2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 2 Overview: Human Connections to the Physical & Natural World
Content Area: Career & Technical Education / Science
Unit Title: Human Connections to the Physical & Natural World
Primary Author: Jill M. Ross, Environmental Science Teacher, Morris County Schools of Technology
(rossj@mcvts.org)
Target Course/Grade Level: Science & Sustainability / 9th grade
Unit Summary
The lessons within this unit are designed as both problem-based and project-based learning, reflecting a
hands-on, student centered and teacher facilitated approach. In this unit, students will become familiar
with the concept of sustainability. Through research and interactive lessons, students will focus on
analyzing the everyday habits of their family in order to determine the impact that it has on the Earth. The
unit also requires that students use their oral presentation skills to share findings with the class. At the end
of the unit, students will have gained the necessary understanding to make sustainable choices in their
everyday lives.
Primary interdisciplinary connections:
Science, Technology, Social Studies, Economics, Math, Language Arts
21st century themes:
Global Awareness; Financial, Economic, Business, and Entrepreneurial Literacy; Civic Literacy;
Environmental Literacy
Unit Rationale
It is proven that students increase their knowledge and interest when they can connect to the material on a
personal level. In order for students to build a solid understanding of sustainability, they are given the
opportunity to investigate to what extent a product from their own lives is sustainable. They must also
analyze their own habits to personally reflect on resource consumption and waste production. The goal
being that a personal connection will help encourage students to invest in sustainable practices.
Learning Targets
Standards
5.1. Science Practices: Science is both a body of knowledge and an evidence-based, model-building
enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands
encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
5.3 Life Science: Life science principles are powerful conceptual tools for making sense of the
complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in
accordance with rules that govern the physical world, and the order of natural systems can be modeled and
predicted through the use of mathematics.
5.4 Earth Systems Science: Earth operates as a set of complex, dynamic, and interconnected systems, and
is a part of the all-encompassing system of the universe.
6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically
and systematically about how past interactions of people, cultures, and the environment affect issues
across time and cultures. Such knowledge and skills enable students to make informed decisions as
socially and ethically responsible world citizens in the 21st century.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively and to create and
communicate knowledge.
9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking,
collaboration, and problem-solving skills needed to function successfully as both global citizens and
workers in diverse ethnic and organizational cultures.
Content Statements
Related Content Statement for Standard 5.1
 Interpretation and manipulation of evidence-based models are used to build and critique
arguments/explanations.
 Logically designed investigations are needed in order to generate the evidence required to build
and refine models and explanations.
 Mathematical tools and technology are used to gather, analyze, and communicate results.
 Science involves practicing productive social interactions with peers, such as partner talk, wholegroup discussions, and small-group work.
 Science involves using language, both oral and written, as a tool for making thinking public.
Related Content Statements for Standard 5.3
 Stability in an ecosystem can be disrupted by natural or human interactions.
Related Content Statement for Standard 5.4
 The chemical and physical properties of the vertical structure of the atmosphere support life on
Earth.
 Natural ecosystems provide an array of basic functions that affect humans. These functions
include maintenance of the quality of the atmosphere, generation of soils, control of the hydrologic
cycle, disposal of wastes, and recycling of nutrients.
 Natural and human activities impact the cycling of matter and the flow of energy through
ecosystems.
 Scientific, economic, and other data can assist in assessing environmental risks and benefits
associated with societal activity.
Related Content Statements for Standard 6.2
Technological innovation, economic interdependence, changes in population growth, migratory patterns,
and the development, distribution, and use of natural resources offer challenges and opportunities that
transcend regional and national borders. (teachers can make connections to this standard by discussing the
U.S. historical and contemporary involvement with foreign countries as it relates to the extraction,
transportation and processing of resources/products and how it impacts the environment and political
relationships)
Related Content Statements for Standard 8.1
 The use of digital tools and media-rich resources enhances creativity and the construction of
knowledge.
 The use of technology and digital tools requires knowledge and appropriate use of operations and
related applications.
Related Content Statements for Standard 9.1
 Gathering and evaluating knowledge and information from a variety of sources, including global
perspectives, fosters creativity and innovative thinking.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
CPI #
5.1.12.A.2.
