Conner+Scace+(Biology)+Unit+Plan

Conner Scace

Due: March 25, 2014 Reading & Writing Across the Curriculum

Unit Plan (Human Population and Environmental Impacts)

**//(Expecting that each biology class will be 90 minutes long)//**

**__Essential Questions:__**
 * 1) 1. Should human population be controlled? Why or why not?
 * 2) 2. In what ways has the environment been impacted by human population growth?
 * 3) 3. How can humans live in harmony with their environment?
 * 4) 4. In what ways can a growing population maintain a sustainable environment?

**__Day 1: Ozone Depletion__**


 * __Goals__**:
 * Students will reflect on the issue of human population growth and whether it should be controlled
 * Students will understand how ozone can be both harmful and helpful to humans and other organisms in the environment
 * Students will understand how human activity relates to ozone breakdown
 * Students will know how ozone molecules form and how they relate to ultraviolet radiation (UV)


 * __Objectives:__**
 * Students will read and discuss Chapter 22, 31, 33, 79 (from Dan Brown’s //Inferno//)
 * Students construct a poster that explains their stance on human population control
 * Students will construct a (“I Think-We Think-We Know”) chart about their understandings of the ozone layer and ozone depletion
 * Students will construct an annotated student drawing about their understandings of the atmospheric layers
 * Students will annotate (“three colors” strategy) an article about the ozone layer/depletion
 * Students will #|form a T-chart that lists the summary, supporting facts, and confusing statements from the article
 * Students will construct a concept map about human population control (based on the concepts covered today and their prior knowledge of population related problems)


 * __Standards (CCSS):__**
 * **CCSS.ELA-Literacy.RST.9-10.2** Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
 * **CCSS.ELA-Literacy.RST.9-10.4** Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to //grades 9-10 texts and topics//.
 * **CCSS.ELA-Literacy.RST.9-10.5** Analyze the relationships among concepts in a text, including relationships among key terms //(e.g., force, friction, reaction force, energy)//.
 * **CCSS.ELA-Literacy.WHST.9-10.2a**Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.


 * __Standards (NGSS):__**
 * **HS-LS2-2.** Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

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 * __Strategy/Activity:__**
 * Show students the NPR video (as a hook) (**3 minutes)**
 * Introduce the first essential question: **(27 minutes)**
 * “Should human population be regulated?”
 * Show 2 images of the “world at night”
 * @http://www.universetoday.com/40334/satellite-map-of-the-world/
 * @http://www.nasa.gov/mission_pages/NPP/news/earth-at-night.html
 * Show students the world population projections
 * @http://www.census.gov/population/international/data/idb/worldpopgraph.php
 * Let students explore the 2010 U.S. Population interactive #|map
 * Population by age, ethnicity, state, town
 * @https://www.census.gov/2010census/popmap/
 * Class Discussion – Dan Brown’s //Inferno// readings
 * (See **Appendix** of the unit for passages of interest)
 * 1. How did the reading make you feel?
 * 2. Do you agree with the fictional character’s stance on population control (Society should not help people live longer and survive, but let them die of disease)?
 * 3. What about his solution (use a virus to make people infertile)
 * 4. Discuss the graph in the chapter – p. 157 (exponential population growth since 7000 BC)
 * 5. Homework assignment was to read Chapter 22, 31, 33, 79 (//Inferno//) before day 1 of this unit plan
 * Students work in groups of 3
 * Create a poster (with words, pictures, etc.) that explains their ideas about human population control (share their ideas)
 * Reflect on the //Inferno// reading
 * Lists the positive and negative aspects of population control
 * Possible problems associated with overpopulation
 * Possible solutions to these problems (local, national, global level)
 * “Annotated Student Drawing” (Keeley, 2008) **(15 minutes)**
 * Students will be given atmospheric layers (Space, Exosphere, Thermosphere, Mesophere, Stratosphere, Troposphere) and Concepts (clouds, airplanes, birds, satellites, hot air balloon, rainbows, helicopters, butterflies)
 * Students must draw their current understanding of the atmosphere by placing the concepts in the correct atmospheric layer
 * Students will hang up their pictures and walk around the room
 * They will compare the other posters with their own (reflect, compare and contrast, possibly change their mind about their understanding of Earth’s atmosphere)
 * “I Think-We Think-We Know” Formative Assessment (Keeley, 2008) **(15 minutes)**
 * Students will answer (individually “I Think”) the following questions
 * 1. Is ozone a good or bad molecule? Why?
 * 2. How does ozone form?
 * How does human activity harm the ozone layer?
 * Why did an ozone layer hole form over Antarctica?
 * What is the relationship between global warming and ozone depletion? (misconception: there is no strong connection)
 * Students will discuss their claims and understandings with a partner (“We Think”)
 * Whole-class discussion
 * Students will read **(20 minutes)**
 * Earth Observatory **(Lexile: 1250)**
 * @http://earthobservatory.nasa.gov/Features/Ozone/
 * Information on the chemical ozone, the ozone layer, and CFCs effect on ozone
 * Students will annotate (“three colors” – color 1 – key points; color 2 – supporting facts; color 3 – confusing statements, concepts) and make a T-chart
 * **Plan B**: YouTube (differentiated structure for students who struggle learning the concepts from the article)

