1. IntroductionTasksProcess Evaluation ConclusionFor Teachers INTRODUCTION: You and a friend were minding your own business the other evening when you overheard your parents discussing something they had read in the paper. All you could hear were a few words and phrases – something about Louisville being an island and Louisville’s average temperature increasing at a fast rate. This caused you both to wonder what they could be talking about (as you didn’t think Louisville was anywhere near the ocean, and you think Louisville is already hot enough). Let’s start investigating! If you have questions during your investigation, please e-mail me at apetti01@bellarmine.edu.

2. IntroductionTasksProcess Evaluation ConclusionFor Teachers TASKS: Please choose one of the following tasks to complete and display: Task #1: Choose a fact or idea that you learned about heat islands or about the possibility that Louisville has an urban heat island. Make a poster informing the community about the issue. Task #2: Consider whether you think Louisville needs to have more green space. Write a letter to the mayor of Louisville explaining your position. Include a discussion of what you learned and support your position.

3. IntroductionTasksProcess Evaluation ConclusionFor Teachers PROCESS : There are 10 steps for you to follow. 1 Choose a partner. Part of your grade will be on your ability to work together with a partner to complete the assignment. 2 Brainstorm. Work with your partner to write down at least four reasons why you think Louisville’s temperature is increasing at a faster rate than similar cities. 3 Webquest. Visit the Internet sites on the following this and the following 2 pages to learn more about what might be happening to Louisville and why. Write some notes from each sites. Next Process Page 4 Click on this sentence and read this article from the Courier-Journal regarding Louisville and the Heat Island impact. 5 Click on this sentence and read this editorial from the Courier-Journal regarding the information in the article.

4. IntroductionTasksProcess Evaluation ConclusionFor Teachers PROCESS (continued): 6 Watch these videos regarding heat islands and related information. Previous Process Page Next Process Page 7 Read these items from the Environmental Protection Agency’s website explaining a heat island. #1#2

5. IntroductionTasksProcess Evaluation ConclusionFor Teachers PROCESS (continued): 8 Read these items from the Environmental Protection Agency’s Website explaining ways to reduce the impact of heat islands. #1 #2 9 Click on this sentence and read this description of why to protect urban green space. Previous Process Page Discuss your findings with your partner, pick one of the tasks, and complete your task. 10

6. IntroductionTasksProcess Evaluation ConclusionFor Teachers Excellent Good Satisfactory Needs Improvement Cooperation with Partner We worked together on the project and shared the responsibility of learning. We were able to work together to complete the project. We could not agree on what we should be doing so we wasted time. We worked independently. Following Directions I followed all of the directions and stayed on task while I was working on my project. I followed the directions but I had to be reminded to stay on task. I did not follow directions. I was frequently off-task. I did not listen to the directions so I did not know what to do. Brainstorm We wrote at least 4 ideas.We wrote 3 ideas.We wrote 2 ideas.We wrote 0 or 1 idea. Use of Resources We compiled notes from all nine sites. We compiled notes from 6 – 8 sites. We compiled notes from 4 – 5 sites. We compiled notes from 3 or fewer sites. Organization of Poster or Letter Information is very organized and clearly supports the main idea(s). Information is organized and clearly supports the main idea(s). Information is organized but does not clearly support the main idea(s). Information is not organized. Poster I had all of the following: - I chose an important fact or idea to illustrate. - My poster includes ideas from several sources. - The poster is neat and colorful. - Everything is spelled correctly. I had 3 of the following: - I chose an important fact or idea to illustrate. - My poster includes ideas from several sources. - The poster is neat and colorful. - Everything is spelled correctly. I had 2 of the following: - I chose an important fact or idea to illustrate. - My poster includes ideas from several sources. - The poster is neat and colorful. - Everything is spelled correctly. I had 1 or less of the following: - I chose an important fact or idea to illustrate. - My poster includes ideas from several sources. - The poster is neat and colorful. - Everything is spelled correctly. Letter I had all of the following: - I formed an opinion to write to the Mayor. - My letter includes ideas from several sources. - The letter is at least five paragraphs. - Each paragraph includes an introductory sentence, details, and a concluding sentence. - There are no grammatical or punctuation errors. I had 3 of the following: - I formed an opinion to write to the Mayor. - My letter includes ideas from several sources. - The letter is at least five paragraphs. - Each paragraph includes an introductory sentence, details, and a concluding sentence. - There are no grammatical or punctuation errors. I had 2 of the following: - I formed an opinion to write to the Mayor. - My letter includes ideas from several sources. - The letter is at least five paragraphs. - Each paragraph includes an introductory sentence, details, and a concluding sentence. - There are no grammatical or punctuation errors. I had 1 or less of the following: - I formed an opinion to write to the Mayor. - My letter includes ideas from several sources. - The letter is at least five paragraphs. - Each paragraph includes an introductory sentence, details, and a concluding sentence. - There are no grammatical or punctuation errors.

7. IntroductionTasksProcess Evaluation ConclusionFor Teachers You have now learned how heat islands are formed, what they can do, and how to reduce their impact. Think about these lessons as you walk around your neighborhood and consider how you might lessen the impact of an urban heat island.

8. IntroductionTasksProcess Evaluation ConclusionFor Teachers Urban Heat Islands – How They are Formed and How Their Impact Can be Reduced. A WebQuest for 5 th Grade Science Designed by Andrew Petti – apetti01@bellarmine.eduapetti01@bellarmine.edu Students will understand that heat energy moves in predictable ways, flowing from warmer objects to cooler ones, until both objects reach the same temperature. Kentucky Core Content for Science Assessment Version 4.1 SC-05-4.6.5. Students will demonstrate this knowledge by drawing conclusions from their reading and formulating either a poster or a letter regarding their conclusions. Accommodations / Modifications Students with different learning styles may be grouped together. Students with special needs may be provided with additional time or other accommodations as required.