Cumulative Progress Indicator (CPI)
Develop and use mathematical, physical, and computational tools to build evidence-based
models and to pose theories.
5.1.12.B.1.
Design investigations, collect evidence, analyze data, and evaluate evidence to determine
measures of central tendencies, causal/correlational relationships, and anomalous data.
5.1.12.B.2.
Build, refine, and represent evidence-based models using mathematical, physical, and
computational tools.
5.1.12.D.1.
Engage in multiple forms of discussion in order to process, make sense of, and learn from
others’ ideas, observations, and experiences.
5.1.12.D.2
Represent ideas using literal representations, such as graphs, tables, journals, concept
maps, and diagrams.
5.3.12.C.2.
Model how natural and human-made changes in the environment will affect individual
organisms and the dynamics of populations.
5.4.12.G.2.
Explain the unintended consequences of harvesting natural resources from an ecosystem.
5.4.12.G.4.
Compare over time the impact of human activity on the cycling of matter and energy
through ecosystems.
5.4.12.G.6.
Assess (using scientific, economic, and other data) the potential environmental impact of
large-scale adoption of emerging technologies (e.g., wind farming, harnessing geothermal
energy).
6.2.12.B.6.a
Determine the global impact of increased population growth, migration, and changes in
urban-rural populations on natural resources and land use.
8.1.12.A.1
Construct a spreadsheet, enter data, and use mathematical or logical functions to
manipulate data, generate charts and graphs, and interpret the results.
9.1.12.B.1
Present resources and data in a format that effectively communicates the meaning of the
data and its implications for solving problems, using multiple perspectives.
Unit Essential Questions
 Why is it important for us to be promoting
sustainability throughout the world?
 How are our current practices/habits impacting
the environment?
 What life and/or societal changes are needed to
make improvements and promote sustainability?
Unit Enduring Understandings
 The resources available on Earth for production
of consumer goods, energy, and everyday living
are limited.
 It is crucial for people to be more aware of the
choices that they make and how those choices
impact the environment locally as well as
globally.
Unit Learning Targets
Students will ...
 Make more informed decisions based on their research and understanding of sustainability and/or
sustainable practices
 Evaluate renewable and nonrenewable resources to better understand the changes that need to exist in
society in order to foster sustainability
 Identify and discuss key steps that need to be taken in order to improve sustainable living and our
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
environment
Evidence of Learning
Summative Assessment (8 days)
At the end of this unit, students will work in groups to create a marketing portfolio for a specific renewable
energy. The portfolio samples will incorporate a wide variety of technology skills, as well as in depth
research and persuasive information on their particular energy.
Equipment needed: Computers, Internet access, printer, lesson handouts, bowls or beakers, spoons,
pebbles or coins, piece of fabric, books, magazines, newspapers, various arts and crafts materials (poster
board, glue, markers, construction paper, etc.), Google Docs, online carbon footprint calculator
Teacher Resources:
 Unit PBL Task
 Unit PBL Rubric
 Various Lesson Handouts
 Lesson #1 Student Handout
 Lesson #2 & 3 Student Handout
 Graphing Student Handout
 The Story of Stuff with Annie Leonard – http://www.storyofstuff.com
 Google Documents – http://docs.google.com
 Online Carbon Footprint Calculator:
 http://www.nature.org/initiatives/climatechange/calculator/
 http://coolclimate.berkeley.edu/
 PBS NOW Global Warming Lesson Plan – http://www.pbs.org/now/classroom/global-warming-lessonplan.pdf
 PBS NOW Global Warming Lesson Resources –
http://www.pbs.org/now/classroom/globalwarming.html
 New Jersey’s Clean Energy Program – http://www.njcleanenergy.com/
 U.S. Energy Information Administration: Energy Kids – http://www.eia.doe.gov/kids/index.cfm
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Formative Assessments







Teacher observations
Group discussions
Class discussions
Research
Questions and answers
Data collection
Graphical data representations – physical and
digital
 Comprehensive definitions









Energy source poster – physical or digital
Graphic organizer
Carbon footprint calculator results
Multimedia presentations
Venn diagram
Persuasive short essay
Model of consumer good’s new life
Intermittent progress checks
Global warming project and presentation
Lesson Plans
Lesson
Timeframe
Lesson 1
~2 Days
Unfortunately, What’s Mine is Yours
Lesson 2
~1 Day
It’s Not Easy Being Green
Lesson 3
~4 Days
Renewable vs. Nonrenewable Resources
Lesson 4
~3 Days
A Not So Long Life
Lesson 5
~7 Days
Making a New Life
Lesson 6
~1 Day
What Size is Your (Carbon) Footprint
Lesson 7
~4 Days
Climate Change
Lesson 8
~8 Days
A Need for Change
Teacher Notes:
 Timeframe of lessons within this unit are based on an 80 minute block or period.