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 * Students will get with their partners and share their T-charts **(10 minutes)**
 * Fill out third column, “We Know” (“I Think-We Think-We Know” chart)
 * Class Discussion


 * __Assessment__**:
 * Poster (small groups) – describing students’ position on population control (not graded)
 * Annotated student drawing (not graded – misconception/prior knowledge exercise)
 * Check for student understandings during class discussions
 * “I Think-We Think-We Know” Chart (check minus, check, check plus)
 * T-chart – from article annotation (check minus, check, check plus)


 * __Homework:__**
 * Students will construct a concept map (using cMaps) that provides instructor (and class audience) with their stance on human population control
 * Read the Acid Lab packet
 * Research at least 2 background articles that describe the negative effects of acid rain
 * A good source about air pollution
 * // “ ////China's Clean-Air Drive Likely to Take a Long Time// ”
 * @http://www.nytimes.com/2013/10/31/business/energy-environment/chinas-clean-air-drive-likely-to-take-a-long-time.html?ref=acidrain&_r=0
 * **(Lexile: 1250)**

__ Day 2: Acid Rain __ = =

= =


 * __Goals__**:
 * Students will improve their lab inquiry techniques and lab report skills’
 * Students will understand how acid rain is detrimental to the environment (aquatic wildlife, buildings, monuments)


 * __Objectives__**:
 * Students will execute an inquiry-based (student designed, teacher approved) lab about acid rain effects on various building materials
 * Students will write a proper lab report based on their results from the lab
 * Students will be able to support their claim (in the report) and defend it with evidence (data)
 * Students will use "Create-a-graph" to present their lab data


 * __Connecticut State Standards:__**
 * **D INQ. 1** Identify questions that can be answered through scientific investigation.
 * **D INQ. 3** Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment
 * **D INQ. 4** Design and conduct appropriate types of scientific investigations to answer different questions
 * **D INQ. 5** Identify independent and dependent variables, including those that are kept constant and those used as controls
 * **D INQ. 6** Use appropriate tools and techniques to make observations and gather data
 * **D INQ. 7** Assess the reliability of the data that was generated in the investigation
 * **D INQ. 9** Articulate conclusions and explanations based on research data, and assess results based on the design of an investigation


 * __Standards (CCSS):__**
 * **CCSS.ELA-Literacy.WHST.9-10.4** Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 * **CCSS.ELA-Literacy.WHST.9-10.5** Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
 * **__CCSS.ELA-Literacy.WHST.9-10.2d__** Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.


 * __Strategy/Activity__**:
 * Students will briefly share their background articles (acid rain) with classmates
 * Provide students with a big list of possible resources to use in their background information portion of the lab report
 * Acid Rain Lab (Connecticut Curriculum Embedded Task) **(90 minutes)**
 * Link to the lab: @http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320892
 * Students must design, execute, and write their own lab procedures to determine which building material (provided) will be the best to build a town statue
 * Students will use "Create-a-graph" to present their acid rain data
 * http://nces.ed.gov/NCESKIDS/createagraph/default.aspx


 * __Assessment__**:
 * Acid Rain Lab Report
 * Title, Hypothesis, Methods (correct use of jargon: dependent variable, independent variable, constants, control), results (graphs, tables, correct titles and labels), conclusion, references)
 * Teacher will check first draft concept map (check/check minus – did student complete it or not?)


 * __Homework__**:
 * Work on the lab report (Due in 1 week)
 * Add acid rain concepts to concept map (revision #2)
 * Students must keep a copy (hard copy and digital) of their first draft concept map
 * Water Assignment
 * Document your daily water usage
 * How long is the water running?
 * How much do you think you use for each activity?
 * Take photos (Twitter/Instagram) and videos (Instagram/Vine)

**__Day 3: Greenhouse Effect/Global Warming__**


 * __Goal__**:
 * Students will understand the concept of the greenhouse effect and how the greenhouse effect relates to global warming.


 * __Objectives__**:
 * Students will construct a poster that explains how the greenhouse effect works and how the greenhouse effect relates to global warming
 * Students will annotate two articles about human impacts on global warming.
 * Students will construct a T-chart that highlights the key points (summarize), supporting facts, and confusing concepts from the two articles


 * __Standards (CCSS)__:**
 * **CCSS.ELA-Literacy.RST.9-10.2** Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.


