TE 408: Unit Plan Guide
Name: Faye Blumberg
Mentor Teacher: Dan Anibal
Partner: Abigail Istvan
School: Bath Middle
Part I: Information about the Lesson or Unit
Topic:
Type of Class



Grade level(s): 7
Type of school: Rural
Tracking level: College bound
Abstract
The students in this unit will be learning about human consequences on the
earth. These consequences can be affecting the ocean, land surface, atmosphere, and
geosphere. In this unit students will address what we as humans are doing that’s
affecting Earth in which we live. We’ll discuss the negative (and some positive) impacts
of our actions and come up with possible solutions. We haven’t discussed any human
consequences directly in class but students know about acid rain, water pollution, air
pollution etc. from experiences and their everyday life. Over the three days the students
will get a chance to research their topic, create a presentation, and think about any
possible solutions.
Part II: Clarifying Your Goals
Big Ideas
From driving to leaving our shower running, humans often lose sight on the
impacts we have on our environment. Everyday actions in our household and workplace
are having large impacts on the world we live. These actions have been ongoing for
decades now, but we’re now starting to feel and see the repercussions. These actions
are affecting many areas of the earth from the ocean, to the land, atmosphere, and
geosphere. These impacts have been changing the surface of the earth and
atmosphere as well as effecting survival.
The ocean is constantly being polluted with chemicals and trash. Each year 60
million gallons of oil is dumped into the ocean every year. These oils along with
other chemicals are polluting the water are ingested and then kill the fish. All animals in
the food chain have an affect on other animals. Thus, when some animals are dying,
this affects the food intake on others. Trashes along with other items are also constantly
being poured into the ocean. When plastic pop cans holders are thrown in the ocean,
fish get stuck and end up suffocating.
It’s been recently hypothesized that the increase in co2 in the atmosphere is
raising the temperature in the atmosphere. The greenhouse gas effect is the term given
to the hypothesis that co2 released holds the solar energy in the atmosphere. Co2 is
released in its greatest amount with the burning of fossil fuels. Other sources of Co2 in
the atmosphere include deforestation and increased release of CO2 from the oceans.
Farming, surface mining, landfill producing, deforestation, and overpopulation are
other ways humans are having substantial impacts on the environment. Landfills can
create run-off or seepage. This can pollute the ground and the water. Deforestation
destroys habitats of many populations as well as decreases the amount of trees that are
taking in co2. Indirectly, this increases the amount of co2 in the atmosphere.
Overpopulation can create food shortages as well as the increase need for
deforestation. Urban development had major impacts on the environment in which it’s
built. All of these previously described can gradually get worse if we as a society don’t
work to improve. We as a whole can come up with solutions and ways to decrease the
impacts we have on the environment.
Experiences, Patterns, and Explanations
Observations or experiences
(examples, phenomena, data)
Patterns (laws,
generalizations, graphs,
tables, categories)
Explanations
(models, theories)
Incoming Ideas
See smog released from factories
Trash on the ground
Landfills
Bull dozers removing trees from an
area
Houses in an area previously
inhabited by trees
Leaving water running for too long
Recycling bins in their house
Spray cans now saying “No CFCs”
Fossil fuels burning
Smog released from factories
Deforestation
I think my ss have many
incoming observations and
experiences but don’t see the
large effect and impact
humans are having on the
world.
Goal/Target EPEs
Co2 is realized (or kept) into
the atmosphere
The solar energy reflected
back into the atmosphere is
trapped by the c02
molecules and kept close to
Trash on the ground
See/smell landfills
see farmers spray pesticides
Landfills and other chemicals
on the ground can seep
through the soil and
contaminate it
Water running when brushing teeth
Taking long showers
Watering grass often
Major rivers running dry
Water tables falling
Ten percent of fresh water is
used for residential purposes.
Twenty Percent of Fresh
Water is used by Industry.
