Conner+Robin+Dom+Page

Conner, Robin, Dom wiki page - UNIT PLAN

Calendar Unit Plan

__**Essential Questions:**__

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

5. What is the ethical argument of population control? (Can you help me tweak this out?)

Robin (ELA) Page @Annotated Book List Book Club Assignment @Cross content unit plan

Click below to download the doc. Sample: Am I doing this right? __**Day 1 – Introduction to topic of Overpopulation/Human Population Control**__ Students will read 2 articles for summarizing activities: 1st article: “The Effects of Animal Overpopulation” __[]__ 2nd article:Los Angeles Times: “Overpopulation is Everyone's Problem” __[]__ __**Goals:**__ Students will be able to understand the main idea and the events in a story. __**Standards:**__ __[|CCSS.ELA-Literacy.RL.9-10.2]__ Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. __**SLOs/Objectives:**__ 1.) Students will be able to organize the development of events in the text with the help of a GIST organizer; 2.) Students will be able to provide an objective summary of the text by using GIST strategy. __**Activity/strategy:**__ __ During reading summary strategy: GIST using 2 non-fiction articles on overpopulation __ – Teacher models (I do), Teacher & students do together (we do); students do in groups (You do). __**Assessment:**__ (Formative): Students share out summaries from GIST activity. Exit slip from today's lesson plan (summative): “Describe how you might use the GIST strategy you learned today with a fictional text.” __**Homework:**__ Read chapt. 22 of Dan Brown's // Inferno. // Answer questions based on your readings today & homework reading. We will discuss in class tomorrow: What impacts may overpopulation have on the environment? What may happen if population is controlled/limited over long periods of time? What are the ethical questions concerning population control?

Dom's Unit outline. I was going to do a project similar to Conner, but now that I see he is doing that, I am trying to come up with another wrap up idea. I may possibly have students do research on two countries, on 3rd world and one not. Also, I would want students to find data for population growth rates and death rates among a multitude of things.

__**Conner (Biology):**__ Conner's Biology Unit Plan (link to my biology unit plan)

//__**Standards for Science Unit Plan:**__// Next Generation Science Standards:
 * HS-LS2-1.** Use mathematical and/or computational representations to #|support explanations of factors that affect carrying capacity of ecosystems at different scales.
 * 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.
 * HS-LS2-6.** Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in table conditions, but changing conditions may result in a new ecosystem.
 * HS-LS2-7**. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
 * HS-LS2-8.** Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce (examples of group behavior: hunting, migrating, swarming, herding, flocking)
 * HS-LS4-6**. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

__**Dom(Mathematics):**__

These are some of the topics that I have thought about covering. Everyone of them may not be covered, but why not have more ideas than I need.

Population
 * growth rates
 * death rates
 * sustainability constraint
 * ask what can be the cause of everything(why is there such a low or high death rate? Can sustainability be raised? How? Can sustainability be endless? etc.)
 * Could use rates of different countries
 * After seeing everything, explain why China's growth rate is what it is(due to one child per family), and then ask, based upon what students now know, should that be put into effect here.
 * Could even get into population looking at what would happen if everyone had #|a job, with a given amount of #|jobs available for all. Might change people's thinking if it's talked about in a context that is important to them.
 * Can have students see what type of equation best fits for population(linear vs quadratic)

Drinking Water
 * Use basic models to have students find out how much fresh water there is on Earth
 * Give them rate at which being polluted
 * Give rate at which being cleaned
 * Ask if there will always be fresh water to drink

Temperature/Ozone Depletion
 * Give students spreadsheets with temperatures for a wide range of years, and have them graph a certain number of the points(maybe 20). This could be a good time to ask if the points people choose makes a difference in looking at the trends of the temperature.
 * Is the temperature rising?
 * If so, at what rate?
 * Ask students what they think is causing the change.
 * Give students articles that include data regarding possible culprits to the change, which blame chemicals, not people. Include an article on sun spots.
 * See if students can come up with a bigger picture of what is happening; I want them to see people are changing this planet.
 * What can be done to get things back to normal?

Oxygen Energy
 * How much is needed in the air for the human population to survive?
 * Give students data about deforestation, and how much oxygen a typical tree produces
 * Have students use graphs and equations to show the trends of oxygen being produced with deforestation. At what point is there not enough oxygen?
 * Is that really the point at which there would be not enough oxygen? (Want kids to think about other things on Earth, things we need)
 * Renewable vs nonrenewable
 * efficiency rates
 * How much of blah blah would we need to create an equivalent amount of energy with a renewable source vs the nonrenewable ones, and how much would it cost? Would you switch the energy source predominantly used now to a renewable one? Why or why not? Explain using evidence from the graphs and equations.