 Always check all websites prior to lesson implementation to make sure that none of the links are
broken before beginning the unit/lesson.
 If necessary, in Lessons #1 & #6, students may require using the Graphing Student Handout, available
in the resources sections.
 In Lesson #1, you can substitute Goldfish Crackers for the pebbles or coins if you feel it will increase
student interest in the activity.
 Before beginning Lesson #2, determine what research strategies and tools groups will be using. There
are a wide range of approaches that can be used for comparing the various definitions for “green” and
“sustainable.”
 Lesson #6 requires students to perform preliminary research the night before the lesson. When you
pick a carbon footprint calculator, be sure to try it out to determine what information students will
need to know (i.e. make and model of car, driving mileage, electric bill, etc).
 Before beginning Lesson #7, be sure to go over the PBS lesson plan and accompanying resources to
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
determine which portions, if not all, will be used in instruction.
 During Lesson #8, it is important to schedule intermittent progress checks with groups throughout the
8 days to monitor their work and ensure that groups are on-task.
 This unit contains lessons to cover a wide range of topics. It can be extended upon in many areas.
Below is a list of potential resources that could be used to do so.
Possible Unit Extensions:
 Read Cradle to Cradle by William McDonough & Michael Braungart
 Watch the documentary An Inconvenient Truth
 Watch the film Garbage! The Revolution Starts at Home
 Perform Global Warming in a Jar lab activity
 Research and discuss Garbage Vortex in the Pacific Ocean
 Allow students to read a book on sustainability based on their interests
 Allow students to play Recycle City
These notes can also be added within the individual lessons
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
 The Tragedy of the Commons Game – www.enviroliteracy.org/article.php?id=1162&print=1
 Energy: We can’t live with it; we can’t live without it –
www.uwsp.edu/natres/eetap/documents/final_project_pc.pdf
 How Big Is Your Footprint –
http://www1.eere.energy.gov/education/pdfs/environment_footprint.pdf
 Energy Alternatives and Conservation –http://www.mrsoshouse.com/pbl/energy/index.htm
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Lesson Plan 1
Content Area: CTE – Science & Sustainability
Back to Lesson Plans
Lesson Title: Unfortunately, What’s Mine is Yours
Timeframe: 2 Days
Lesson Components
21st Century Themes
Global
X
Awareness
Financial, Economic,
Business, and
Entrepreneurial
Literacy
X
Civic
Literacy
Health
Literacy
X
Environmental
Literacy
21st Century Skills
X
Creativity and
Innovation
X
Critical Thinking and
Problem Solving
X
Media Literacy
X
ICT Literacy
X
Communication
and Collaboration
Information
Literacy
Life and Career Skills
Interdisciplinary Connections:
Science, Math, Technology
Integration of Technology:
Digital tables and graphs
Equipment needed:
Activity handout, (“ponds”) bowls or beakers, (“fishing pole”) spoon, (“fish”) pebbles or coins, piece of
fabric (optional), computers, Internet access
Goals/Objectives
Learning Activities/Instructional Strategies
Students:
 Recognize the
importance of
sustainability.
 Develop a plan for
allocating resources
without exhaustion.
 Create a digital graph to
represent the data.
