Welcome to the Google
Math and Science Initiative
The Greening of Science
Methods
•Applicable
Standard(s): CA State
Framework and Standards
•Grade Level: Middle/High School
•Lesson Author(s):SCED 173 F11
Science Lesson Task Summary
Create a lesson plan on Sustainability
within your content area ( Bio, Geo,
Chem, Phys)
 Look for ways to integrate this lesson
plan with other subject content areas
 Note the use of technology within the
lesson plan for learners or/and instruction

Tick Tick Tick Boom! (Human
Population Growth)
•Applicable
Standard(s):
6b. Students know how to analyze changes in an
ecosystem resulting from changes in climate,
human activity, introduction of non-native species,
or changes in population size.
6c. Students know how fluctuations in population
size in an ecosystem are determined by the
relative rates of birth, immigration, emigration, and
death.
•Grade Level: High
•Lesson Author(s):
Kwong
School
Christine
Lesson Summary
This lesson demonstrates that current
trends of population growth and how it
will affect the standards of living now and
in the future.
 Students will be able to extrapolate their
current research findings to figure out the
world population in 2100.

BAESI July 26-28
http://upload.wikimedia.org/wikipedia/commons/thumb/b/b7/Population_curve.svg/550px-Population_curve.svg.png
2011: SUSTAINABILITY
Lesson Components: Content
 Capturing Interest (Student connection):
Earth Apple Demo on the human population’s effect on
the Earth’s resources

Resources: A Demo a Day: Earth Apple Demo (page 286)

Own Power point
 Content Delivery ( Accessible to Student):
Content Delivery is a Power point Presentation that
includes a review of population dynamics and human
population growth

Content Interaction (Student Activity):
Human Population Explosion Video

http://www.youtube.com/watch?v=4BbkQiQyaYc
Lesson Components
Integration of other content area(s):
 Math- students will take current research
data and extrapolate to figure out population
in 2100
 Social Studies- Looking at history for
population growths and declines; looking at
the future based on what is happening

http://www.ciese.org/curriculum/popgrowthproj/activity9.html
Balancing Greenhouse Gases
•Applicable
Standard(s):Chemistry - 3a.
Students know how to describe chemical
reactions by writing balanced equations.
•Grade Level: 9-12
•Lesson Author: Colleen Carey
Lesson Summary
Students do a greenhouse mini-lab to see
how greenhouse gases affect the earth’s
temperature.
 Teacher presents a short lecture about
greenhouse gases
 Students do a worksheet where they
practice balancing equations which
produce greenhouse gases

BAESI July 26-28 2011: SUSTAINABILITY
Lesson Components: Content

Capturing Interest: Show an ugly picture of
pollution


Content Interaction: Greenhouse Mini-Lab


http://kassandraproject.files.wordpress.com/2007/12/ai
r-pollution-systems.jpg
http://www.yale.edu/ynhti/curriculum/units/2007/4/07.
04.05.x.html
Content Delivery: Powerpoint presentation about
greenhouse gases
Lesson Components

Integration of other content area(s):
Balancing Equations

Worksheet: Balancing Pollution
The True Cost of Food
•Applicable
Standard: 8:6c- Students know that living organisms
have many different kinds of molecules, including small ones, such as
water and salt, and very large ones, such as carbohydrates, fats,
proteins, and DNA.
•Grade Level: 8
•Lesson Author: Kate Brown
http://www.sierraclub.org/truecostoffood/
12
Lesson Summary
•The
main project for The Chemistry of Living Systems unit involves
writing a menu plan that reflects their knowledge of necessary
macromolecules, recommended daily intake of vitamins and minerals,
as well as portion sizes in a healthy diet.
•The sustainability lesson provides an opportunity to extend on the
impact of food on the human body, and instead discuss how food
choices impact our environment.
http://www.sierraclub.org/truecostoffood/
13
Lesson Components: Content
Capturing Interest:
Introduce The True Cost of Food as something that will forever change the way
students eat or shop for food.
 Content Delivery:
Show The True Cost of Food, a cartoon video about the hidden costs behind
food choices.
 Resources: The True Cost of Food (film), produced by The Sierra Club.
 Content Interaction:
Students complete an accompanying worksheet during the movie that highlights
the hidden costs of foods, as well as the differences between buying local and
buying from a big-box store. Additionally, students will be asked to write a
supplementary paragraph for their menu plan, which reflects their newfound
understandings of sustainability in food choices.