 * __Strategy/Activity__**:
 * “Commit and Toss” Prior Knowledge ((Keeley, 2008)) activity – testing students on their understanding of the greenhouse effect **(5 minutes)**
 * Class demonstration/role playing (how does the greenhouse effect work?) **(15 minutes)**
 * Students make a visual (poster paper) explaining their understanding of the greenhouse effect **(15 minutes)**
 * “Global Warming” formative assessment (Keeley & Tugel, 2009) **(15 minutes)**
 * Students annotate 2 articles using three different colored highlighters **(25 minutes)**
 * **“** //Humans almost certainly cause global warming, scientific panel says// ”**(Lexile: 1350)**
 * @http://www.washingtonpost.com/national/health-science/ipcc-says-humans-cause-global-warming/2013/09/27/aae32880-275d-11e3-b3e9-d97fb087acd6_story.html
 * “ //Climate Change Seen Posing Risk to Food Supplies// ” **(Lexile: 1350)**
 * @http://www.nytimes.com/2013/11/02/science/earth/science-panel-warns-of-risks-to-food-supply-from-climate-change.html
 * Students construct a T-chart that contains a summary, supporting facts, and confusing sentences/words/concepts **(15 minutes)**
 * o Students share/discuss their T-charts with a partner
 * __Assessment__**:
 * Prior Knowledge assessment (not graded) – to help teacher discover any misconceptions that the students may have
 * Student poster on greenhouse effect (not graded) – but shared with the classroom
 * Formative assessment (Keeley & Tugel, 2009) – “Global Warming”
 * Student T-chart listing summary (key points), supporting facts, and confusing words, concepts, and sentences (not graded)
 * o Students will share their T-charts with each other and end the period with a class discussion about the readings


 * __Homework__**:
 * Add greenhouse effect concepts to concept map (revision #3)
 * Water Assignment
 * Document your daily water usage
 * How long is the water running?
 * How much do you think you use for each activity?
 * Take photos (Twitter/Instagram) and videos (Instagram/Vine)

**__Day 4: Greenhouse Effect/Global Warming__**


 * __Goals:__**
 * Students will understand that there have always been climate changes (cycles)
 * Students will understand the technology, practicality, and economic aspects of alternative energy sources
 * Students will understand how to use “**Sure Thing CD Labeler**” Program


 * __Objectives:__**
 * Students will research the technology, practicality, and economic aspects of one alternative energy source
 * Students will construct an awareness CD about global warming and alternative energies

> > **__Standards (NGSS):__** > > **__Strategy/Activity:__**
 * __Standards (CCSS):__**
 * **CCSS.ELA-Literacy.RST.9-10.1** Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions
 * **CCSS.ELA-Literacy.RST.9-10.2** Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text
 * **CCSS.ELA-Literacy.RST.9-10.5** Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., //force, friction, reaction force, energy//).
 * **CCSS.ELA.Literacy.WHST.9-10.2b** Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
 * **CCSS.ELA.Literacy.WHST.9-10.2d** Use precise language and domain-specific vocabulary to manage the complexity o the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
 * **HS-LS2-7**Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity (Clarification Statement: Examples of human activities can include urbanization, building dams, and dissemination of invasive species).
 * Formative Assessment (Keeley & Tugel, 2009) – “//Where Does Oil Come From//?” – the hook - **(5 minutes)**
 * Students will use surveymonkey.com to poll their current understandings of the formative assessment
 * Students will conduct research and work on a CD project (in small groups 2-3 students) **(85 minutes)**
 * Students will conduct research about human impacts on global warming
 * Have humans made a contribution to global warming?
 * If so, how? (what behaviors, activities)?
 * Students will conduct research about alternative energy solutions
 * How much does it cost?
 * Which countries or states are taking the initiative?
 * What resources are required?
 * Carbon footprint?
 * Practicality – can it be used on a large scale (cheap)
 * How much of a country (or state’s) energy demand (percentage) can be met with this alternative energy?
 * Use at least 4 sources (articles, graphs, chapters, simulations, etc.)
 * Students will use “Sure Thing CD Deluxe” to create a CD sticker and album cover
 * Students must use the knowledge and content that they researched to edit the lyrics of any song they choose (with lyrics)
 * Each student must edit at least 3 songs (10 pieces of content knowledge per song)


 * __Assessment:__**
 * Student awareness CD group project assignment (based on rubric)
 * How have humans contributed to global warming?
 * Student addresses alternative energy solutions (pros/cons)
 * Define and elaborate on the argument/counterargument


 * __Homework:__**
 * Add global warming concepts to concept map (revision #4)
 * Water Assignment
 * Document your daily water usage
 * How long is the water running?
 * How much do you think you use for each activity?
 * Take photos (Twitter/Instagram) and videos (Instagram/Vine)