Lesson Sequence
Day 1:
1. Working in small groups, students will be
“fishing” to support their own starving
family. The “pond” is the beaker/bowl, the
“fish” are the pebbles/coins, and their
“fishing pole” is the spoon. Students may
not discuss fishing strategies.
2. Each student in the group gets a chance to
fish during the round. Students may take as
many fish as they would like on their turn,
but if you only take one your family will
starve.
3. In order to increase complexity, the pond
can be covered with fabric. This will
prevent students from knowing how many
fish there are before fishing.
4. Students fish one at a time. Each round is
timed for only 1 minute, limiting fishing
Formative Assessment
Tasks
 Teacher observations
 Questions & Answers
 Graphical data
representation
 Group discussion
 Class discussion
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
time. At the end of the round any remaining
fish randomly reproduce (controlled by
teacher). Continue for 3 rounds.
5. Each student records data throughout each
round, then graph the data using Microsoft
Excel. Students also answer related
questions. This will help monitor the use of
their food resource in the next game.
Day 2
1. Students rejoin their group from the
previous day and discuss their
findings/conclusions about their fishing
habits. Now students will have the
opportunity to manage the use of their food
resource by discussing fishing strategies.
Each pond’s contents will be visible to the
students throughout the game for planning.
2. Each group has access to 2 ponds, a
common pond and your own private pond.
A carrying capacity is set for each – 16 fish
for the common pond and 4 fish for each
private pond.
3. Students are given the chance to fish again
for 3 rounds. Just as before, they may
remove as many as they would like.
However, now at least one fish must be
removed from each pond each round. Also,
carrying capacity must be kept in mind.
4. Fish reproduction remains random and
controlled by the teacher at the end of each
round. But, now students can see the new
fish in the pond and plan accordingly.
5. Each student records data throughout each
round, then graph the data using Microsoft
Excel. Students also answer related
questions.
6. Groups come together as class and discuss
their findings, fishing strategies, etc.
Differentiation
This activity takes a hands-on approach, as well as interpersonal learning through group and class
discussion. However, it also involves a question-answer worksheet for stronger language arts students, and
a graphing component for stronger math and science students.
Resources Provided
 Student Handout
 Graphing Student Handout
Back to Lesson Plans
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Lesson Plan 2
Content Area: CTE – Science & Sustainability
Back to Lesson Plans
Lesson Title: It’s Not Easy Being Green
Timeframe: 1 Day
Lesson Components
21st Century Themes
Global
X
Awareness
Financial, Economic,
Business, and
Entrepreneurial
Literacy
Civic
Literacy
Health
Literacy
X
Environmental
Literacy
21st Century Skills
Creativity and
Innovation
X
Critical Thinking and
Problem Solving
X
Media Literacy
X
ICT Literacy
X
Communication
and Collaboration
X Information
Literacy
Life and Career Skills
Interdisciplinary Connections:
Science, Technology, Social Studies
Integration of Technology
Online research
Equipment needed:
Computers, Internet access, books, magazines, newspapers
Goals/Objectives
Learning Activities/Instructional Strategies
Students:
Lesson Sequence
1. Divide students into small groups (3-5),
 Construct
depending on class size.
comprehensive
2.
Assign each group a specific research tool.
definitions for the words
Examples include:
“sustainable” and
 Different search engines – Google,
“green”.
Duck Duck Go, Cha Cha, etc.
 Analyze the source of a
 Specific organizations – EPA,
definition and relate it
Sustainable Measures, Science Daily,
to the actual definition.
etc.
 Identify how the words

Various college programs/departments
“sustainable” and
 Dictionary, Encyclopedia, etc.
“green” will be used
 Various textbooks, magazines,
throughout the year.
newspapers, research databases
 Types of sustainability –
environmental, corporate, economic,
etc.
3. Have each group research what the words
“sustainable” and “green” mean, using only
their specific research tool.
Formative Assessment
Tasks




Teacher observations
Group discussion
Research
Comprehensive group
definition of
sustainability and green
 Class discussion
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
4. Ask each group to formulate one
comprehensive definition of each word
based on their research.
