In your GIN workshop you will engage your audience with an activity. There are many ways to do this as long as the audience participates actively.

 

Global Issues Network

 

CP4: Workshop Activity

 

[Student Name]    [Class Block/Period]

 

Workshop Introduction

 

Schedule

 

Materials

 

Activity description and directions

 

Your role - what will you be doing throughout

 

Checkpoint Directions

 

Check for Resources and Activities under this checkpoint that will help you complete this checkpoint.

 

Write drafts of the key sections of your workshop here.

 

Organize the final drafts in the final product.

 

Checkpoint Checklist

 

Done

 

These things must be done or included for this CP to be completed.

 

Use the rubric for additional guidance.

 

See the workshop final product for a final checklist

 

In this checkpoint, use human population data and other evidence to make a connection between human population and the issue you have

Global Issues Network

CP2: Human Population Growth

[Student Name]    [Class Block/Period]

Student Work: Making Connections

Student Work: Interpreting Population Pyramids

Self-Assessment: Making Connections and Inferences

Level

Rationale - Write a short paragraph justifying the numerical level score you chose using key terms from the rubric and examples from your work.

Self-Assessment: Interpreting Data/Info to Make Valid Claims

Level

Rationale - Write a short paragraph justifying the numerical level score you chose using key terms from the rubric and examples from your work.

Checkpoint Directions

Check for Resources and Activities under this checkpoint that will help you complete this checkpoint.

Write a connection between human population growth for each of the 5 environmental issues identified by GIN.  There should be a clear cause and effect relationship identified for each.

Complete the activity in class, Power of Populations.

Choose a selection of population pyramids, global population graphs, and/or the demographic transition graph.  Analyze each and then explain the connections between them.

Checkpoint Checklist

Done

These things must be done or included for this CP to be completed.

Use the rubric for additional guidance.

There is a clear and detailed cause and effect connection made between human population growth and each of the 5 GIN environmental issues.  The explanations are clearly written in complete sentences.

Images of the data being analyzed are included and readable.

Each representation of data is analyzed.

Connections between the data are clearly explained.

CP2: Human Population Growth

[Student Name]    [Class Block/Period]

Student Work: Making Connections

Student Work: Interpreting Population Pyramids

Self-Assessment: Making Connections and Inferences

Level

Rationale - Write a short paragraph justifying the numerical level score you chose using key terms from the rubric and examples from your work.

Self-Assessment: Interpreting Data/Info to Make Valid Claims

Level

Rationale - Write a short paragraph justifying the numerical level score you chose using key terms from the rubric and examples from your work.

Checkpoint Directions

Check for Resources and Activities under this checkpoint that will help you complete this checkpoint.

Write a connection between human population growth for each of the 5 environmental issues identified by GIN.  There should be a clear cause and effect relationship identified for each.

Complete the activity in class, Power of Populations.

Choose a selection of population pyramids, global population graphs, and/or the demographic transition graph.  Analyze each and then explain the connections between them.

In this project you address 5 related to the environment. Choose which issue you will work to solve with the project. Write a guiding question.

Student Work: Global Issue

Student Work: Essential Question

Student Work: Misconception and Counterclaim

Self-Assessment: Asking Questions

Level

Rationale - Write a short paragraph justifying the numerical level score you chose using key terms from the rubric and examples from your work.

Checkpoint Directions

Choose a global issue to research for this project:

Check for Resources and Activities under this checkpoint that will help you complete this checkpoint.

Go to the GIN 20 Global Issues page and choose one of the issues from the first column, “Sharing our planet: Issues involving the global commons”.  There are six to choose from. You can click on the issues to read more about them.

Describe the issue you chose (your own words in complete sentences) in the box above, Student Work: Global Issue.

In your description connect your issue to human population growth.

Write an essential question. Use the rubric as a guide. Write your question in the box above, Student Work: Essential Question. Your question should be related to a solution for your issue.

Identify a misconception about your issue and critique it.        

Use the attached Resource: Common Environmental Misconceptions if you need help identifying a misconception.

Research the science concepts related to the misconception.

Write your critique. Part of your critique must address science concepts and/or data. Check with your teacher if you think yours is an exception.

Your critique should conclude with an explanation for why it is a misconception and what the correct concept it.

Checkpoint Checklist

Done

These things must be done or included for this CP to be completed.

Use the rubric for additional guidance.

Issue from GIN Global Issues: Sharing our planet: Issues involving the global commons chosen and described.

Essential question written to guide your research. The question should focus on a solution.

One misconception identified and a critique is written about it.

The critique of the misconception leads to an explanation of the correct concept based on science facts and/or data.