of the criteria. This is used to guide next steps in the learning for the student and the teacher.
 * Success Criteria || 1 - Limited || 2 - Some || 3 - Considerable || 4 - High Degree ||
 * Knowledge/Understanding ||  ||   ||   ||   ||
 * Thinking/Investigation ||  ||   ||   ||   ||
 * Communication ||  ||   ||   ||   ||
 * Application ||  ||   ||   ||   ||


 * Rich Performance Task**: Create a representation of your understanding of the overall expectations and big ideas in this unit. Your representation can take any form you wish, and it should be shareable globally. You can chose any form of media or communication. Your project will be shared, and you will provide reflections and feedback to your peers about their project and how it relates to yours.

Network Access- Wireless Laptop/Computer Projector/Sound System Cameras (still/video) iPods (audio/video recording) Interactive Whiteboard (e.g. SmartBoard)
 * Hardware Tools**

LRC Databases for vetted information Learn360 streaming video/multimedia Videoconferencing to experts (MOVI, Adobe Connect, Skype for Education, Livestream, Ustream) RSS feeds - updated, real time - newspapers, magazines. YouTube Webinars, Open CourseWare
 * Access to Resources**

Video production - Movie Maker, iMovie Audio production - Audacity, Garage Band Media - Cartoons - Bitstripsforschools.com, Graphic Novels - Comic Life Text based - Blogging, Wikis Presentations - Powerpoint, OpenOffice, Smart Notebook
 * Production Tools**

YouTube channels Blogs Slideshare Podcast feeds
 * Sharing Tools - for feedback from students, peers, globe**