5. Once definitions have been created, ask
groups to come to the board and write their
definitions to share with the class. Another
option is to have students email them to the
teacher, if you do not want groups’
definitions to be influenced by one another.
6. After all groups have submitted their
comprehensive definitions, discuss as a
class what “sustainable” and “green” can
mean. Be sure to point out what definition
you are focusing on for the year.
Differentiation
Students are provided opportunities to work independently, in small groups, and with the entire class.
Research can also be done with or without technology.
Resources Provided
 Not Applicable
Back to Lesson Plans
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Lesson Plan 3
Content Area: CTE – Science & Sustainability
Back to Lesson Plans
Lesson Title: Renewable vs. Nonrenewable Resources
Timeframe: 4 Days
Lesson Components
21st Century Themes
Global
X
Awareness
Financial, Economic,
Business, and
Entrepreneurial
Literacy
Civic
Literacy
Health
Literacy
X
Environmental
Literacy
21st Century Skills
X
Creativity and
Innovation
X
Media Literacy
Critical Thinking and
Problem Solving
X
ICT Literacy
X
X
Communication
and Collaboration
X
Information
Literacy
Life and Career Skills
Interdisciplinary Connections:
Science, Technology, Social Studies
Integration of Technology
Research; digital poster (optional)
Equipment needed:
Computer, Internet access, handout, printer, paper, poster board, markers, glue, etc.
Goals/Objectives
Learning Activities/Instructional Strategies
Students:
 Identify renewable and
nonrenewable
resources.
 Analyze the impacts of
various energy sources
and their potential in the
future.
 Create a poster to depict
key information about a
specific energy source.
Lesson Sequence
1. Ask class to define “renewable resource”
and “nonrenewable resource.” Give them a
few minutes to brainstorm and think. Then
create definitions of each that the entire
class can agree upon.
2. Ask class “What are these resources
typically used for in society?”
3. Once students have come to conclusion that
our resources are typically used for energy,
have them list different sources of energy
(i.e. coal, oil, natural gas, solar, wind, etc.).
4. Divide the class into as many groups as
there are energy sources that they came up
with, and assign each group a specific
energy source.
5. Each group is responsible for creating a
poster to showcase their energy source.
Posters can be physical (on poster board) or
Formative Assessment
Tasks
 Class discussion
 Group discussion
 Energy source poster –
physical or digital
 Brief presentation
 Graphic organizer
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
6.
7.
8.
9.
digital.
On last day of lesson, when posters are due,
provide students with graphic organizer
handout.
Groups will provide a short presentation of
their poster and energy source. Students
should fill in the handout as groups present.
As groups finish, hang posters on the wall
or display them on a computer (if digital).
When every group has presented, allow
students time to discuss and look at finished
posters to fill in any missing information on
their graphic organizer handout.
Differentiation
Students are given the opportunity to work as a whole class and in small groups. In addition, poster
creation allows students to express the information in their own style using strengths as a group.
Resources Provided
 Student Handout
Back to Lesson Plans
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Lesson Plan 4
Content Area: CTE – Science & Sustainability
Back to Lesson Plans
Lesson Title: A Not So Long Life
Timeframe: 3 Days
Lesson Components
21st Century Themes
Global
X
Awareness
X
Financial, Economic,
Business, and
Entrepreneurial
Literacy
Civic
Literacy
Health
Literacy
X
Environmental
Literacy
21st Century Skills
Creativity and
Innovation
X
Media Literacy
Critical Thinking and
Problem Solving
X
ICT Literacy
Communication
and Collaboration
X
X
Information
Literacy
Life and Career Skills
Interdisciplinary Connections:
Science, Technology, Social Studies
Integration of Technology
Multimedia presentation
Equipment needed:
Computers, Internet access
Goals/Objectives
Learning Activities/Instructional Strategies
Students:
 Research the entire life
cycle of a specific
consumer product.
 Recognize the
importance of recycling,
reusing, etc.
 Create a multimedia
presentation.
Lesson Sequence
1. Begin with a brief class discussion on the
life cycle of consumer goods.
2. Each student selects an item to investigate.
3. Students research the life cycle of a specific
consumer good.
