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High School Learning Center Heats Up With Unit on Global Warming

In a recently-completed instructional unit on Global Warming, the cohesive team approach was demonstrated by the High School Learning Center (HSLC) teaching staff and students. The Guiding Question for the unit - What can I learn about the environment and global warming that will help me create meaning in the present so that I can make informed choices that will improve my life and the lives of others?  - set the tone for meaningful learning. According to English Language Arts and HSLC lead teacher Ms. VanVleet, the Global Warming exploration began with a viewing of the award-winning documentary An Inconvenient Truth. The movie prompted much discussion, and each student chose a topic for further research through sources like the companion book and Web site. Research topics varied from habitat loss of polar bears to political repercussions to geographical changes predicted, and the students either wrote an essay or prepared and delivered a PowerPoint^® presentation to support their findings.

In addition, all students chose a local, state or national politician, researched that politician's job and field of power, and wrote a letter requesting support and action. One of our students wrote to a member of the Subcommittee of Science Justice about air quality, increased pollen and the effect this has on those with allergies and lung problems. This student suffers from many allergies, so this issue was extremely relevant to him, says Ms. VanVleet. Many students received thoughtful responses, including one from the Gaffer District that expressed pleasant surprise at seeing youths and young adults in our community so interested in making a difference.

We designed a complementary Science project in which we made mini-greenhouses out of cardboard boxes and plastic, says Ms. Vogel, who teaches Earth Science, Living Environment and Integrated Science. The students then recorded the rise in temperature and compared the covered greenhouses to boxes covered in screening. The data collected demonstrated the effects of greenhouse gasses. One student's interest in alternative fuels inspired an additional Science exploration. Four Integrated Science students found a recipe for biodiesel fuel, and then collaborated with a CCC auto mechanic professor, a farmer and a CCC biochemist to make a batch of biodiesel fuel from restaurant waste oil. A local entrepreneur who owns and runs a veggie oil car came to talk to the students about his experiences in making his own fuel, and showed students the conversion that he performed on his Volvo so that it could run on free gasoline.

The benefit of this integrated team approach to learning is the variety of perspectives that we can provide for the students, says Ms. Vogel. We all have different areas of strength and experience, and we try to introduce additional viewpoints through connections with community members, and from documentaries and other media sources. What could be more relevant?