__Dom liked this a bit from Robin's links. I will try to incorporate that definitely__ http://www.pbs.org/wgbh/nova/earth/fate-of-easter-island.html

__Standards that could be covered by unit plan__

Construct and compare linear, quadratic, and exponential models and solve problems.

 * [|CCSS.Math.Content.HSF-LE.A.1] Distinguish between situations that can be modeled with linear functions and with exponential functions.
 * [|CCSS.Math.Content.HSF-LE.A.1b] Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
 * [|CCSS.Math.Content.HSF-LE.A.1c] Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
 * [|CCSS.Math.Content.HSF-LE.A.2] Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
 * [|CCSS.Math.Content.HSF-LE.A.3] Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.

Interpret expressions for functions in terms of the situation they model.

 * [|CCSS.Math.Content.HSF-LE.B.5] Interpret the parameters in a linear or exponential function in terms of a context.

Create equations that describe numbers or relationships.

 * [|CCSS.Math.Content.HSA-CED.A.1] Create equations and inequalities in one variable and use them to solve problems. //Include equations arising from linear and quadratic functions, and simple rational and exponential functions//.
 * [|CCSS.Math.Content.HSA-CED.A.2] Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
 * [|CCSS.Math.Content.HSA-CED.A.3] Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. //For example, represent inequalities describing nutritional and cost constraints on combinations of different foods//.
 * [|CCSS.Math.Content.HSA-CED.A.4] Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. //For example, rearrange Ohm’s law V = IR to highlight resistance R//.

__**Robin (L.A.):**__ //__Possible CCSS to use in unit plan__// **( Did you each want to tackle the same standards, or have us each do our own few?), I like these 3.** //**Key Ideas and Details**// 1. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

I//**ntegration of Knowledge and Ideas**// 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

//**Research to Build and Present Knowledge**// 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation (very applicable to NGSS HS-LS2-7)

//**Those standards actually sound great for what I'm planning as well. We could talk about that today in class hopefully. We didn't get a chance to work together last class at all. I don't see a problem with us all using the same ones though, but we may need to add one or change one for Bio.(Dom)**//

Unit Plan format (so we can see what we want to teach on which day of the unit plan and make better text/content connections)

//**I think this is something that we need to figure out together. We should go on a similar path from start to finish, in my opinion.(Dom)**//

Population Control Text: Satire: Jonathan Swift's "A Modest Proposal" - http://www.art-bin.com/art/omodest.html Satire- Youtube clip-Colbert Report- http://www.myvidster.com/video/737782/The_Word_-_Swift_Payment_-_The_Colbert_Report_-_121310_-_Video_Clip_Comedy_Central Ted Turner urges One Child #|Policy -http://www.theglobeandmail.com/news/national/ted-turner-urges-global-one-child-policy-to-save-planet/article1318451/ Easter Island Article-http://www.pbs.org/wgbh/nova/earth/fate-of-easter-island.html http://www.pbs.org/wgbh/nova/earth/population-campaign.html Scholastic Teacher-Article: 5 Things you should know about China - http://www.scholastic.com/browse/article.jsp?id=3757399 Article:China Starts to Give Girls their Due -http://www.scholastic.com/browse/article.jsp?id=3757399 Article: Ecosystems- http://www.scholastic.com/teachers/article/ecosystems #|Student Daily News Article- (affects of too little population growth) California Drought- Not Enough Children http://www.studentnewsdaily.com/daily-news-article/a-california-drought-not-enough-children/ Other links for more articles #|form SDN - http://www.studentnewsdaily.com/search/?cx=005014472529493209667%3Arkr_ex-vy8c&cof=FORID%3A11&ie=UTF-8&q=human+population+growth&sa= New York Times UpFront- article- **China's Stolen Sons-** http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f102609_ChinaBoys The Reality of China’s One-Child Policy: A Forced Abortion at Eight Months - See more at: http://cnsnews.com/news/article/reality-china-s-one-child-policy-forced-abortion-eight-months#sthash.LsFsEcls.dpuf The Reality of China’s One-Child Policy: A Forced Abortion at Eight Months - See more at: http://cnsnews.com/news/article/reality-china-s-one-child-policy-forced-abortion-eight-months#sthash.LsFsEcls.dpuf http://cnsnews.com/news/article/reality-china-s-one-child-policy-forced-abortion-eight-months