 What is it made of?
 Where do those materials come from?
 What happens to it once it’s “used”?
 Is it typically recycled or reused?
4. Students create a presentation of their
product showcasing its typical life cycle.
Formative Assessment
Tasks




Teacher observations
Class discussion
Research
Multimedia presentation
Differentiation
Students are provided the freedom to choose an item to research based on their interests.
Resources Provided
 Student Handout
 The Story of Stuff with Annie Leonard – http://www.storyofstuff.com
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Lesson Plan 5
Content Area: CTE – Science & Sustainability
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Lesson Title: Making a New Life
Timeframe: 7 Days
Lesson Components
21st Century Themes
Global
X
Awareness
X
Financial, Economic,
Business, and
Entrepreneurial
Literacy
Civic
Literacy
Health
Literacy
X
Environmental
Literacy
21st Century Skills
X
Creativity and
Innovation
X
Critical Thinking and
Problem Solving
X
X
Media Literacy
X
ICT Literacy
X
Communication
and Collaboration
X
Information
Literacy
Life and Career Skills
Interdisciplinary Connections:
Science, Technology, Social Studies, Language Arts
Integration of Technology
Multimedia presentation
Equipment needed:
Computer, Internet access, various materials depending on product’s new life
Goals/Objectives
Students:
 Research ideas for a
“new life” for their
consumer good.
 Build a model or
representation of their
product’s new life.
 Continue creating a
multimedia
presentation.
 Present their project to
the class.
Learning Activities/Instructional Strategies
Lesson Sequence
1. Using the research from the lesson, A Not
So Long Life, students must think of a way
to extend the life cycle of their chosen
consumer product by turning it into
something else.
2. Students investigate areas/points where the
life of the product can be extended.
 Are there new developments for
reusing/recycling this item or its parts?
 Can you think of a way to repurpose
the item?
3. Each student creates a representation of this
new life by taking their original product and
making the new item.
4. Students document the creation of the “new
life” of their product and add it to their
original presentation. Documentation can be
descriptions, photos, drawings, etc. created
by the student.
Formative Assessment
Tasks





Teacher observations
Class discussion
Research
Multimedia presentation
Physical
representation/model of
product’s “new life”
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
5. Each student presents their final project
(presentation and physical
representation/model) to the class.
Differentiation
Students may develop the physical representation of their product’s new life in a multitude of ways.
Documentation can also involve the use of technology, photography, drawing, writing, etc.
Resources Provided
 Student Handout
 Internet Resources about “Repurposing”
 http://www.5minutesforgoinggreen.com/68/repurpose-your-life/
 www.repurposenj.com
 http://fbsc.org/?p=396
Back to Lesson Plans
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Lesson Plan 6
Content Area: CTE – Science & Sustainability
Back to Lesson Plans
Lesson Title: What Size is Your (Carbon) Footprint
Timeframe: 1 Day
Lesson Components
21st Century Themes
Global
X
Awareness
Financial, Economic,
Business, and
Entrepreneurial
Literacy
Civic
Literacy
Health
Literacy
X
Environmental
Literacy
21st Century Skills
Creativity and
Innovation
X
Media Literacy
Critical Thinking and
Problem Solving
X
ICT Literacy
Communication
and Collaboration
X
Information
Literacy
Life and Career Skills
Interdisciplinary Connections:
Science, Technology, Math
Integration of Technology
Online tables and graphs
Equipment needed:
Computers, Internet access, Google Docs, Online Carbon Footprint Calculator
Goals/Objectives
Learning Activities/Instructional Strategies
Formative Assessment
Tasks
Lesson Sequence
 Teacher observation
1. Individually, students use an online
 Class discussion
program to calculate their carbon footprint.  Carbon footprint
2. Each student inputs their overall CO2
calculator results
production into a shared Google Doc
 Shared class Google Doc
spreadsheet. The Doc will be used by the
and graph
class to graph and compare footprints.

Group data collection
3. Students break into groups of 3-4 and select
and graph
one area in the online calculator program to
further collect data on from the entire class.
