Below are the draft lesson plans developed by the 2017 Teaching Florida’s Climates participants.
Amanda Watson – Kailua Intermediate School, 7th grade Science
“Florida’s Water Stewardship and Awareness Project”
This lesson will address the human-side of the hydrologic cycle by asking students to apply their about the movement of water into a public awareness campaign seeking to address a particular goal such as water conservation or improved water quality.
Brenda Breil – PK Yonge Developmental Research School, 7th grade Science
“Identifying and Diagramming the Effects of Global Warming”
This lesson asks students to map out the systems relationships between biospheres (hydrosphere, atmosphere, etc.) and the secondary effects may have on those systems and their impact on human-life because of climate change.
Carole Prior – Palatka High School, High School English
“Mangroves are Coming”
This multi-day lesson will give students the opportunity to create fictional theater pieces based scientific evidence for climate change. As such, students will explore the perspectives not only of human beings but also of the plants and animals affected.
Denise Pristas, Kathy Poe, and Katrina Madok – Silver Lakes Elementary School, Jacksonville Beach Elementary, and Gerald Adams Elementary School, K-5 STEM and Social Studies
This lesson will focus on the system-relationships embedded in waste removal and ask students to both model cause-effect relationships and explore cultural perceptions by reading Flush, a Carl Hiaasen novel.
Denise Mendoza – Gateway Environmental K-8 Learning Center, 4th grade Social Studies and Science “Springs Then and Now: Where Has the Water Gone?”
This multi-day lesson will review the water cycle in Florida, but use Florida springs as a case-study for further research. Each student using digital newspaper sources such as Chronicling America, oral histories, as well as scientific evidence, will compose a short environmental history essay about Florida’s springs and their degradation over time.
Donna Foust – Professional Academies Magnet at Loften High School, High School English
“Sustainable Human Habits”
This lesson will ask students to examine the concept of the “climate refugees” and its connection to south Florida ecologies and urban areas, particularly Miami. By performing a close reading on two journalistic pieces (including “The Siege on Miami”), students will compose an innovation report that asks students to apply knowledge about sea level rise and climate refugees to their particular professional academy such as robotics or automotive.
Doug Smith – Wilson Elementary, 5th Math/Science
“The Flow, Go with the Flow”
This lesson will ask students to create clay-model maps of the Everglades watershed based on past and current Everglades’ maps from Florida Memory. The activity will demonstrate how human intervention has drastically impacted water flow in the Everglades over the 20th century as Florida became increasingly industrialized.
Eileen Bobeck – Florida Virtual School, High School English
“FLVS Face to Face Workshop”
In this lesson, students will compose an argumentative essay synthesizing scientific evidence with humanistic methods and concepts (such as ethical thinking) about the impact of climate change on Florida. This lesson is practice for the AP Lang exam.
Gina Simonton – Gainesville High School, High School English and 12th grade Global Perspectives
“What Should Be Our Shared Water Ethic for Our Local Land of 1000 Springs?”
This lesson will have students examine the social and environmental impacts of businesses such as landscaping and water bottling, farming, tourism, etc. on Florida springs. Small groups will be responsible for researching a specific thread and report back about the positive/negative impact of that entity and what our ethical obligations are to our local environment.
Jane Martinez – Lake Region High School, High School History and Geography
“Agriculture and Its Environmental Impact”
In this multi-day lesson, students will learn about water, fertilizer, and take a field trip to a local farm. Afterwards, students will research the environmental impact of specific farms such as a cattle or strawberry farm, what is or is not being done address environmental issues, as well as review UN Sustainability standards which will culminate in a discussion about public outreach.
John Dickinson – Oak Hall High School (Master Teacher), High School Science
“Systems Diagram for Environmental Science”
Kathy Berdugo – Archbishop Curley Notre Dame High School, High School Science
“Aquifers: Nature’s Water Fountain”
This lesson will have students, in small groups, research aquifers – where they fit in the water cycle, why they are important (especially in Florida and the southeast US), and how human activity impacts water quality and aquifer sustainability. Using their knowledge, they will coordinate a campaign to “save the aquifers!” The lesson will end with a field trip to a waste water facility.
Kristin Wilson – Oak Hall School, High School Science
“Mangroves: Adaptations and Impacts”
In this lesson, students will research how human institutions and cultural practices affect the migration of mangroves in coastal ecosystems as a result of climate change (for example, it is illegal to cut down a mangrove). Students will conduct fieldwork by potentially conducting oral histories about mangrove migration as well as utilize digital archives, which will culminate in systems diagram and report.
LaShanda West – Cutler Bay Senior High, High School Social Studies (Geography and Law)
“Water Crisis Around The World”
This lesson will have students’ research water scarcity and impact on social institutions in one industrialized country and another that is less industrialized and compare. After conducting their comparison and formulating conclusions, students have to compose a UN Resolution addressing water scarcity.
Lisa Baig and Meghan Hess-Shamdasani – J.P. Taravella High School and SouthTech Academy, High School Science
“Oh the Hugh Manatee”
This lesson will ask students to identify unsustainable resource use in the neighborhood, community, etc. and take to picture will a manatee cut-out with whatever they identify. Afterwards, students will bring in their photographs for a class a broader discussion of sustainability and resource allocation.
Lisa McDonald – Q.I. Roberts Jr-Sr High School, Middle and High School Science
“Our Endangered Springs”
In small groups, students will be assigned a particular Florida spring, read the Restoration Action Plan relevant to their spring, and create a poster synthesizing their own research with the Restoration Action Plan.
Madison Howard – West Florida High School of Advanced Technology, High School Social Studies (Government and Economics)
“Preparing for the Next Hurricane Katrina”
In this lesson, students will learn about the human-impact of Hurricane Katrina, assess New Orleans’s preparation and the role of urban planning, and then assess the preparation of the city of Pensacola (which is at a high-risk of being hit by a major hurricane). The final project will be composing a letter to Pensacola officials detailing improvements the city can make in their preparation for a major storm.
Maggie Dewey – Devon Aire K-8, Elementary Social Studies
“Global Warming, Climate Change”
This lesson will provide an introduction to some of the evidence for climate change and ask students to create basic systems-diagrams from clay, answer reflection questions, and give small group presentations on what they learned.
Nadia King – Spring Hill Elementary, Elementary Social Studies
“Human Impact on the Environment”
In this multi-layered lesson, students will assigned a particular region of Florida to research such as the Withlacoochee Gulf Preserve and present on what environmental changes are taking place. Afterwards, students will dig deeper into scientific and humanistic concepts including the water cycle and writing their own climate fiction by rewriting the end of the Lorax.
Sal Grilli – McArthur High School, High School Science
“Soil Chemistry 101”
In this lesson, students will learn about the importance of soil PH and the nitrogen cycle for agriculture but also analyze these scientific concepts within historical examples such as the Dustbowl and Florida citrus.
Stephanie Moody (Master Teacher), High School Social Studies (Civics)
“Lowell and Indialantic: Why Did They Change?”
Tammara Purdin – Lamarque Elementary School, All Subjects
“Global Warming and Comparisons”
In this lesson, students will study the relationship between climate change and the greenhouse effect; create a double-bubble map comparing South Florida habitats in 1995 to projected geography of habitats in the future to create a visual representation of about the impact of industrialization and climate change in south Florida.
Tonya Clayton – Aqueous Media, LLC, Environmental Science
“Living in Paradise”
In this lesson, students will study Caladesi Island as a case-study for climate change and its effects such as sea-level rise and how coastal environments will have to adapt.