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.

 

Background: One of your final products will be participation in a Socratic seminar, a type of discussion that is common in college courses. In these types of discussions, you and your peers will use knowledge and skills to tackle a complex, open ended topic. In your discussion, the topic will be sustainability.  

How should we work towards environmental sustainability while meeting the needs of a growing human population?

Environmental science takes place in a social and cultural context. Understanding and solving environmental science problems requires knowing both the scientific background and how the solution would impact those involved. In addition, scientific solutions are described precisely and grounded in scientific evidence. Preparing notes, questions, and ideas will help you make strong contributions to this discussion!

Instructions: As you explore the Focus Areas, case studies, and topics related to this project, organize your notes, ideas, and questions below. You will be able to draw on these notes during your Socratic discussion.

After Completing This Checkpoint

Contributing to Evidence-based Discussions

Score from rubric:

Rationale:

Selection of Evidence

Score from rubric:

Rationale:

Instructions: Consider this prompt: “What experiences, attitudes, and perspectives do you bring when considering environmental science issues?” In this Checkpoint, outline your thinking and discuss your ideas with a small group. Consider how you can use key terms and ideas in environmental science as well as details about your experiences in order to describe your environmental outlook.

Before Your Discussion

Prepare Notes

Outline your response to the prompt in the box below. Then, write a few questions to ask your peers to better understand their environmental outlooks.

Set Goals

As you get ready for the discussion, set at least two specific goals for your participation during the discussion. Use the Contributing to Evidence-based Discussions and the Norms/Active Listening rubrics in the Platform to inform your goals.

Sample Goals:

I plan to share at least one piece of information from my Preparation notes during the discussion.

I plan to connect my ideas to something another person says during the discussion.

What is your first goal?:

What is your second goal?:

During Your Discussion

You may take notes in the box below.

After Your Discussion

Next Steps

What ideas came up in the discussion that you can use to add to or refine your My Environmental Outlook Essay?

Self Assessment

Look back at the Contributing to Evidence-based Discussions and the Norms/Active Listening rubrics. How well did you show your skills in this discussion?

Self Evaluation

Skill

Rationale

Contributing to Evidence-based Discussions

Norms/Active Listening

What is one POSITIVE way you contributed to the discussion?

What is one way you could improve when contributing to the discussion?

My Environmental Outlook Essay

Directions: Write 0.5 - 1 page short essay in response to the following prompt. Refer to the rubric for Selection of Evidence as you refine your work.

AP Exam Connection: In addition to content knowledge, this skill is among the most valued skills on AP Environmental Science Free Response Questions. Think about how you can strengthen your use of specific terms or ideas and sufficient details or examples as you push the quality of your writing in this course.

Prompt: What experiences, attitudes, and perspectives do you bring when considering environmental science issues?

Your response: