Chapter 1: Why Cool Globes?
Students will understand the meaning of the term “Cool Globes” and begin to question why the Globe needs cooling.
LESSON: Create your own paper Mache globe
ACTIVITY: Option #1: View online images “virtual tour” of 5′ Cool Globes
PROMPT: Begin creating Global Expressions Journal
Chapter 2: Our Globe: Cool or Hot?
Students will be able to define climate and climate change while becoming aware that the Earth has an optimal temperature range which needs to be maintained.
LESSON: Climate vs. Weather (PDF)
ACTIVITY: 1) CO2 & temperature graph/chart/picture interpretation.
2) Critical reading exercise
3) “An Inconvenient Truth” viewing (first half)
PROMPT: Paste their own global warming article into Expressions. Practice “expository” writing possibly in a lab report format to present the information they have after completing the Lesson and Activity. This is good practice for science fair.
Chapter 3: What impacts the Earth’s temperature?
Students will identify the major causes of global warming, sources of carbon dioxide and energy using:
*How does our Globe naturally “heat up?”
Students will articulate the difference between the greenhouse effect and global warming.
LESSON: Greenhouse lesson (PDF)
ACTIVITY: 1) Carbon cycle dice game: pre-1700 and post 1700.
2) Define greenhouse effect and global warming
PROMPT: Create a comparison T-chart describing the dice game experience. See example below:
| Pre 1700 Students are stuck in fossil fuels station |
Post 1700 Students are released from fossil fuels into the atmosphere because of the industrial revolution and the burning the fuel for energy. |
*How do we artificially “heat up” the Globe?
Students will evaluate human production of excess carbon dioxide and how it is warming the Earth.
LESSON: Fuel efficiency – What will you drive? (PDF)
ACTIVITY: Carbon survey: Calculating carbon dioxide emissions (PDF)
PROMPT: Draw your ideal “green” car and create its window sticker describing its specifications.
Chapter 4: What reduces Earth’s temperature?
Students will demonstrate awareness that there are ways to slow global warming.
*How can our Globe be cooled?
Students will identify ways the local community uses “cooler,” green technology.
LESSON: Global Challege
ACTIVITY: 1) Field trip to the Chicago Center for Green Technology
2) Use news headlines or reports on positive happenings in this region, “Chicago becoming the greenest city” – Mayor and Dept. of Environment.
PROMPT: Journal entry about greening projects in my city, school, home. Be Proactive not Reactive.
*How can I be “cool”? Students will participate in letter writing that promotes social and environmental responsibility.
LESSON: Proactive planting to “green” the classroom & the planet.
ACTIVITY: Revisit survey & pledge
PROMPT: Letter writing campaign to parents, principals, or local, state and federal leaders to practice “persuasive” writing.
Chapter 5: What would I do for my globe if I was a hero saving the Earth from global warming?
Students will create a vision for saving the planet.
LESSON: Fiction writing evaluation
ACTIVITY: Building imagination / innovation
PROMPT: Write your own fiction story where you are the hero of the climate crisis!