BALTIMORE COUNTY PUBLIC SCHOOLS
DRAFT DOCUMENT
PROJECT INNOVATION 2011
TR.SYMPOSIUM.01
ENVIRONMENTAL LAWS AND ASSESSMENT
Unit
Topic
Course Indicator(s)
Technology Literacy
Standards
Theme/Enduring
Knowledge
Advanced Technology
Education Objective(s)
Alignment
Integration of STEM in the Life Science or Physical Science
Environmental Laws and Assessment
4.1 Students will develop an environmental impact report for individual invention/innovations.
Standard 3.0 - Use a variety of technologies for learning and collaboration.
Standard 4.0 - Use technology to communicate information and express ideas using various media
formats.
Standard 5.0 - Use technology to locate, evaluate, gather, and organize information.
Overview
How will my invention/innovation impact the environment?
2.3.1 Explain that ethical considerations are important in the development, selection, and use of
technologies.
2.3.2 Identify and explain how the alignment of technological processes with natural processes
maximizes performance and reduces negative impacts on the environment.
2.3.3 Identify and explain how humans devise technologies to reduce the negative consequences of other
technologies.
2.3.4 Explain that decisions regarding the implementation of technologies involve the weighing of tradeoffs between predicted positive and negative effects on the environment.
5E Lesson Plan
Components
Engagement
Exploration
Curriculum Resources
SR.SYMPOSIUM.01A
Brief Description
Video Clip from Safari Montage “Global Environmental Issues.”
Students create an environmental impact statement
BALTIMORE COUNTY PUBLIC SCHOOLS
Explanation
Extension
Evaluation
Duration
DRAFT DOCUMENT
PROJECT INNOVATION 2011
TR.SYMPOSIUM.01
SR.SYMPOSIUM.01A
Students read sample environmental impact statement
Patent Application or Newsletter Article
Environmental Impact Analysis
One 90-minute Class Period
Pertinent Information
Vocabulary
carbon footprint
environmental impact
Prerequisite Knowledge
To be successful with these concepts, students should have prior knowledge of:
human impact on the environment
Misconceptions
Common student misconceptions
Many students may have a tendency to focus their Environmental Impact Analysis on just the environmental implications of their
invention/innovation. It is important for students to include the social implications of their project as well.
Teacher skill and strategy clarification
Search the Internet for various examples of Environmental Impact Analysis statements to provide as examples to students. This is a new
concept for students and may require extra time.
Engagement Ideas
Ask students to brainstorm for 3 – 5 minutes about how their daily actions impact the environment.
Differentiation Strategy Overview
Students can work in groups if there is less time available. If some students have extra time after the design/build phase, they can
prepare a more in-depth report on the environmental and social impacts of their invention/innovation.
Sample Assessment Questions
N/A
Brainstorm– Engagement
BALTIMORE COUNTY PUBLIC SCHOOLS
Necessary
Materials
Technology
Resource/Type
Estimated Time
Instructional
Strategies
Learning Style
Ancillary Materials
General Notes
Necessary
Materials
Technology
Resource/Type
Estimated Time
Instructional
Strategies
DRAFT DOCUMENT
PROJECT INNOVATION 2011
TR.SYMPOSIUM.01
N/A
MindMeister for concept mapping
10 minutes
 Students will brainstorm for the prompt “What have you done in the past 24 hours that impacted the
environment?” Students will list at least four ways in which they have impacted the environment.
 Teacher will list the responses in a mind map and will add any relevant factors that students do not present.
Field Independent, Visual, Auditory
N/A
N/A
Environmental Impact of Innovation – Exploration
SR.SYMPOSIUM.01A
Computers with Internet access
75 minutes
 Distribute SR.SYMPOSIUM.01A. Show various clips from Safari Montage video- “Global Environmental
Issues.” Allow students to answer questions. Discuss answers with the class. Have students read the
paragraphs about environmental impact analysis. Allow students time to use the computers to research their
invention/innovation and begin prescribing the environmental impact analysis of their innovation.
Answers to Introduction Questions:
1) Answers will vary. Possible student answers include: There is trash in the stream in my backyard. I
went to Los Angeles and saw all of the smog. During the summer, my grandparents wear a respirator
mask because of the air pollution.
2) Answers will vary. A possible student answer may be: Some inventions may be harmful to the
environment. Some inventions may improve the environment.
3) Answers will vary. A possible student answer may be: Because the developing world is concerned with
BALTIMORE COUNTY PUBLIC SCHOOLS
DRAFT DOCUMENT
PROJECT INNOVATION 2011
TR.SYMPOSIUM.01
hunger problems and sanitation problems- making the world a better place to live isn’t a high priority.
4) Answers will vary. A possible student answer may be: Yes, I agree with these statements because in
order to grow a company or business, it has to comply with the world and environment. If the planet is
too polluted for people to continue to live on it, than the company will surely parish as well.
Answers to Questions about Environmental Impact Statements
1) The purpose of an environmental impact analysis is to assess, critique and publicize the impact of your
project on the natural world. This includes both long and short-term effects.
2) Much of this analysis depends upon assumption because we cannot predict what will happen in the
future, much of it is just speculation. The product may react with another future product that has not
been created yet- that could be a possible cause of assumption.
3) The best way to limit assumptions is through careful experimentation and thorough research.