http://www.sierraclub.org/truecostoffood/
14
Lesson Components

Integration of other content areas:
 Social Studies - impact of food choices on society
 Nutrition/Health - impact of food choices on the body
 Math - measuring portion sizes and counting quantities
http://www.sierraclub.org/truecostoffood/
15
Population and Natural
Selection
Applicable Standard(s):7.3.b Students know
the reasoning used by Charles Darwin in
reaching his conclusion that natural selection
is the mechanism of evolution.
•Grade Level: 7
•Lesson Author(s): Kymber Marine
Lesson Summary

Students will begin by observing a power point
that will go over the important terms and
concepts in a way that will provide visual
connections for ELLs and students in need of
special resources. The power point portion of
the lesson will also encompass time for class
discussion and sharing with partners. If
necessary the lesson can include floor
discussion to refocus attention. The lesson will
progress to an activity that will demonstrate the
issues of sustainability that population growth
can place on an environment.
BAESI July 26-28 2011: SUSTAINABILITY
Lesson Components: Content
Capturing Interest (Student connection):
Strange Days on Planet Earth DVD excerpts
 Content Delivery ( Accessible to Student):
Power Point
 Content Interaction (Student Activity):
Population Lab

Lesson Components

Integration of other content area(s):
Linear and exponential progressions
demonstrated in the lab
Mass, Acceleration,
and Going Green
•Applicable
Standard(s):
• Physics 1c: Students know how to apply the law F = ma to
solve one-dimensional motion problems that involve
constant forces (Newton’s second law).
• Investigation and Experimentation 1m: Investigate a
science-based societal issue by researching the literature,
analyzing data, and communicating the findings.
•Grade Level: 9-11
•Lesson Author(s):
Nicholas Honda
Lesson Summary
There are many transportation options
available to us. Most vehicles use fossil
fuels which pollute our environment and
contribute to global warming.
 Students will work in groups to
investigate and present real data on the
mass, acceleration, carrying capacity, and
fuel costs of various vehicles.

BAESI July 26-28 2011: SUSTAINABILITY
Lesson Components: Content

Capturing Interest: Cite carbon footprint
statistics related to transportation.
◦ Resources:
http://hdr.undp.org/en/statistics/data/climatechange/footprints/
 Content
Delivery: Students gather vehicle
data according to a guided activity
worksheet.
◦ Resources: http://www.fueleconomy.gov/

Content Interaction: Student groups
present their findings to the rest of the class.
Lesson Components

Integration of other content area(s):
Students use dimensional analysis to
calculate acceleration and fuel use given 060 mph times and gas mileage data.
How Green are Hydrogen and
Corn-Based Fuels?
•Applicable
Standard: Chemistry 7e
(Hess’s Law)
•Grade Level: High School
•Lesson Author: Nick Zabalza
Lesson Summary
My lesson incorporates analyzing what is
written in a news article followed by questioning the authority the article assumes in
relation to how green alternative fuels really
are. The students learn about thermochemical equations and Hess’s Law before applying these concepts to the evaluation of
how green hydrogen and corn-based fuels
are.
BAESI July 26-28 2011: SUSTAINABILITY
Lesson Components: Content





Capturing Interest:Warm-up has the
students reading quotes about how green a
CNN article claims hydrogen fuel is followed
by describing what they know about the
sustainability of hydrogen fuel.
http://articles.cnn.com/2001-03-16/tech/hydrogen.cars_1_hydrogen-carshydrogen-vehicle-bmw/2?_s=PM:TECH
Content Delivery: Lecture on thermochemical equations. Students teach
themselves Hess’s Law.
Peter Atkins and Loretta Jones “Chemistry Molecules, Matter, and Change 3rd Ed.” W. H.
Freeman and Company:New York, 1997, pgs. 194-200, 212-217
Content Interaction: Students apply
Chemistry knowledge (especially Hess’s
Law) by determining the sustainability of
hydrogen and corn-based fuels.