4. Groups design an additional Google Doc
spreadsheet and collect data from the entire
class for one particular area in the calculator
program. The Doc will be shared with the
rest of the class in table and graph form.
5. Groups use their own Doc and data to
analyze and compare with the overall CO2
production of the class. Then the group will
report their findings to the class.
Differentiation: Students can be offered an alternative method for how they can complete this lesson,
Students:
 Calculate their annual
CO2 emissions using an
online program.
 Create data tables and
graphs as a class and in
smaller groups.
 Identify daily activities
that consumer energy
and resources.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
research and document their findings that will reflect a variety of learning styles and student interests.
Resources Provided
 Google Documents – http://docs.google.com
 Graphing Student Handout
 Online Carbon Footprint Calculator:
 http://www.nature.org/initiatives/climatechange/calculator/
 http://coolclimate.berkeley.edu/
 EPA Emission Facts – http://www.epa.gov/oms/climate/420f05001.htm
Back to Lesson Plans
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Lesson Plan 7
Content Area: CTE – Science & Sustainability
Back to Lesson Plans
Lesson Title: Climate Change
Timeframe: 4 Days
Lesson Components
21st Century Themes
Global
X
Awareness
Financial, Economic,
Business, and
Entrepreneurial
Literacy
Civic
Literacy
Health
Literacy
X
Environmental
Literacy
21st Century Skills
X
Creativity and
Innovation
X
Critical Thinking and
Problem Solving
X
Media Literacy
X
ICT Literacy
X
Communication
and Collaboration
X
Information
Literacy
Life and Career Skills
Interdisciplinary Connections:
Science, Language Arts, Technology
Integration of Technology
Perform research; construct persuasive essay; possible use of technology in final project depending on
student choice
Equipment needed:
Computer, Internet access
Goals/Objectives
Learning Activities/Instructional Strategies
Students:
 Describe the greenhouse
effect and explain its
relationship with global
warming.
 Formulate opinions on
the issue of global
warming/climate change
and its potential effects.
 Develop possible
actions to take in order
to diminish the causes
and effects of climate
change.
Lesson Sequence
The Public Broadcasting Service (PBS) has
created a program, NOW, that provides
informative and educational research to help
people analyze important issues. Through this
program, they have developed a thorough
lesson plan on climate change that forces
students to think for themselves and examine
the evidence.
1. Read over the PBS Global Warming Lesson
Plan at:
http://www.pbs.org/now/classroom/globalwarming-lesson-plan.pdf
2. Determine what portions, if not all, of the
lesson plan is useful for a specific class.
3. Follow the lesson plan, utilizing the PBS
resources at:
http://www.pbs.org/now/classroom/globalw
Formative Assessment
Tasks





Class discussion
Group discussion
Venn diagram
Persuasive short essay
Final project – various
choices available
 Project presentations
(optional)
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
arming.html
4. Whenever necessary make adjustments to
provided lesson plan, or extend upon lesson
with additional provided resources.
Differentiation
Students are provided choices when developing their final project depending on their skill sets and
interests.
Resources Provided
 PBS NOW Global Warming Lesson – http://www.pbs.org/now/classroom/globalwarming.html
Back to Lesson Plans
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Lesson Plan 8
Content Area: CTE – Science & Sustainability
Back to Lesson Plans
Lesson Title: A Need for Change
Timeframe: 8 Days
Lesson Components
21st Century Themes
Global
Awareness
Financial, Economic,
Business, and
Entrepreneurial
Literacy
Civic
Literacy
Health
Literacy
X
Environmental
Literacy
21st Century Skills
X
Creativity and
Innovation
X
Media Literacy
X
Critical Thinking and
Problem Solving
X
ICT Literacy
X
Communication
and Collaboration
X
Information
Literacy
Life and Career Skills
Interdisciplinary Connections:
Science, Technology, Economics
Integration of Technology
Various digital marketing samples
Equipment needed:
Computer, Internet access
Goals/Objectives
Learning Activities/Instructional Strategies
Students:
 Research using a variety
of digital sources.
 Determine the validity
of digital sources.