**__Day 5: Deforestation/Destruction of Habitats/Biodiversity__**


 * __Goal__**:
 * Students will understand why deforestation is a serious environmental problem
 * Students will understand how to construct a presentation using **wikispaces.com** and **@http://www.screencast-o-matic.com**


 * __Objectives__**:
 * Students will research a country that is dealing with deforestation environmental problems
 * Students will construct and narrate a presentation about deforestation using wikispaces.com and screencast-o-matic
 * __Standards (CCSS):__**
 * **CCSS.ELA-Literacy.RST.9-10.1** Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions
 * **CCSS.ELA-Literacy.RST.9-10.2** Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text
 * **CCSS.ELA-Literacy.RST.9-10.5** Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., //force, friction, reaction force, energy//).
 * **CCSS.ELA.Literacy.WHST.9-10.2b** Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
 * **CCSS.ELA.Literacy.WHST.9-10.2d** Use precise language and domain-specific vocabulary to manage the complexity o the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.


 * __Standards (NGSS):__**
 * **HS-LS2-7**Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity (Clarification Statement: Examples of human activities can include urbanization, building dams, and dissemination of invasive species).


 * __Strategy/Activity__**:
 * Show students photos of deforestation **(2 minutes)**
 * o @http://s1.ibtimes.com/sites/www.ibtimes.com/files/styles/v2_article_large/public/2013/11/15/amazon-deforestation.jpg
 * Show comic strip of deforestation
 * o @http://conservationbytes.com/category/cartoon/
 * § Students will brain storm the possible problems that may arise due to deforestation
 * “No More Plants” Formative Assessment (Keeley, 2011) **(8 minutes)**
 * Students will use surveymonkey.com to poll their current understandings of the formative assessment
 * o Individual, small group, class discussion
 * Students will construct a presentation using **wikispaces.com** **(80 minutes)**
 * o They will learn how to link and embed their evidence (videos, graphs, images, etc.)
 * o Students will research a country facing deforestation problems**)**
 * § (mudslides, erosion, species/habitat loss, less trees to take in carbon dioxide, etc.)
 * o Students will use graphs, images, cartoons, videos, etc. as evidence for why deforestation is a problem in their country of interest
 * § Presentation will include a list possible solutions and alternatives to deforestation
 * o Students will share their presentations with the class and upload their videocasts on the class wikipage
 * § Presenting students will start a class discussion


 * __Assessment__**:
 * Student wikispaces.com presentations (based on rubric)
 * Class discussions and formative assessment will give teacher an idea what students understand about deforestation effects on deforestation


 * __Homework__**:
 * Students will purchase one or two of their favorite bottled water brands to class. They must bring the receipt or write down the price of the bottle (and the store they bought the bottle from).
 * Add deforestation concepts to concept map (revision #5)
 * Water Assignment
 * Document your daily water usage
 * How long is the water running?
 * How much do you think you use for each activity?
 * Take photos (Twitter/Instagram) and videos (Instagram/Vine)

**__Day 6: Water Shortages__**


 * __Goal__**:
 * Students will understand how tap water is safer and cheaper to drink than bottled water.
 * Students will understand how to use **storify.com** to create a story/presentation


 * __Objectives__**:
 * Students will construct a story (using storify.com) about how they use fresh water in their personal lives
 * Students will annotate construct a poster or pamphlet about the benefits and costs of bottled water
 * Students will annotate and summarize one article about fresh water consumption


 * __Standards (CCSS__**):
 * **CCSS.ELA-Literacy.RST.9-10.2** Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
 * **CCSS.ELA-Literacy.RST.9-10.4** Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to //grades 9-10 texts and topics//.
 * **CCSS.ELA-Literacy.RST.9-10.5** Analyze the relationships among concepts in a text, including relationships among key terms //(e.g., force, friction, reaction force, energy)//.


