An Environmental Issues Unit - Ohio University · 2 A Unit of Study for Adult Learners Table of Contents ... Environmental Issues Unit Science Content Objectives (Taken from the National

1

An Environmental Issues Unit

Unit Designed By: Rebecca Castelino, M.Ed.

June 2013

2

A Unit of Study for Adult Learners

Table of Contents Key features of this unit…………………………………………………………….. 2

Science Objectives for this unit…………………………………………………………. 3

Graphic Organizer for the unit………………………………………………………... 4

Lesson 1: Introduction to Environmental Issues……………………………………….. 5

Lesson 2: Pollution– Building a water filtration model………………………………… 10

Lesson 3: Pollution- Analyzing local water and air quality reports………………….. .. 15

Lesson 4: Pollution– An acid rain investigation……………………………………….. 18

Lesson 5: Energy Problems– Defending a position on global warming or fracking…... 24

Lesson 6: Energy Solutions– A bio-fuels investigation……………………………….. 28

Lesson 7: Energy Solutions- Explaining the pros and cons of various energy sources.. 31

Lesson 8: Conservation - Comparing ecological footprints…………………………… 34

Lesson 9: Conservation - Teaching others about recycling, reducing, and reusing……. 37

Lesson 10: Culminating Activities……………………………………………………… 38

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KEY FEATURES OF THIS UNIT

Opportunities to build on the background knowledge of adult

students

Includes at least one lesson for each of the eight scientific

practices identified in the National Research Council (2012):

A Framework for K-12 Science Education: Practices,

Crosscutting Concepts, and Core Ideas.

Addresses core and component ideas for physical, life, and

earth sciences as identified in the National Research Council

(2012): A Framework for K-12 Science Education: Practices,

Crosscutting Concepts, and Core Ideas.

Integrated and contextualized reading, writing, and

mathematical activities

Formative assessments throughout each lesson

Technology skills incorporated in many lessons

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Environmental Issues Unit

Science Content Objectives

(Taken from the National Research Council. (2012). A Framework for K-12 Science Education:

Practices, Crosscutting Concepts, and Core Ideas.)

A Students will engage in the following scientific practices:

1. Asking question

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematical and computational thinking

6. Constructing explanations

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

B Students will explore the following core and component ideas in the physical sciences:

PS1 Matter and Its Interactions

PS 1. A. Structure and Properties of Matter

PS 1. B. Chemical Reactions

PS3 Energy

PS 3. A. Definitions of Energy

PS 3. D. Energy in Chemical Processes and Everyday Life

C Students will explore the following core and component ideas in the life sciences:

LS2 Ecosystems: Interactions, Energy, and Dynamics

LS 2. A. Interdependent Relationships in Ecosystems

LS 2. C. Ecosystem Dynamics, Functioning, and Resilience

D Students will explore the following core and component ideas in the Earth and Space

Sciences

ESS3 Earth and Human Activity

ESS 3. A. Natural Resources

ESS 3. C. Human Impacts on Earth Systems

ESS 3. D. Global Climate Change

5

Pollution Key points

Conservation Key points

ENVIRONMENTAL ISSUES Key vocabulary

Energy Problems Key points

Energy Solutions Key points

6

ENVIRONMENTAL ISSUES UNIT – LESSON 1: INTRODUCTION

OUTCOMES:

The learner will self-assess knowledge of the unit vocabulary.

The learner will generate a list of questions and goals for the

unit.

STUDENT/CLASS GOALS : Students will generate goals during

this lesson.

SCIENCE PRACTICE ADDRESSED:

#1 Asking questions

TIME FRAME: 1 HOUR

SCIENCE CORE AND COMPONENT IDEAS ADDRESSED:

ESS3: Earth and human activity

LS2: Ecosystems: Interactions, energy, and dynamics

PS1: Matter and its interactions

AREA(S) OF INTEGRATION:

Reading

Writing

LEARNER PRIOR KNOWLEDGE

During this introductory lesson, students will self-assess knowledge of the unit vocabulary.

INSTRUCTIONAL ACTIVITIES

STEP 1: WHOLE CLASS:

Participate in the “Is dilution the solution to pollution?” Activity

and in the dirty sock demonstration.

