Sample Lesson Plan:

Scenario 1: Climate Change In Our Society

Science and technology are deeply embedded in our everyday lives—common consumer and health choices are actually science issues. Advertisements bombard us at every turn forcing us to sort reality from gimmicks aiming to make us do certain things or buy a special product. How do you sort fact from fiction when seduced by claims that promise perfect skin or protection from disease or even ways to become rich? And what if these claims are backed up by scientists, do we believe them then?

We have learned that "experts" are not always giving us the whole picture, and often we need to rely on our own knowledge and background and sort through information in order to make sound decisions about our health and consumerism. Whether we realize it or not we regularly use science and technology to make these everyday decisions and to question and find answers to much bigger issues as well. Consider global warming.

• What did you think when you first heard about it?
• Did you believe it, why or why not?
• Did the source of the information impact your opinion?
• Did you have enough background knowledge to understand the competing arguments?

People need a fundamental understanding of science to answer these and many other types of questions they face daily.

These activities foster critical thinking about science and scientific investigation and how to apply it to our daily lives. Students will understand that the purpose of science is to answer questions about the nature of the world. The pre-film activity can also be used as a tool to assess your student’s current understanding of global warming.

After watching the film, students will participate in a "Movie Circle." This format has proven to be an effective instructional strategy that generates greater interest in the subject, more initiative in fulfilling the objectives, and higher levels of comprehension. Because there is minimal intrusion from outside (e.g., the teacher), students in small peer groups feel free to ask questions of each other, listen to opposing viewpoints, explain their own perceptions, and defend their own rationale. The skills developed through this cooperative learning experience will not only help make this a successful assignment, but will also prove invaluable outside the classroom as the students face the complex challenges of careers, daily living, and citizenship.

Activity Option C: Values Assessment and Comparison

The Procedure:

1. Ask students to name a few things that are valuable to them. What things would they not want to live without? This might be a small thing like an iPod or a larger item like a car, or their room.

2. Before viewing the film, ask students to write their top ten most valued values on a piece of paper privately before viewing the film. After they have done this, have them reduce their list to eight by marking through the list. After they have finished, have them reduce their list to five. Give them time to think and consider each choice.

3. After viewing the film, ask them to review their lists again and make any changes.

4. Then ask for volunteers to share their lists with the class. How are the lists similar or different from student to student? Ask them if they think they could come up with a top five or ten list of values for the class.

5. As the discussion takes place ask about some of the effects of different values in the real world? How do people reconcile their different values?

6. How do values have an effect on the problem of global warming & climate change? Write out the compiled class list of values on large paper and post this on a wall of your classroom.

7. Periodically revisit this list throughout the year to make any necessary changes or additions as you address more real world scientific issues.