Duration
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45
minutes
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Grade Level
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9th-12th graders
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Unit Title
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Globalization
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Lesson Title
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Pollution in China
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Objectives
Write 2-5
objectives stating expected learner outcomes
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*Help
students realize how something like pollution in China can affect globalization.
* increase the students vocabulary and ability to analyze
using pollution in China as a case study.
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Materials and Resources:
Whiteboard
and markers
References:
FDA Consumer Mercury In Fish Cause for Concern, by the FDA, last
updated updated by clb 1999-APR-19,
http://www.fda.gov/fdac/reprints/mercury.html
Bush, Kerry Are Worlds Apart on Trade Issues, August 15, 2004, By Evelyn Iritani, LA Times,
http://www.latimes.com/business/la-fi-trade15aug15,1,4793239.story?coll=la-headlines-business
Pollution in China in the Economist (August 21, 2004).
http://www.economist.com/displaystory.cfm?story_id=3104453
From the Economist, Don't
drink the water and don't breathe the air - And don't expect the
government's environmental watchdog to do much about it.
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Anticipatory Set
List
specific statements or activities you will use to focus students on the
lesson for the day
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*Discuss the subject of pollution locally
*What can
the US do about pollution in our country?
*Read the
Economist article on pollution in China
*Can we
do anything about the pollution in China? (5 minutes)
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Objective/Purpose
For the
student's benefit, explain what students will be able to do by the time they
successfully complete the lesson.
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*We need to understand how pollution in
China can affect people around the world.
*To
discuss have a better understanding of the world around us.
* Students will then at home use the Internet to find
further resources on the topic, and write a one page essay on this.
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Input
What
information is essential for the student to know before beginning and how
will this skill be communicated to the students
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*Discussion questions:
· Has anyone gone to
China? What is your impression of China compared to the US?
· What is the average
wage in China per year ($1000)? Does this vary across China?
· How does pollution
in China affect other countries?
· Why was the fog so
thick in London at the time of Jack the Ripper (pollution caused by burning
coal, which is very similar to the current pollution in China).
· Will
China improve it’s environment in the future?
· What is the Olympics
doing to Beijing’s amount of pollution? Why is this important to China?
· What power does
public opinion have in a democracy, verses other forms of government?
· What is Green mean
environmentally?
· What type of
activities is done in the US to reduce pollution? Has your family ever
had a car smog checked? (15 minutes)
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Model
If you
will be demonstrating the skill or competence, how will this be done?
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*Go over vocabulary.
(If students have trouble with a word, help them break it down into syllables
and learn how to dissect a word for meaning.)
· Environment
· Globalization
· Hamlets
· Reservoir
· Rubbish
· Filtration
· Bureaucratic
· Rigidity
· Stagnation
· Green
· Influx
· Poverty
· Tariffs
· Developing country
· NAFTA (15 minutes)
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Check for Understanding
Identify
strategies to be used to determine if students have learned the objectives
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Have your
answers to the questions asked at the beginning of class changed in any way?
*Discuss
the subject of pollution locally
*What can
the US do about pollution in our country?
*Read the
Economist article on pollution in China
*Can we
do anything about the pollution in China?
(5 minutes)
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Guided Practice
List
activities which will be used to guide student practice and provide a time
frame for completing this practice.
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Have the
students take Cornell notes during the discussion and keyword study, for
future reference.
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Closure
What
method of review and evaluation will be used to complete the lesson?
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Give the assignment for doing further
research and writing a one page paper on pollution. (5 minutes)
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Independent Practice
List
homework/seatwork assignment to be given to the students to ensure they have
mastered the skill without teacher guidance.
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Two search examples: "Mercury
poisoning in Japan” and “Nafta environmental issues”.
*Explaining of use of Internet to get further resources for one
page paper on information paper about the Asian Environment.
*Include requirement of bringing printouts of pages they
found useful, and why. Two articles required.
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Assessment
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Did the students participate in the
discussion? Do you need more or less
time for certain activities? What would you do differently or the same, next
time the lesson is taught?
*Next
class period, have the students share some of the information found in
researching their papers
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