 * __Standards (NGSS__**):
 * **HS-LS2-2.** Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
 * __Strategy/Activity__**:
 * Prior conception activity **(10 minutes)**
 * Teacher will write four questions on the board (bottled water vs. tap water)
 * Which is cleaner?
 * Which is cheaper?
 * Where does your tap water come from?
 * Where does bottled water (specific to your brand) come from?
 * Students answer individually (then find a partner)
 * Pairs will write their responses on a poster board and share with the class
 * Class discussion on prior conceptions of bottled water and tap water
 * Storify.com assignment **(30 minutes)**
 * Students will take their images and videos (from their social media) to tell a story about how much water they use
 * When do they use water?
 * For what purposes (cooking, hygiene, hydration, etc.)
 * How much do they think they use each day (individually, as a family)
 * Students share their stories with a partner
 * Students will annotate (use 3 different colored highlighters; 1 for main ideas, 1 for supporting facts, 1 for confusing concepts/words/sentences/graphs) one article out of a list of articles (//make sure each article is read by at least one student//**) (25 minutes)**
 * //“Drinking from a Bottle Instead of the Tap Just Doesn't Hold Water”//(**Lexile**: **1140**)
 * @http://www.scientificamerican.com/article/bottled-water-ridiculous-waste/
 * //“Bottled Water Vs. Tap Water: Rethink What You Drink: Chemicals, contaminants, pollution, price: New reasons to rethink what you drink and beware of bottled water.”//(**Lexile: 1490)**
 * @http://www.rd.com/health/wellness/rethink-what-you-drink/2/
 * //“Taking our common wealth and selling it: Stop the corporate takeover of our water”//**(Lexile: 1300)**
 * http://www.hightowerlowdown.org/node/205#.Uw43Qvm-1cY
 * “//Bottled water and the developing world”//(**Lexile: 1470)**
 * @http://caloriecount.about.com/bottled-water-developing-world-b439393
 * “//Bottled water is silly—But so is banning it”//**(Lexile: 1080)**
 * @http://newswatch.nationalgeographic.com/2012/02/13/bottled-water-is-silly-but-so-is-banning-it/
 * “//Why tap water is better than bottled water”//**(Lexile: 1320)**
 * @http://news.nationalgeographic.com/news/2010/03/100310/why-tap-water-is-better/
 * “//Bottled water – not such a clear choice//” (**Lexile: 1620)**
 * @http://thewaterproject.org/bottled_water_not_clear_choice.asp
 * “//The High Costs of Free Water”//**(Lexile: 1160)**
 * @http://newswatch.nationalgeographic.com/2012/08/29/the-high-costs-of-free-water/
 * //“ Water Wars: Egyptians Condemn Ethiopia's Nile Dam Project” //** (Lexile: 1520) **
 * @http://news.nationalgeographic.com/news/2013/09/130927-grand-ethiopian-renaissance-dam-egypt-water-wars/
 * // “Grabbing Water From Future Generations” // **(Lexile: 1380)**
 * @http://news.nationalgeographic.com/news/2012/12/121218-grabbing-water-from-future-generations/
 * Students will summarize (write one paragraph) their water articles
 * Students will share their article with 2-3 students (small group discussion)
 * Watch YouTube video **(8 minutes)**
 * o “//The Story of Bottled Water//”

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 * Students will construct a poster or pamphlet to hang up or pass out in school to their classmates and teachers **(17 minutes)**
 * o Covers the positives/negatives of bottled water
 * o Spread awareness to the school


 * __Assessment__**:
 * Storify.com assignment (based on rubric)
 * Did the student take photos/videos on a basis?
 * How much, how often, what ways do you use water?
 * Annotation summary (1 paragraph) – check/check minus
 * Poster/pamphlet – awareness presentation to share with the school about the positives and negatives of bottled water
 * o At least 3 positives and 3 negatives of using bottled water


 * __Homework__**:
 * Add fresh water concepts to concept map (revision #6)

**__Day 7: Water Shortages__**


 * __Goals__**:
 * Students will understand how the water cycle works
 * Students will understand that water shortages are a big problem in many parts of the world
 * Students will understand the concept of the “Tragedy of the Commons”


 * __Objectives__**:
 * Students will complete four formative assessments relating to the water cycle
 * Students will construct a poster/presentation about a country that is facing a water shortage/crisis
 * Students will summarize the main points from a set of graphs that relate to water shortages and water consumption globally
 * Students will annotate an article about the “tragedy of the commons”
 * Students will reflect about how their lives would/could be different if they did not have quick access to fresh water
 * __Standards (CCSS):__**
 * **CCSS.ELA-Literacy.RST.9-10.2** Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
 * **CCSS.ELA-Literacy.RST.9-10.4** Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to //grades 9-10 texts and topics//.
 * **CCSS.ELA-Literacy.RST.9-10.5** Analyze the relationships among concepts in a text, including relationships among key terms //(e.g., force, friction, reaction force, energy)//.
 * **CCSS.ELA-Literacy.RST.9-10.7** Translate quantitative or technical information expressed in words in a text into visual form (e.g. a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.