 Identify advantages and
disadvantages to
renewable energy
sources.
 Justify ideal locations
for renewable energy
sources.
 Explain how renewable
energy sources work.
 Create a marketing
portfolio to promote a
specific renewable
energy source .
Lesson Sequence
1. Students are divided into 5 small groups
and given the chance to reread the Unit
PBL.
2. Each group is assigned a specific renewable
energy.
 Solar
 Wind
 Hydropower
 Geothermal
 Biomass
3. Students begin researching information
about their specific alternative energy,
including how it works, its potential uses,
prime locations in NJ, a cost-benefit
analysis, etc.
4. Groups divide up tasks for creating a
professional marketing portfolio for a
company specializing in their specific
renewable energy.
Formative Assessment
Tasks




Teacher observations
Group discussions
Research
Intermittent progress
checks
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
5. Students create marketing samples using a
wide variety of technology tools including
business cards, brochures, flyers, etc. The
goal is for students to “sell” their energy
and its uses/potential as an alternative fuel
source.
6. When marketing materials have been
completed, groups will assemble them into
an organized portfolio and share them with
the class.
Differentiation
Students are provided with options when creating their summative assessment (marketing samples)
depending on their skill sets and interests. Groups can even divide marketing samples to specifically tailor
each member’s strengths.
Resources Provided
 Climate Change Summit: Clean as a Breeze –
http://www.time.com/time/magazine/article/0,9171,987536,00.html
 New Jersey Governor Chris Christie Speaks on Renewable Energy –
http://markets.flettexchange.com/2010/04/29/new-jersey-governor-chris-christie-speaks-onrenewable-energy/
 With an eye on state’s future, Christie signs wind power bill –
http://www.northjersey.com/news/101139714_With_an_eye_on_state_s_future__Christie_signs_wind
_power_bill.html
 National Renewable Energy Laboratory – http://www.nrel.gov/
 New Jersey’s Clean Energy Program – http://www.njcleanenergy.com/
 Clean energy laws, utility costs make New Jersey a solar hotbed –
http://www.nj.com/business/index.ssf/2010/08/clean_energy_laws_utility_cost.html
 Geothermal Education Office – http://geothermal.marin.org/
 U.S. Energy Information Administration: Energy Kids –
o http://www.eia.doe.gov/kids/energy.cfm?page=geothermal_home-basics
o http://www.eia.doe.gov/kids/energy.cfm?page=solar_home-basics
o http://www.eia.doe.gov/kids/energy.cfm?page=wind_home-basics
o http://www.eia.doe.gov/kids/energy.cfm?page=biomass_home-basics
o http://www.eia.doe.gov/kids/energy.cfm?page=hydropower_home-basics
Back to Lesson Plans
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
LESSON REFLECTION
Reflect on the lesson you have developed and rate the degree to which the lesson Strongly,
Moderately or Weakly meets the criteria below.
Lesson Activities:
Strongly Moderately Weakly
Are challenging and require higher order thinking and
problem solving skills
Allow for student choice
Provide scaffolding for acquiring targeted knowledge/skills
Integrate global perspectives
Integrate 21st century skills
Provide opportunities for interdisciplinary connection and
transfer of knowledge and skills
Foster student use of technology as a tool to develop
critical thinking, creativity and innovation skills
Are varied to address different student learning styles and
preferences
Are differentiated based on student needs
Are student-centered with teacher acting as a facilitator and
co-learner during the teaching and learning process
Provide means for students to demonstrate knowledge and
skills and progress in meeting learning goals and objectives
Provide opportunities for student reflection and selfassessment
Provide data to inform and adjust instruction to better meet
the varying needs of learners
Curriculum Design Template
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Content Area: Career & Technical Education
Course Title: Science & Sustainability
Grade Level: 9th
Unit Plan 1
Pacing Guide
Unit Plan 2
Pacing Guide
Human Connections to the Physical & Natural
World
Unit Plan 3
Pacing Guide
Unit Plan 4
Pacing Guide
Unit Plan 5
Pacing Guide
Unit Plan 6
Pacing Guide
Date Created:
Board Approved on:
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.