Learning Style
Ancillary Materials
General Notes
Necessary
Materials
Technology
Resource/Type
Estimated Time
Instructional
Strategies
Environmental Impact Analysis answers will vary based upon students selected topics and projects. They
should be well thought-out and carefully written. Teacher should complete Symposium Rubric to assess
each student’s presentation.
Field Independent, Visual, Global, Reflective
N/A
 After students complete the chart of their own environmental impact analysis, they could assemble a report
of their information to either present to the class during the Symposium and Showcase.
Environmental Impact of Innovation – Explanation
TR.SYMPOSIUM.01A
Computers with Internet access
LCD Projector
Headphones
Two 90-minute Class Periods
 Class opening question: How do you think your invention/innovation will impact society?
 Show video clip (3-minute), “E-Waste” (Katie Couric). Refer to TR.SYMPOSIUM.01A for video link. The
teacher will lead a class discussion about global problem of e-waste. Possible discussion questions include:
BALTIMORE COUNTY PUBLIC SCHOOLS





DRAFT DOCUMENT
PROJECT INNOVATION 2011
TR.SYMPOSIUM.01
o What happens to your computer when you buy a new one?
o Why is e-waste such a problem?
o Why is e-waste causing such an environmental impact?
o Why is so much e-waste generated?
o What other electronic equipment are contributing to e-waste?
o What will happen if you ignore e-waste?
o Where do the computers go after they are ground up?
Teacher will show the video Ghana: Digital Dumping Ground (part 1 & 2; 20-minutes total). Refer to
TR.SYMPOSIUM.01A for video links. The teacher will use Think-Pair-Share strategy. A possible prompt
to ask before students view the videos: How is e-waste impacting underdeveloped countries?
Students will use the interactive Web sites (with head phones) as resources in order to examine how the
manufacturing process of products impacts the environment (Refer to TR.SYMPOSIUM.01A for links.):
o The Story of Electronics (10-minutes).
o The Story of Stuff (20-minutes).
Students will answer these questions after interacting with the Web sites:
o How do manufacturing processes impact the environment?
o What are some possible ways manufacturing processes can maximize performance and reduce
negative impacts on the environment?
Student will research at least three online Web sites or articles and evaluate how their invention/innovation
will impact the environment (Refer to TR.SYMPOSIUM.01A for article links.);
o Not in Our Back Yard.
o BAN Basel Action Network
o After Dump, What Happens To Electronic Waste?
o Poverty or Poison? China’s Dire Choice in an Electronic World
o Can My Computer Poison Me?
o Electronic Waste A Public Health Issue.
o Working to End the Global E-Waste Epidemic.
Students will answer these questions after reading the online articles:
o Explain how decisions concerning manufacturing processes involve tradeoffs that impact the
environment.
o Identify and explain how you can use technology to reduce the negative consequences to the
BALTIMORE COUNTY PUBLIC SCHOOLS
DRAFT DOCUMENT
PROJECT INNOVATION 2011
TR.SYMPOSIUM.01
environment.
Learning Style
Ancillary Materials
General Notes
Necessary
Materials
Technology
Resource/Type
Estimated Time
Instructional
Strategies
Learning Style
Ancillary Materials
General Notes
Necessary
Materials
Technology
Resource/Type
Estimated Time
Instructional
Strategies
Learning Style
Field Independent, Visual, Global, Reflective
N/A
 Teacher may choose to use Web 2.0 tools (For example Edmodo)
 After students record reflections, they will present the environmental impact information concerning their
invention/innovation to the class during the Symposium and Showcase.
Symposium and Showcase – Extension
Student presentation materials
Computer/LCD
Included with Symposium and Showcase
 Students will include main ideas from their environmental impact report in their presentations for the
Symposium and Showcase.
Field Independent, Visual, Auditory
N/A
N/A
Environmental Impact Report – Evaluation
Environmental Impact Report
Technology needs depend on student presentations, may include the following:
Student computers
LCD Projector
Included in Symposium
 Students will turn in their Environmental Impact Report.

Students will include main points of their report in their presentation for the Symposium and Showcase.
Field Independent, Reflective, Verbal
BALTIMORE COUNTY PUBLIC SCHOOLS
Ancillary Materials
General Notes
N/A
N/A
DRAFT DOCUMENT
PROJECT INNOVATION 2011
TR.SYMPOSIUM.01