Discovering El Nino

 

Unit Topic: The Galapagos Islands

Grade Level: Middle School

Basic Concepts: Preservation, Weather

Content Areas: Science, Social Studies, Geography, Economics, Language Arts

Time: 2 hours

 

Objectives

 

Activity 1

Phase 1: The teacher will introduce the topic. Students will then work individually to create a concept web about what they already know or suspect about the effects of El Nino. Once the web is complete, students will choose a partner to work with. The partners will then compare and contrast their webs, adding details to create one larger web.

Materials: paper, pencil, large paper, markers

 

Phase 2: Next, the teacher will lead an interactive discussion about El Nino and the Galapagos Islands. In recent years, two El Nino events have had profound effects on the Galapagos (one in 1982-83, one in 1997-98). More specific information about how an El Nino event occurs, how it has effected the Galapagos, and what precautions have been taken to protect the delicate ecological balance of the Galapagos can be found at http://www.polaris.net/~jpinson/el-nino-1e.html and http://www.polaris.net/~jpinson/el-nino-2.html

Materials: None. It is suggested that the teacher make visual aides to help students better understand the material.

 

Phase 3: Students will then be asked to write one paragraph detailing what they feel is the most profound effect of the 1997-98 El Nino on the Galapagos. They should be sure to include an explanation of the situation and their reasons for labeling it the most important.

Materials: paper, resources

 

Activity 2

Phase 1: There is a great deal of information readily available about the affects of El Nino on specific populations of Galapagos animals. Students will choose one animal to study the effects, if any, of El Nino on its existence. It is suggested that students select the same animal they wrote about in the animal magazine since they will already know a great deal about it and will have a selection of resources. The information they collect will be used in a future lesson plan (see Day 9).

Materials: computer with Internet connections, research materials

 

Phase 2: If applicable, students will make connections between their literature circle novel and the animal they have selected. What does your novel say about the animal you have selected?

 

Assessment: Students will be evaluated on the paragraph they write. A rubric follows. A checklist (based on the rubric) will be given to the students to complete before they turn in their paragraph as a form of self-assessment. The teacher will then complete the rubric, sharing feedback with the individual student and noting any discrepancies. A successful paragraph will have all scores of 3 and 4.

 

Extensions:

  1. Students may collect newspaper and magazine clippings about El Nino so that they can stay informed about the latest developments.

  2. Students can add what the new information they found in Activity 2 to the Discovering Galapagos Animals magazine.

  3. Students can locate on a world map the areas that the 1997-98 El Nino has immediately affected. How do the effects in these regions differ from those in the Galapagos? How are they similar? Are coastal and inland regions affected differently?

 

Resources:

 

 

Other Suggested Resources: