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 Back to Lesson Plans 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.