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Local Act Makes Impact Day 9:

M&Ms Win the World Over (Language Arts)
Geologic Sequestration (Science)
Triangle Triage (Math)
Local Act Makes Impacts (Local Acts Make Impacts)
Remediation Techniques (Extension Activity)
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Links on this page: Local Acts Make Impacts - Decision Grid | Local Acts Make Impacts - Student Sheet | Expert Solutions (Extension Activity) | Remediation Expert Role Cards | Remediation Techniques - Student Sheet | Remediation Techniques - Teacher Key |

National Education Standards Met:

socialstudiesdkeyZZ0202

Social Studies discipline

 
Goal: Students will promote one local action to reduce greenhouse gas emissions in their community.

Objectives: Students will...

  • Evaluate possible ways to reduce emissions
  • Review major, local contributing factors
  • Complete a poster or local action taking project to educate the community

Materials (for a class of 30):

  • Each student should bring their completed LA-M&Ms Win the World Over - Student Sheets
  • 30 Decision Grids
  • 30 sheets poster paper
  • Markers
     

Time Required: 45 minutes

Standards Met: C1, C5, G5, LA4, LA5, LA11

Procedure:

  • Using their LA-M&Ms Win the World Over - Student Sheets, ask students to share their list of potential local actions.
  • Explain that each student will choose 1 action and make a poster to educate people in the community about global climate change and promoting this action.
  • They will need to determine which action has the most impact and the highest feasibility.  They will also need to demonstrate how their action will help make a difference and why it matters.
  • Each student should complete a decision grid on his or her top two choices for local action.
  • Based on their decision grids, students should complete a poster promoting their action. See the Local Action Impaction Student Sheet for poster requirements.
  • Students can hang their posters in school or out in the community (for example, the local grocery store).
     

*You can do a much greater education campaign in your community. Students could hold a local information session and invite community members, they could attend a county commissioner's meeting to influence local laws regarding factors contributing to climate change, they could host a bike to work day and work with a local radio station, etc. There are numerous ways to make a more significant impact in your local community if you feel comfortable allowing your students to get more involved!

*If you have time you can review sequestration techniques using the "Expert Solutions" lesson plan at the end of this section.

Local Acts Make Impacts - Decision Grid

 
Rating Scale:
3 - Meets all criteria
2 - Meets many criteria
1 - Meets some criteria
0 - Meets few, if any criteria
 

 

Criteria

Option 1:

Option 2:

Equity

1. Feasible for all people to implement this action.

2. Supports learning & skill development for all cultural groups

 

 

Environment

1. Fosters the integrity of the local environment

2. Enhances global atmosphere

 

 

Economics


1. People in this community can afford to implement this action.

2. Promotes efficiency in time, materials, & resources

 

 

 

 

 

 


 

 

 

 

 

 

Option 1:

triangle13

 

Option 2:

triangle14

 


 Local Acts Make Impacts - Student Sheet

You will need to create a poster to promote 1 action people in the community can do to help reduce emissions and reduce their effect on global climate change. The poster needs to include the following:
 

  1. Explain or depict the action.
       . Tell people EXACTLY how to do this action.  Be precise!
     
  2. Show how this action will make a difference.
       . Use the knowledge you have gained throughout this unit.
     
  3. Impart why their actions matter.
     
  4. Think about marketing tools that are effective.  Elements such as color, neatness, pictures, and legibility all make a difference.  Be a good salesperson!
     

Expert Solutions (Extension Activity)

Goal: Synthesize different players' expert solution proposals and identify the advertising technique associated with the proposal.

Objective: Students will.

  • Observe and listen to simulated remediation specialists presentations
  • Document information gained from remediation specialists
  • Compare all remediation options
  • Classify importance of 5 factors relating to remediation options
  • Evaluate the possibilities based on the 5 factors, Cost, & Risk
  • Explain why their chosen remediation option is most favorable
     

Materials (For a class of 30):

  • Class set of Remediation Techniques - Student Sheet
  • 1 Transparency of Remediation Techniques - Teacher Key
  • 1 Photocopy of Remediation Techniques - Teacher Key (for each actor)
  • Class set of Remediation Advertisement brochures
  • Costumes for each team of remediation specialists, "actors" (see PREP section for costume descriptions)
  • Remediation Expert Role Cards
     

Time: 45 minutes

Standards: E8, G1, G3, G5, LA11

Procedure:

PREP

  • It is helpful if Advertising Techniques have been introduced prior to this lesson.
  • Organize 6 volunteers to serve as "actors" to come and help present through role-play. If you cannot find enough volunteers, people can play two or more roles.
  • Actors will role-play remediation experts.
  • Prepare the costumes found on the Remediation Expert Role Cards and get props ready for the actors.  Bear in mind that the goal is to make this fun!
  • OPTIONAL ACCESSORIES:  wigs, glasses, cowboy hat, bandana, bottle of root beer and anything else to make it fun
     

IN CLASS

  • Explain to students that they will be helping to clean up the air.
  • Pass out the Remediation Techniques - Student Sheet, the Advertising Techniques sheet, and the Remediation Advertisement brochures to each student.
  • Tell students that experts in 5 different fields of remediation are going to present to them.
  • Put Remediation Techniques - Teacher Key Transparency on the overhead and hide the answers.
  • Review the items in the 'factors' column and discuss as a class. What does each factor mean to you? What criteria would you use to rate each factor? Would factors sway your remediation choice?
  • ***The actors are backstage waiting for you to introduce them.***
  • Prepare students to listen carefully to what each remediation expert says.
  • Enter the first "expert" and so on until all five experts have spoken to the students.
     