STEP 2: INDIVIDUAL:

Complete the know/ don’t know chart

STEP 3: WHOLE CLASS

Generate list of unit questions and goals

STEP 4: INDIVIDUAL/ PARTNERS

Use trade books/internet to define 5-10 “don’t know” words

MATERIALS

http://www.epa.gov/gmpo/educatio

n/pdfs/WaterSourcebook6-8.pdf

6 clear plastic cups, drink mix or

food coloring

Measuring device

http://www.epa.gov/airnow/worksho

p_teachers/lets_sock_car_exhaust.p

df

Socks with evidence of car exhaust

pollution

Vocabulary chart

Trade books, internet resources

http://www.epa.gov/gmpo/education/pdfs/WaterSourcebook6-8.pdf

http://www.epa.gov/gmpo/education/pdfs/WaterSourcebook6-8.pdf

http://www.epa.gov/airnow/workshop_teachers/lets_sock_car_exhaust.pdf



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FORMATIVE ASSESSMENT:

Step 1 –Teacher asks for participation and

encourages questions

Step 2 – Teacher observes and assists as

students complete the vocab. chart

Step 3 – Teacher records student questions

and goals

Step 4– Teacher reviews the students

progress on the vocabulary

TECHNOLOGY SKILLS

Students may use credible internet sources to find

information about the “don’t know” words.

TEACHER REFLECTION/LESSON EVALUATION

(To be filled in after the lesson)

ADAPTATIONS FOR ADVANCED/BEGINNING STUDENTS

ADVANCED STUDENTS: Teacher can encourage

advanced students to develop additional

vocabulary.

BEGINNING STUDENTS: Teacher can provide

additional support to assist the beginning students

in completing the vocabulary chart.

Teacher Notes Key Vocabulary in this lesson:

Pollution: the release of materials that are harmful to organisms into the environment.

Point source pollution: pollution comes from one identifiable source such as an industrial or

sewage plant

Non-point source pollution: pollution comes from many diverse sources such as agricultural

runoff, urban and fuel-related chemicals, and many other daily human activities

Conservation: careful utilization of natural resources

Renewable Energy sources: energy sources which restore themselves over short periods of

time and do not run out (ex: solar, wind, geothermal, moving water, biomass)

Non-renewable Energy sources: energy sources which do not restore themselves and will

eventually run out (ex. Fossil fuels, uranium– based nuclear power)

Engaging the learners: The two intro. activities (Dilution-Pollution and Dirty sock) are not

meant to take more than 10 minutes in this lesson. These activities serve as a catalyst to

engage students in the unit and to help students start to think of questions and goals.

The directions on how to do Dilution-Pollution and Dirty sock demonstration are both found

on the EPA resources for teachers. In order to keep within the 10 minute time frame, the

activities need to be modified. For Dilution-Pollution, skip the tasting part and focus on the

appearance of the water. For the Dirty sock, teacher should bring in 2-3 socks with

car/truck exhaust pollution and ask students to guess how the socks got dirty.

For the vocabulary chart, students can be encouraged to add additional words as they come

across them during the unit.

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Environmental Issues Vocabulary List and Unit Goals/ Questions

Vocabulary Terms Don’t know

Heard of it

Can describe it

Can define it

Definition

biodegradable

decomposition

reservoir

Natural gas extraction

conservation

Greenhouse gases

Fossil fuels

deforestation

ecosystem

habitat

Global warming

flocculation

coagulation

sludge

disinfectant

Acid rain

pH

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Vocabulary Terms Don’t

Know

Heard of

it

Can

describe it

Can define

it

Definition

neutralize

buffer

EPA

FDA

fermentation

Ecological footprint

Acids and bases

Solar power

Geothermal power

Nuclear power

biofuel

Native/alien species

Renewable/non-

renewable resources

desertification

pesticide

Potable water

ozone

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Vocabulary Terms Don’t

Know it

Heard of

it

Can

describe it

Can define

it

Definition

Non-point/point pollution

Thermal pollution

CFC’s

Please list any questions and/or goals for this unit of study.

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ENVIRONMENTAL ISSUES UNIT – LESSON 2- POLLUTION: WATER FILTRATION MODEL

OUTCOMES: The learner will build a water filtration

model to describe how pollution is

removed from drinking water. The learner will identify sources of

pollution and different water treatment

systems.