Dr. Karen Singmaster
Lesson Components: Sequencing
Hydrogen Fuel Warm-up
 Lecture on thermochemical equations.
 Lecture Exploration: Hess’s Law
 Summarization Lecture of Hess’s Law
Lecture Exploration
 Sustainability Worksheet

Lesson Components

Integration of other content areas:
◦ Math: Manipulation of equations as part of
Hess’s Law could be used in Algebra.
◦ History or English: Portions of lesson could
be adapted for a “Media Literacy” unit.
Carbon Dioxide and Ocean
acidification.
•Applicable
Standard(s):
Chemistry 2a; 3a, c; 5b, d, f, g; 6d; 9b, c
Investigation & Experimentation 1a, k, l
•Grade
Level: 9-12
•Lesson Author(s): Paul Durdle
Lesson Summary
Students will perform a laboratory
experiment to see the effect of increasing
ocean acidification on sea shells over a
period of several weeks.
 They collect data on the mass and pH of
the samples. Learning sample handling
and data recording techniques.
Concluding with a lab report.

Lesson Components: Content

Capturing Interest

Content Delivery Laboratory
Describe Lab activities and
ask them to hypothesize about effects they might see.


Resources: Materials per Lab sheet.
Content Interaction (Student Activity):
Exploring the Effect of Acidification on Shells
 Resources: Lab is a shortened lab derived from
http://reinat.com/lpmnm/benthic_reef_environment/lesson5/
Acidification and Shells. Limited by equipment
Lesson Components

Integration of other content area(s):
Students record data over a period of weeks. The reporting
of data can provide opportunities for data analysis and math
integration.
Biology and food webs can be discussed too.
 Resources: http://earthtrends.wri.org/updates/node/245
Conclude with map after lab reports completed to compare
hypothesis. Discuss ways to mitigate CO2
What’s For Dinner?
•Applicable
Standard(s): 2F, 3B, 5C
•Grade Level: 9-12
•Lesson Author(s): Sara Bourbour
Lesson Summary

Students learn the standards about Mendel’s laws and
genetic engineering by seeing its application in
agriculture. Crop plant genes have been mixed for
thousands of years; selective breeding is just a primitive
form of genetic modification. GMO’s arose from the
potential benefits of increased yield and enhanced
nutrition, but controversy arises from the concerns of
antibiotic resistance & impacts on humans.
Sustainability is integrated into the lesson by talking
about the agricultural impacts of GMO’s.
Lesson Components: Content
Capturing Interest : Do Now:What
Similarities & Differences Do You See
Between the Pairs of Fruits/Vegetables?
 Content Delivery: PowerPoint, NYT
Article, Film Inc.


http://opinionator.blogs.nytimes.com/2011/02/15/why-arent-g-m-o-foods-labeled/

http://www.foodincmovie.com/img/downloads/foodinc_PDF_091008.pdf

Content Interaction : Do Now,
Discussion, Write a Short Story
Lesson Components: Sequencing
Do Now
 NYT Article & Discussion
 Film clip from Food Inc.
 Discussion about film in groups
 Reflection: Short story
 Research at grocery store

Bioengineering Solutions to
Global Warming.
•Applicable
Standard(s): Bio1f, 5c
•Grade Level: 9-11
•Lesson Author(s): Alec Glassford
Lesson Summary



Releasing CO2 from fossil fuels at a rate higher than can
be absorbed by the biosphere produces an increase in
atmospheric and oceanic CO2 levels.
Students will use their knowledge of photosynthesis to
“genetically engineer” a plant to provide a trait that will
increase its CO2 absorption. These creations will be
displayed on a poster the students construct.
More practical solutions, such as reducing energy
consumption will be discussed during class closure.
BAESI July 26-28 2011: SUSTAINABILITY
Lesson Components: Content