The Number One Cause of the
Shortage of Fresh Water:
Global Warming
More people in an area require
more food
Natural habitats are being
destructed by the removal of
trees
Food shortages in many countries
Trees being cut down and houses
being built
extinction of many animals and plants
earth
chemicals can alter the
metabolism of soil
inhabitants as well effect
the food chain
Fresh water is an infinite
resource
Every year, more than 81
million people add the
world-wide population
Application: Model-based Reasoning – using models/theories to explain
experiences
Inquiry: Finding and Explaining Patterns in Experience
http://www.webofcreation.org/Earth%20Problems/water.htm
http://biocab.org/Overpopulation.html
Objectives for Student Learning
Michigan Objectives
1. E.ES.07.41 Explain how human activities (surface mining,
deforestation, overpopulation, construction and urban
development, farming, dams, landfills, and restoring
Type
Content
natural areas) change the surface of the Earth and affect the
survival of organisms.
2. E.ES.07.42 Describe the origins of pollution in the atmosphere,
geosphere, and hydrosphere, (car exhaust, industrial emissions, acid
rain, and natural sources), and how pollution impacts habitats, climatic
change, threatens or endangers species.
Content
Synthesized Unit Objectives
1. Students should be able to explain and describe sources of pollution in the atmosphere and
its impacts on the Earth. This includes cfcs, co2, and other atmosphere polluting chemicals, and
how these chemicals are contributing to acid rain and the ozone hole.
2. Students should be able to describe and explain the sources of pollution in the ground and
oceans, as well as their impacts on Earth. This should include landfills, pollution seepage and
runoff.
3. Students should be able to explain the greenhouse effect, what’s causing it, and how It’s
changing the earth.
4. Students should be able to explain deforestation and the impacts it has on the area.
5. Students should be able to describe the impacts and consequences of overpopulation.
Part III: Assessment and Activities
Synthesized Unit
Objectives
Summative Assessment
Major Activity
(Inquiry or Application)
1. Students should be able
to explain and describe
sources of pollution in the
atmosphere and its impacts
on the Earth. This includes
cfcs, co2, and other
atmosphere polluting
chemicals, how these
chemicals are contributing
to acid rain and the ozone
hole.
In groups of three each student will write a
paragraph on one of the following; how we
pollute our atmosphere, how this is impacting
our climate and lifestyle, and what we can do to
stop it or slow its impacts down.
They will share each with each other their ideas come up with
a brochure to be given out at a conference dealing with
climate change and pollution.
2. Students should be able
to describe and explain the
sources of pollution in the
ground and oceans, as well
as their impacts on Earth.
This should include
landfills, pollution seepage
and runoff.
3. Students should be able
to explain the greenhouse
effect, what’s causing it,
and how It’s changing the
earth.
In groups of three each student will write a
paragraph on one of the following; how we
pollute our atmosphere, how this is impacting
our climate and lifestyle, and what we can do to
stop it or slow its impacts down.
They will share each with each other their ideas come up with
a brochure to be given out at a conference dealing with
climate change and pollution.
After watching a utube video, students will take
a short quiz. It deals with ideas and concepts
covered in the video; what is a greenhouse gas,
how is co2 affecting the climate, how does co2
get into our atmosphere etc.
Students will simulate the greenhouse effect with the popbottle activity shown here.
http://www.suite101.com/article.cfm/science_students/89666.
After they create their systems and perform their experiment,
they will write a short description of how the pop-bottle with
plastic wrap relates to our own earth, and the impacts this is
having on our environment.
4. Students should be able
to explain deforestation and
the impacts it has on the
area.
Students will read the following article and
complete the following quiz
On a test, students will observe pictures before and after a
deforestation event. They will have to come up with at least
three impacts deforestation has and explain how they
5. Students should be able
to describe the impacts and
consequences of
Students will complete a worksheet dealing with
birth rates and death rates (what each one
shows and the fact that the birth rate is 3X the
http://kids.mongabay.com/lesson_plans/
lisa_algee/deforestation.html
As a test essay question students will have to answer the
following questions Why do you think that population growth
overpopulation.
death rate). They will use their laptops provided
and have to find the population growth rate of
two different countries
might be a source of concern?
What potential environmental, economic and social problems
are associated with overpopulation?
http://www.suite101.com/article.cfm/science_students/89666