STUDENT/CLASS GOALS : Find information about how drinking water is

made safe to drink. Determine if bottled water is worth the price.


#2 developing and using models

TIME FRAME: 1 HOUR

SCIENCE CORE AND COMPONENT IDEAS

ADDRESSED:

ESS3: Earth and human activity (ESS3.C)

AREA(S) OF INTEGRATION: Reading Writing

LEARNER PRIOR KNOWLEDGE Some students have stated that they don’t drink tap water because they don’t like the taste. Other students have stated that bottled water is a waste of money.


STEP 1 WHOLE CLASS:

Watch a video (EPA) about a water treatment

plant

STEP 2 INDIVIDUAL/SMALL GROUP OR WHOLE CLASS:

Read highlights of the EPA booklet: BOTTLED

WATER BASICS

STEP 3 WHOLE CLASS:

Participate in teacher demonstration of how to

build a model water filtration system

STEP 4 SMALL GROUPS:

Use the materials to design a model of the

water filtration process and test the model

using “polluted” water

STEP 5 WHOLE CLASS:

Share observations about the model and

suggestions for model improvement

STEP 6 SMALL GROUPS:

Use the discussion to make one improvement

to the model and re-test with new model

Step 7: INDIVIDUAL:

Complete the Lesson Guide

MATERIALS http://www.epa.gov/ogwdw/watertreatmentplant/flash/index.html

Lesson Guide http://www.epa.gov/ogwdw/faq/pdfs/fs_healthseries_bottlewater.pdf

http://www.teacherstryscience.org/lp/you-are-what-

you-drink Each group should have: .5 liter plastic water or soda bottle, ½ cup granulated activated carbon (GAC)

(available from chemical supply stores or pet supply stores in the aquarium section), 2-3 cotton balls, Jar (smaller in diameter than the 500 mL bottle so that the water bottle can be supported in the jar without falling through), Nylon stockings, Styrofoam or other absorbent material, scissors, 3 tsp. of chocolate

powder mix, water, 4-5 cups of sand, 50+ marbles,

something to represent pesticides such as food

coloring, something to represent automobile

waste such as vegetable oil, litter such as paper or plastic packaging

http://www.epa.gov/ogwdw/watertreatmentplant/flash/index.html

http://www.epa.gov/ogwdw/watertreatmentplant/flash/index.html

http://www.epa.gov/ogwdw/faq/pdfs/fs_healthseries_bottlewater.pdf

http://www.epa.gov/ogwdw/faq/pdfs/fs_healthseries_bottlewater.pdf

http://www.teacherstryscience.org/lp/you-are-what-you-drink


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Step 1 and 2 –Teacher observes and assists

students filling out lesson guide

Step 3 – Teacher observes and assists each

group with the model

Step 4 – Students share observations and suggestions

Step 5,6,7 - Teacher observes the improved model and reviews the lesson guide answers

TECHNOLOGY SKILLS Students use the internet to find the EPA BOTTLED

WATER BASICS booklet online

TEACHER REFLECTION/LESSON EVALUATION (To be filled in after the lesson)

ADAPTATIONS FOR ADVANCED/BEGINNING STUDENTS ADVANCED STUDENTS: Teacher can encourage

advanced students to add details to the lesson

guide responses or to design an experiment that

could be done using a version of a water filtration

model. BEGINNING STUDENTS: Teacher can provide

additional support to assist the beginning students

in completing the lesson guide. Beginning students

can be paired with advanced students in the small

group work.

Teacher Notes: The demonstration of how to build a model water filtration system is clearly explained in the website: http://www.teacherstryscience.org/lp/you-are-what-you-drink.

Before the lesson, the teacher needs to do the following: Cut the bottom off of each plastic water or soda bottle. Use a hammer and nail to make 1 or 2 small holes in each bottle cap.

This makes the water go through more slowly, thus reducing the potential mess.

Prepare a couple of gallons of “polluted” water (use the chocolate powder, oil, food coloring, pieces of plastic litter, etc.)

