Unit/Lesson Plan Unit Title: The Relationship of the Environment to Family and Consumer Resources Unit/Lesson Sequence: Unit will follow Sanitation, Nutrition, Culinary Arts, and Measurements Units. Subject/Topic Area: Family and Consumer Science (FACS) Grade Level 7 and 8 Introductory Unit for Exploratory Arts Unit Designer: Key Vocabulary/Phrases Reduce (Conserve), Reuse, Recycle, Food Chain, Habitat, Ecology, Ecosystem, Government Regulations, Natural Resources, Scavenger, Hydroponic Farming Susannah de Sousa Time Frame: 3 Weeks 2 Unit Goal(s): Includes Concepts/Skills (Kudos), Cognitive levels, Big Ideas and Essential Questions Concepts: Students will understand how nonbiodegradable substances created by technology have altered the Natural Environment and the Relationship of the Environment to Family and Consumer Resources. Students will be able to describe ways in which technology has created changes in our personal lives, society, and the world of work in both positive and negative ways. Students will demonstrate basic computer operation skills in a variety of applications to access and organize information. Big Idea: Students will make reasonable estimates using arithmetic operations and be able to make wise environmental decisions. Essential Questions: How do you conserve fuel by keeping clean appliances/machines/vehicles? Why are small appliances more energy efficient than the range top? Why is cooking an entire meal in the oven energy efficient? What happens when you constantly open the oven door? Why is it important to have leaking faucets repaired? How should you dispose of household/vehicle chemicals? Why should you fill a dishwasher with a full load? Why is food a precious resource? How can you conserve food? How can trash be reduced, reused and recycled? How do environmental decisions made today affect future generations? 3 Content Standard(s): Include complete information for Priority Standards and Performance Benchmarks for Mastery; include numbers of secondary standards and benchmarks. New Mexico Family and Consumer Science Comprehensive Standards: 2.0 Evaluate Management Practices Related to the Human, Economic, and Environmental Resources. 2.2 Analyze the relationship of the environment to family and consumer resources. NM Career Readiness Standards and Benchmarks 5-8 18.3.6 Demonstrate basic computer operation skills in a variety of applications to access and organize information. 18.3.7 Describe ways in which technology has created changes in our personal lives, society, and the world of individuals and family members. 18.4.6 Demonstrate positive behaviors, conduct, and social manners for school, work, and community. 18.4.7 Demonstrate goal direction, self-discipline, and task commitment in the completion of assignments. 18.4.8 Demonstrate an understanding of ethical behavior and its importance in human relationships and society. FACS Reasoning for Action: 3 Analyze practical reasoning components. 3.2 Analyze short-term and long-term consequences on self, family, culture/society, and global environment. NM 6-8 Mathematics Standards for Number and Operations: Students will understand numerical concepts and mathematical operations. N.2: Understand the meaning of operations and how they relate to one another 7.N.2.1, 7.N.2.6, 8.N.2.2. N.3: Complete fluently and make reasonable estimates. 8.N.3.2 NM 6-8 Mathematics Standards for Data Analysis and Probability: Students will understand how to formulate questions, analyze data, and determine probabilities. D.1 Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. 6. D.1.1, 8.D.1.3 D.2 Select and use appropriate statistical methods to analyze data. 6.D.2.1, 7.D.2.3, 8.D.2.8 4 Activities and Proven Teaching Methods: Conservation at Home: kitchen; clothing; donation of reusable materials; recycling; yard and garden; machines and motor vehicles; recreation. Activities include reading for understanding, graphic organizers, computer research with mini-computers, PowerPoint presentations via minicomputers, designing board games for concept attainment via minicomputers, using on-line conversion computer programs to create line and bar graphs and explain statistical conversion, answering critical thinking questions, various forms of foldables to explain and review concepts and vocabulary (pocket books, pop-up graphs, bill board projects, tab book variations,etc). Conservation and Environment: eco-cycle, unnecessary waste and trash; recycling fuels and materials; alternative energy sources; water environments; land reclamation and farming; International, state and local laws providing environmental protection. Activities include reading for understanding, graphs, charts, and moving between numerical, tabular and graphical representations of linear relationships. 5 Differentiated Instruction: Students will be differentiated by student need: Readiness differentiation, Interest differentiation, and Learning profile differentiation. 6 Assessment/Data Analysis: Formative and Summative Assessments inform students of the following: Where am I going? Where am I now? How can I close the gap? Assessments are based on varying levels of understanding: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. 7 8 Re-teaching/Enrichment: Formats offering student choice, Student projects, Paired reading and question responses, Mini- lessons, Tasks tiered by demonstrated readiness, Reading Revision, Tasks supported with technology resources. Reflection: This unit is used in Home Economics and Health Classes. Students are enthusiastic about learning about the earth as a habitant that was directly related to their health and standard of living. This revised unit takes advantage of mini-computers for research, game activities and to display and analyze data.