 * __Strategy/Activity:__**
 * Show students photos of desert agriculture
 * @http://desertsearat.wordpress.com/page/2/
 * @http://www.notsogreen.com/2007/05/libyan_agriculture.php
 * Prior Knowledge Activity (4 formative assessments) **(15 minutes)**
 * “//What are clouds made of//?” (Kelley, Eberle, & Dorsey, 2008)
 * “//Where did the water come from//?” (Kelley, Eberle, & Dorsey, 2008)
 * “//Rainfall//” (Kelley, Eberle, & Dorsey, 2008)
 * “//Wet Jeans//” (Keeley, Eberle, & Farrin, 2005).
 * Have students individually write down their answers to the assessments based on their prior knowledge of these water cycle concepts
 * Have students discuss their thoughts in pairs
 * Have a class discussion about possible misconceptions (and the students’ prior knowledge) of the water cycle
 * Annotated Student Drawing (Keeley, 2008). **(10 minutes)**
 * Students will draw the water cycle on poster paper (any way they want to: words, concept map, sketches/drawings, list the steps, “follow” a water of molecule at each stage of the cycle)
 * Post each students drawings on the walls and have students walk around reflecting on each poster
 * Interactive water cycle **(10 minutes)**
 * @http://thewaterproject.org/resources/the_water_cycle_presentation.php
 * Have students look at the water cycle interactive presentation
 * Let students think about what they learned and what they thought they knew about the water cycle (their annotated student drawing)
 * USGS website (implement “5 step approach to reading graphs” strategy) **(15 minutes)**
 * @http://water.usgs.gov/edu/wups.html
 * have students use the graph reading strategy to summarize (on poster paper) the key points from a set of graphs relating to water shortages and water consumption at the global level
 * initiate student-centered discussion about the students’ understandings of the graphs and why we, as a society should care
 * Research Assignment **(25 minutes)**
 * Research a country (article on the website or another viable source) that is facing a water crisis (report to class in poster – drawings, words, concept map, list, any way they want)
 * Students get in small groups (2-3) and discuss the country’s (and water problems) they researched
 * Annotate “Tragedy of the Commons” article **(15 minutes)**
 * “//Tragedy of the Commons as applied to water supply and management//” **(Lexile: 1250)**
 * @http://philosophyparadise.com/blog/tragedy-of-the-commons-as-applied-to-water-supply-and-management/
 * Class reflection about the tragedy of the commons (in terms of water)
 * How as a society can we address this? Moderation? Who gets to decide who gets access to what resources at what time? Who’s use of water is more important in society (industry, agriculture, domestic, entertainment)? Who gets to decide this?


 * __Assessment__**:
 * Check for student misconceptions (and prior knowledge) while they answer the 4 formative assessments on the water cycle
 * Check for student misconceptions (prior knowledge) about the water cycle while they create their annotated student drawings
 * Assess students graph summary posters (check, check minus, check plus scale)
 * Assess student presentations about a country in a water crisis based on a rubric (given before the students started on the assignment)
 * Check for student understanding of the tragedy of the commons (based on class discussion)


 * __Homework__**:
 * Students write a one page reflection in their science journals. Prompt: How would my life be different if I did not have quick access to clean water? Have I ever experienced this before (lost power/water during a storm or catastrophe)?
 * Add fresh water concepts to concept map (revision #7)

**__Day 8: Human Populations Dynamics Assignment__**


 * __Goals__**:
 * Students will understand that different countries experience different population-related challenges.


 * __Objectives__**:
 * Students will research and evaluate population growth data in two different countries and offer explanations for factors that influence the projected change in human population in one of the countries.


 * __Connecticut State Standards__**:
 * **D INQ. 2** Read, interpret and examine the credibility and validity of scientific claims in different sources of information.
 * **D INQ. 9** Articulate conclusions and explanations based on research data, and assess results based on the design of an investigation.
 * **D INQ. 10** Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.


 * __Standards (CCSS):__**
 * **CCSS.ELA-Literacy.RST.9-10.7** Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
 * **CCSS.ELA-Literacy.RST.9-10.8** Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
 * **CCSS.ELA-Literacy.WHST.9-10.2a**Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

>
 * __Standards (NGSS):__**
 * **HS-LS2-1.** Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.


 * __Strategy/Activity:__**
 * Students will research human population growth of two different countries **(60 minutes)**
 * Use the Country Reports resource in the Student Research Center in the ICONN Database (http://www.iconn.org) to research and describe three factors that affect changes in the human population of one of the countries you studied.
 * Research and explain how one technological advance might affect the change in the human population from 2005 to 2025 in one of the countries you studied.
 * Is the advancement of technology a positive or negative influence on population dynamics?
 * What is your evidence?
 * Students construct a PowerPoint to present their findings **(30 minutes)**
 * Resources of interest (introduce the concept of **POPULATION MOMENTUM -** how a decline in the birth rate can still result in an increase in population)
 * http://www.latimes.com/news/nationworld/world/population/la-fg-population-matters1-20120722-html,0,7213271.htmlstory#axzz2wkec11vb
 * @http://www.worldwatch.org/node/5645


 * __Assessment:__**
 * Students must construct a PowerPoint that compares and contrasts population-related problems of two different countries (based on rubric)


 * __Homework__**:
 * Finish their PowerPoint presentations
 * Students will present them next class
 * Finish their final revision (revision #8) of their Concept Map for this unit (human impacts on environment) – will share with class next class
 * Students’ one page water reflection due today.
 * Prompt: How would my life be different if I did not have quick access to clean water? Have I ever experienced this before (lost power/water during a storm or catastrophe)? (check/check minus – did student complete the assignment?)