Build one or two models to use in the demonstration. Turn one plastic

bottle upside down, with the cut opening to the top and place it so that it is supported by the water collection jar. Place a cotton ball in

the lid of the plastic bottle. Screw the lid back onto the bottle. This filter can be used as the control filter for students, by pouring the ”polluted” water into the bottle and watching the water pour out into the jar. Create another filter the same way, but add whatever mixture of cotton, sand, nylon and marbles that you would like to

the filter model. Collect other filter materials that students might want to try: gravel, paper towels, coffee filters.


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Teacher Notes Continued:

Key Vocabulary

Coagulation: part of water treatment process when a coagulant chemical is added to cause

unwanted particles to come together

Flocculation: part of water treatment process when the water is gently mixed to allow the

coagulated material to come together in large particles called floc.

Sludge: solid waste material collected during water treatment process

Disinfectant: chemical (mostly chlorine-based) added during water treatment process to kill

pathogens

Potable water: water that is safe to drink

Engaging the Learners: Teacher can take a quick poll of who likes bottled water versus

who prefers to drink tap water. This can begin a conversation about water treatment and

water pollution.

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Lesson Guide for Water Filtration Models Part A

As you watch the video from the EPA (Environmental Protection Agency), please answer the

following questions.

Which type of water source requires more treatment – ground water or surface water?

Why?

Name one thing that happens to water during pre-treatment and screening.

What happens to water during the coagulation and flocculation stage of water treatment?

During what stage does sludge form?

What are some things used in the filtration stage?

What is the most commonly used disinfectant?

As you read the BOTTLED WATER BASICS booklet from the EPA, please answer the following

questions.

How does the FDA (Food and Drug Administration) set standards for bottled water?

Why might bottled water have a more consistent (uniform) taste as compared to some tap

water?

Name and briefly describe 5 common bottled water treatments.

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Part B

Please draw a picture of your model and include the sequence of materials used in the model.

Description of the water before going through the model filtration:

Description of the water after going through the model filtration:

Suggestions to improve the model:

How did the improvements change the way the model worked?

Part C

Follow-up Questions

What are some of the pollutants that water treatment plants need to remove?

How did the filtration model help you understand how water treatment plants work?

Has your opinion changed about tap vs. bottled water? Why or why not?

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ENVIRONMENTAL ISSUES UNIT—LESSON 3- WATER AND AIR QUALITY REPORTS

OUTCOMES:

The learner will analyze and interpret local air and

water quality reports.

The learner will compare areas within the same

state for air quality.

STUDENT/CLASS GOALS:

Find information about local air and

water quality.


#4 Analyzing and interpreting data

TIME FRAME:

1 hour



Area(s) of integration:

Reading

Mathematics

Writing


As an introduction to this lesson, class will discuss what they know about ozone, fluoride,

carbon monoxide.

INSTRUCTIONAL ACTIVITIES MATERIALS

Step 1: Whole Class

Discuss what we already know about

ozone, fluoride, lead, carbon monoxide

Step 2: Partners or Individual

Use local reports on air and water quality

to complete the lesson guide

Step 3: Whole Class

Contribute to the Compare Charts

Step 4: Individual

Give your city/county a grade for water and

air quality, citing data to support your

evaluation

Local water quality reports (consumer

confidence reports) available online (choose

2-3 different locations, depending where

students live.)

Local air quality reports available on state

EPA website

Whiteboard or chalk board for the Compare

Chart

FORMATIVE ASSESSMENT

TECHNOLOGY SKILLS

Step 1: Students participate in the

discussion.

Step 2: Teacher observes and assists as

students complete the lesson guide.

Step 3: Students contribute to the charts.

Step 4: Teacher reviews the students’

evaluations of their city/county’s water

and air quality.

Students can find additional local data

using the internet.

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TEACHER REFLECTION/LESSON EVALUATION ADAPTATION FOR ADVANCED/BEGINNING STUDENTS

To be completed after the lesson is taught Advanced Students: Advanced students can

generate a list of additional questions about

local/water quality.

Beginning Students: Teacher can provide

additional support in completing the lesson guide.

Teacher Notes:

Local water quality reports for various locations are readily available online.

If students live in different communities, try to access reports for each of the areas where

the students live.

One way to access local air quality data is through the state EPA website.

Teacher can print these reports or give the students the web addresses.