DEBRIEF THE ACTIVITY
Talk with students about the various remediation options.  Ask questions of the students.  Encourage the students to ask questions. Have students determine what their favorite option would be.  Discuss why.

HOMEWORK:

  • Using print or electronic media have students gather more information about these five techniques and write a paragraph on each.
  • OR, divide the class into 5 groups and assign each group a remediation option to further investigate. Students write a page on their solution and orally present to the class.
  • ***  Follow this lesson with the Risk in the Environment Lesson. These lessons follow an informational progression leading students to the town meeting.  ***
     

Remediation Expert Role Cards

METHANE TRAPPING

  • Costume
  • Presentation: Introduce yourself and what you do. 
  • Students write down all the appropriate information conveyed by the expert on the Remediation Techniques Student Sheet.
  • Thoughts: The order of appearance is Methane Trapping, Terrestrial Sequestration, Cancel Christmas, Coal Gasification, Subsurface Injection. This is the same order as the Remediation Techniques Student Sheet & Teacher Key.
                   . 1 expert enters at a time.
                   . Experts must present using the advertising technique listed at the bottom of the Teacher Key for your solution.
                   . In a fun way, experts must convey all information listed on the Teacher Key.
                   . Experts use 2 - 5 minutes presenting to the class.
  • After each expert presents and departs, teacher discusses with students while referencing the advertising techniques sheet and the advertising brochures.  Students fill out their grid before the next expert enters.
     

TERRESTRIAL SEQUESTRATION

  • Costume
  • Presentation: Introduce yourself and what you do.
  • Students write down all the appropriate information conveyed by the expert on the Remediation Techniques Student Sheet
  • Thoughts: The order of appearance is Methane Trapping, Terrestrial Sequestration, Cancel Christmas, Coal Gasification, Subsurface Injection. This is the same order as the Remediation Techniques Student Sheet & Teacher Key.
                   . 1 expert enters at a time.
                   . Experts must present using the advertising technique listed at the bottom of the Teacher Key for your solution.
                   . In a fun way, experts must convey all information listed on the Teacher Key.
                   . Experts use 2 - 5 minutes presenting to the class.
  • After each expert presents and departs, teacher discusses with students while referencing the advertising techniques sheet and the advertising brochures.  Students fill out their grid before the next expert enters.
     

CANCEL CHRISTMAS

  • Costume
  • Presentation: Introduce yourself and what you do.
  • Students write down all the appropriate information conveyed by the expert on the Remediation Techniques Student Sheet
  • Thoughts: The order of appearance is Methane Trapping, Terrestrial Sequestration, Cancel Christmas, Coal Gasification, Subsurface Injection. This is the same order as the Remediation Techniques Student Sheet & Teacher Key.
                   . 1 expert enters at a time.
                   . Experts must present using the advertising technique listed at the bottom of the Teacher Key for your solution.
                   . In a fun way, experts must convey all information listed on the Teacher Key.
                   . Experts use 2 - 5 minutes presenting to the class.
  • After each expert presents and departs, teacher discusses with students while referencing the advertising techniques sheet and the advertising brochures.  Students fill out their grid before the next expert enters.
     

COAL GASIFICATION

  • Costume 
  • Presentation: Introduce yourself and what you do.
  • Students write down all the appropriate information conveyed by the expert on the Remediation Techniques Student Sheet
  • Thoughts: The order of appearance is Methane Trapping, Terrestrial Sequestration, Cancel Christmas, Coal Gasification, Subsurface Injection.  This is the same order as the Remediation Techniques Student Sheet & Teacher Key.
                   . 1 expert enters at a time.
                   . Experts must present using the advertising technique listed at the bottom of the Teacher Key for your solution.
                   . In a fun way, experts must convey all information listed on the Teacher Key.
                   . Experts use 2 - 5 minutes presenting to the class.
  • After each expert presents and departs, teacher discusses with students while referencing the advertising techniques sheet and the advertising brochures.  Students fill out their grid before the next expert enters.
     

SUBSURFACE INJECTION

  • Costume 
  • Presentation: Introduce yourselves and what you do.
  • Students write down all the appropriate information conveyed by the expert on the Remediation Techniques Student Sheet
  • Thoughts: The order of appearance is Methane Trapping, Terrestrial Sequestration, Cancel Christmas, Coal Gasification, Subsurface Injection. This is the same order as the Remediation Techniques Student Sheet & Teacher Key.
                   . 1 expert enters at a time.
                   . Experts must present using the advertising technique listed at the bottom of the Teacher Key for your solution.
                   . In a fun way, experts must convey all information listed on the Teacher Key.
                   . Experts use 2 - 5 minutes presenting to the class.
  • After each expert presents and departs, teacher discusses with students while referencing the advertising techniques sheet and the advertising brochures.  Students fill out their grid before the next expert enters.

Remediation Techniques - Student Sheet

 

 

METHANE TRAPPING

TERRESTRIAL SEQUESTRATION

CANCEL CHRISTMAS

COAL GASIFICATION

SUBSURFACE INJECTION

COMPANY NAME

 

 

 

 

 

COMPANY AFFECTED

 

 

 

 

 

COST

 

 

 

 

 

AFFECT ON GREENHOUSE GAS EMISSIONS

 

 

 

 

 

POSSIBLE DRAWBACKS AND/OR PROBLEMS

 

 

 

 

 

RISKS (you decide)

 

 

 

 

 

 

Remediation Techniques - Teacher Key

 

day9_lastgrid_teachkey02
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