**__Day 9 – PowerPoint Presentations and Concept Maps__**


 * __Goal__**:
 * Students will understand the benefits of using concept maps to learn concepts


 * __Objectives__**:
 * Students will present their PowerPoint presentations on two different countries (human population)
 * Students will present their final concept maps about human population/human impacts on the environment
 * Students will defend their stance on the essential question (should human population growth be controlled?)
 * __Connecticut State Standards__**:
 * **D INQ. 2** Read, interpret and examine the credibility and validity of scientific claims in different sources of information.
 * **D INQ. 9** Articulate conclusions and explanations based on research data, and assess results based on the design of an investigation.
 * **D INQ. 10** Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.


 * __Standards (CCSS):__**
 * **CCSS.ELA-Literacy.RST.9-10.7** Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
 * **CCSS.ELA-Literacy.RST.9-10.8** Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.


 * __Standards (NGSS):__**
 * HS-LS2-1.** Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.


 * __Strategy/Activity:__**
 * Students share their concept maps **(45 minutes)**
 * Hang them up around the classroom
 * Explain how their understandings changed
 * Students will use their concept maps to support their stance on population growth (talk about the essential questions)
 * Students will appreciate the benefits of concept maps
 * Students will have gone through several revisions of their human population/human impacts concept maps
 * Students will understand how their knowledge of the concepts have changed over the unit
 * Students will understand that different countries face different population challenges
 * Students present their population country PowerPoint Presentations **(45 minutes)**


 * __Assessment__**:
 * Collect students’ final concept map
 * Students will use information of the unit to defend their claim (position) on the regulation of human population
 * Student PowerPoint presentation (two countries – human population)
 * Graded based on rubric
 * Acid rain lab is due today (teacher will grade it based on rubric)


 * __Homework__**:
 * Study for the unit exam
 * Use concept maps, lab reports, class notes, journal entries to study from
 * Use online websites, other provided sources (annotated articles), student research articles to study from

**__Day 10: Unit Exam__**


 * __Goal__**:
 * Students will understand what concepts they know (and don’t know) about human population and human impacts on the environment


 * __Objectives__**:
 * Students will take a unit exam (human population and human impacts on the environment)


 * __Standards (CCSS):__** No standards (students are taking an exam)


 * __Standards (NGSS):__** No standards (students are taking an exam)


 * __Strategy/Activity:__**
 * Students will take a unit exam (human population and human impacts on the environment) **(90 minutes)**


 * __Assessment__**:
 * Unit exam – (multiple choice, short answer, 1-2 essay questions)


 * __Homework__**: No homework (end of the unit)

**Appendix** //__Inferno__// __– Quotes worth Mentioning:__ “Essentially it’s a mathematical recognition that the earth’s population is rising, **people** are **living longer**, and our natural **resources** are **waning**. The **equation predicts** that the current trend can have no outcome other than the **apocalyptic collapse** of society.”
 * __P. 272__** (Large Print Book)

“Consider this. It took the earth’s population thousands of years—from the early dawn of man all the way to the early 1800s—to reach one billion people. Then, astoundingly, it took only about a hundred years to double the population to two billion in the 1920s. After that, it took a mere fifty years for the population to double again to four billion in the 1970s. As you can imagine, we’re well on track to reach eight billion very soon. **Just today**, the human race **added** another **quarter-million people** to planet Earth. A quarter million. And this happens every day—rain or shine. Currently, every year, we’re adding the **equivalent** of the entire country of **Germany**.”
 * __CH. 22__**

“Animal **species** are going **extinct** at a precipitously accelerated rate. The **demand** for **dwindling natural** **resources** is **skyrocketing**. **Clean water** is harder and **harder** to come by. By any biological gauge, our species has exceeded our sustainable numbers. And in the face of this disaster, the **World Health Organization**—the gatekeeper of the planet’s health—is investing in things like curing **diabetes**, filling **blood banks**, battling **cancer**.”

“Recently we spent millions of dollars sending doctors into Africa to deliver free **condoms** and educate people about **birth control**.”

“I have no doubt you understand that **overpopulation** is a health issue. But what I fear you don’t understand is that it will affect the very soul of man. Under the stress of overpopulation, those who have never considered stealing will become **thieves** to feed their families. Those who never considered **killing** will kill to provide for their young. All of **Dante’s deadly sins**— greed, gluttony, treachery, murder, and the rest— will be percolating…rising up to the surface of humanity, amplified by our evaporating comforts.”