Think/pair/share:
Global warming is largely caused by a rise in
atmospheric carbon dioxide molecules. Where do these
molecules come from?
Carbon cycle lecture with guided notes.
 Plant design and poster construction.
 Closure discussion:

What can we do right now in our daily lives to limit our
contributions to carbon dioxide emissions?
QuickTime™ and a
decompressor
are needed to see this picture.
Sample from guided notes:
If more carbon dioxide is produced than is absorbed by the
biosphere, it will produce an increase in carbon dioxide in the
________________ and ________________ carbon stores.
Lesson Components
Can be integrated with:
Chemistry: balancing equations.
Math: calculating carbon dioxide absorption.
Osmosis
•Applicable
Standard(s):1a: Students know cells are
enclosed within a semi permeable membrane that
regulate their interaction with their surroundings
•Grade Level: 9-12
•Lesson Author(s):
Dean Nguyen
Lesson Summary
Students will be performing a lab to understand
permeable, and semi permeable membranes
 Students will see that the membrane of the
gummy bear is permeable as they observe it
gain in both weight and size.
 Once they observe the concept, Students will
be shown a water filter and asked how is
osmosis applicable in this situation?

BAESI July 26-28 2011: SUSTAINABILITY
Lesson Components: Content



Capturing Interest - Students will be given a
bag containing gummy bears which they will
not be allowed to eat until after.
Content Delivery – Short Powerpoint about
Osmosis and presentation of a water filter
Content Interaction – Lab activity with
gummy bears and using knowledge gained
from lab, apply that knowledge to the water
filter
Lesson Components

Integration of other content area(s):
Mathematics is an integration in the lab
where they have to measure the results of
mass and circumference size of the gummy
bear both horizontally and vertically.
Chloroplast, Going GREEN!
•Applicable
Standard(s): 7.1.d- Students know
that mitochondria liberate energy for the work
that cells do and that chloroplasts capture
sunlight energy for photosynthesis.
•Grade Level: 7th
•Lesson Author(s): Jamie
Newton
Osmosis
•Applicable
Standard(s):1a: Students know cells are
enclosed within a semi permeable membrane that
regulate their interaction with their surroundings
•Grade Level: 9-12
•Lesson Author(s):
Dean Nguyen
Lesson Summary
Students will be performing a lab to understand
permeable, and semi permeable membranes
 Students will see that the membrane of the
gummy bear is permeable as they observe it
gain in both weight and size.
 Once they observe the concept, Students will
be shown a water filter and asked how is
osmosis applicable in this situation?

BAESI July 26-28 2011: SUSTAINABILITY
Lesson Components: Content



Capturing Interest - Students will be given a
bag containing gummy bears which they will
not be allowed to eat until after.
Content Delivery – Short Powerpoint about
Osmosis and presentation of a water filter
Content Interaction – Lab activity with
gummy bears and using knowledge gained
from lab, apply that knowledge to the water
filter
Lesson Components

Integration of other content area(s):
Mathematics is an integration in the lab
where they have to measure the results of
mass and circumference size of the gummy
bear both horizontally and vertically.
Lesson Summary
Students will be introduced to terrestrial
sequestration, the carbon cycle and how
plants, especially the role chloroplast play,
in recycling carbon dioxide.
 Students will be given supplemental
readings on deforestation and terrestrial
sequestration, be shown a PowerPoint,
watch a clip on chloroplast and carry out
a lab showing the effects of
photosynthesis.

Lesson Components: Content
Capturing Interest (Student connection): “Who
Dunnit” – photos of deforestation
 Deforestation Picture
 Content Delivery ( Accessible to Student): Short
PowerPoint, Articles on the Sequestration and
Deforestation
 Deforestation Article
 Terrestrial Sequestration Article
 Content Interaction (Student Activity):
Terrestrial Sequestration Lab
 Adapted from: Climate Status Investigations
Lesson Components

Integration of other content area(s):
Math – Predict future trend lines for excess
carbon in the United States

Resources: Carbon Emission Trends
All done….