SchoolGlobes Curriculum
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 |
| Option #2: | Visit the actual globes along the lakefront until Oct. 1 or around the city this winter and complete a scavenger hunt | |
| Option #3: | Visit the mini-globe display at the Nature Museum | |
| 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 |
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| PROMPT: | Create a comparison T-chart describing the dice game experience. See example below: | ||||
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*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! |
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