“…**Machiavelli** went on to talk about **plagues** as the world’s natural way of **self-purging**.”

“The time bomb is no longer ticking. It has already gone off, and without drastic measures, **exponential** **mathematics** will become your new God…and ‘He’ is a vengeful God.”

“Madness is the **WHO** staring into the abyss and **denying** it is there. Madness is an ostrich who sticks her head in the sand while a pack of hyenas closes in around her.”
 * __CH. 31__**

“It was a **graph** published by the WHO the previous year delineating key **environmental issues** deemed by the WHO to have the greatest impact on global health. The list included, among others: Demand for **clean water, global** **surface temperatures, ozone depletion**, **consumption** of **ocean resources**, **species** **extinction, CO2 concentration**, **deforestation**, and **global sea levels**.”

“Every single line on this graph climbs in direct proportion to **one value**—the value that everyone is afraid to discuss. **Global population**!”

“There is **nothing simpler**. If you want more available clean water per capita, you **need fewer people** on earth. If you want to decrease vehicle emissions, you need **fewer drivers**. If you want the oceans to replenish their fish, you need **fewer people eating fish**!”

“The mathematics of Malthus? A quick Internet search led him to information about a prominent nineteenth-century English mathematician and demographist named **Thomas Robert Malthus**, who had famously **predicted** an eventual **global collapse** due to **overpopulation**.”
 * __CH. 33__**

“**Mankind**, if unchecked, functions like a **cancer**.”

“…**viruses** entered an organism and attached to a **host cell** in a process called adsorption. They then injected their own DNA or RNA into that cell, recruiting the invaded cell, and forcing it to **replicate** multiple versions of the virus. Once a sufficient number of copies existed, the new virus particles would kill the **cell** and **burst** through the cell wall, speeding off to **find new host cells** to attack, and the **process** would be **repeated**.”
 * __Ch. 98__**

“**Exponential growth**, Sinskey mused, recalling Zobrist’s graphs illustrating the human population explosion. Zobrist is using the exponential growth **of virus** to **combat** the **exponential growth of people**.”

“A whole host of viruses known as **oncoviruses** caused **cancer**. And the **HIV** virus attacked the immune system, causing the disease AIDS. It was no secret in the medical community that, had the HIV virus gone airborne, it could have been an extinction event.”


 * __Ch.99__**

“A **vector virus**…rather than killing its host cell…inserts a piece of predetermined DNA into that cell, essentially modifying the cell’s genome.”

“A virus that **makes us infertile**? Langdon knew there existed viruses that could cause sterility, but a highly contagious airborne pathogen that could do so by altering us genetically seemed to belong in another world…”

“…he created a **randomly activating virus**. Even though Inferno is now endemic in all human DNA and will be passed along by all of us from this generation forward, it will ‘activate’ only in a **certain** **percentage of people**. In other words, the virus is now carried by everyone on earth, and yet it will **cause** **sterility** in only a **randomly** selected part of the population.”

“When Bertrand did the math on infertility, he was exhilarated to discover that the plague’s **death rate** of **one in three** seemed to be the precise ratio **required** to #|start winnowing the **human population** at a **manageable** rate.”

“…created Inferno as a kind of modern-day catalyst for global renewal—a **Transhumanist Black Death**—the difference being that **those** manifesting the **disease**, **rather** **than perishing**, would simply **become infertile**.”

“There will be **no hospitals** overflowing with the **sick** and **dying**, **no bodies** **rotting** in the **streets**, and **no** **anguished survivors** enduring the death of loved ones. **Humans** will **simply** **stop** **having** **so many** **babies**. Our **planet** will experience a steady **reduction** in our **birth rate** until the population curve actually inverts, and our total numbers begin to decrease.”

“**No amount** of free **contraception, education**, or **government enticement works**. We keep having babies…whether we want to or not. Did you know the CDC just announced that nearly half of all **pregnancies** in the U.S. are **unplanned**? And, in underdeveloped nations, that number is over seventy percent!”


 * __CH. 101__**

“He visited countless organizations that he believed could effect change—Worldwatch Institute, the Club of Rome, Population Matters, the Council on Foreign Relations—but he never found anyone who dared engage in a meaningful conversation about a real solution. You all **responded** **with** plans for better **contraceptive education, tax incentives** for smaller families, and even **talk of colonizing the moon**! It’s no wonder Bertrand lost his mind.”

“…rather than listening to his ideas, you called him a madman, put him on a watch list, and drove him underground.”

“The darkest places in hell are reserved for those who maintain their **neutrality** in times of moral crisis.” “In dangerous times, there is **no sin greater than inaction**.”
 * __Epilogue__**