The lesson guide should be modified to include any unusual data for a specific location.

Key Vocabulary:

Inorganic: coming from something non-living ( not carbon based)

Contaminant: another word for something that causes pollution

PPM and PPB: parts per million and parts per billion

CO: carbon monoxide is released when fuel is burned

Engaging the Learners:

Teacher can ask students what Los Angeles, Phoenix, Pittsburgh, Birmingham, Cincinnati,

and Louisville have in common, besides being urban areas. (They are all in the top 10

worst cities for air quality).

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Lesson Guide for Local Water and Air Quality Reports

Key Vocabulary

Inorganic: coming from non-living origin (not carbon based)

Contaminant: another word for a pollutant PPB: parts per billion

PPM: parts per million

Water Quality Report: Use the laboratory test results (after treatment) to answer the following questions.

Source of the Water:

1) Name 4 detected inorganic contaminants and indicate the level found for each.

2) Did any of the 4 inorganic contaminants exceed the maximum contaminant level allowed?

3) What is the action level for lead (Pb)? Did water from _________ test above the action level for lead?

4) Name 4 undetected contaminants (tested for but not found) listed in the report as well as the typical source of these contaminants.

Air Quality Report : Use the data from the Highest Hourly Average Report

1) List 3 air pollutants that are measured in PPB and 1 that is measured in PPM and 1 that is measured in micrograms/cubic meter.

2) Which site has the highest average Sulfur Dioxide (SO2)?

3) Which site had the highest average carbon monoxide (CO)?

4) List 3 areas with high average particulate matter.

19

ENVIRONMENTAL ISSUES UNIT – LESSON 4- POLLUTION: ACID RAIN

OUTCOMES:

The learner will generate and interpret data.

The learner will describe acid rain and some of

its effects on the environment.

STUDENT/CLASS GOALS :

Find information about acid rain.

Determine which areas in the US that are

most affected by acid rain.


#5 using mathematics and computational thinking

TIME FRAME: 1-1.5 HOUR


During the introductory lesson, students generated questions about acid rain.

As an introduction to this lesson, students will discuss what they know about the term acid.


STEP 1 WHOLE CLASS: Read the key points on p.6-8, bottom

of p. 10 and all of p.11 from the EPA guide.

View the map from the NAPD website to find the areas

most affected by acid rain.

Complete the key concepts part of lesson guide together.

Participate in teacher demonstration of how to complete

Part A of lesson guide.

STEP 2 SMALL GROUPS OR PARTNERS: Complete Part A of the

lesson guide.

STEP 3 WHOLE CLASS: Each group shares data and the

average value for each tested substance is calculated.

Work together to enter the average value into excel or

class graph. (excel scatter plot)

Calculate the slope of the best fit line.

Discuss the meaning of the value of the slope, in regards

to this data set.

MATERIALS http://www.epa.gov/acidrain/education/teac

hersguide.pdf

http://nadp.sws.uiuc.edu/NTN/annualmapsb

yanalyte.aspx (Laboratory pH map)

Lesson Guide Each group should have: samples of

common acidic liquids (lemon juice, vinegar,

rain water, seltzer water, Sprite, plain

yogurt), water, baking soda, litmus paper,

cups or beakers, eye-droppers

http://www.epa.gov/acidrain/education/teachersguide.pdf

http://www.epa.gov/acidrain/education/teachersguide.pdf

http://nadp.sws.uiuc.edu/NTN/annualmapsbyanalyte.aspx

http://nadp.sws.uiuc.edu/NTN/annualmapsbyanalyte.aspx

20


Step 1 and 2 –Teacher observes and assists

students filling out lesson guide

Step 3 – Students participate in discussion

Step 4 – Teacher observes and assists each

group

Step 5 – Students share responses and/or the

teacher reviews the lesson guide responses.

TECHNOLOGY SKILLS

Students use the internet to find the National

Atmospheric Deposition Program (NADP) map.

Students use Microsoft Office Excel.


(To be filled in after the lesson)

ADAPTATIONS FOR ADVANCED/BEGINNING

STUDENTS

ADVANCED STUDENTS: Teacher can encourage

advanced students to add details to the lesson

guide responses or to extend the investigation.

BEGINNING STUDENTS: Teacher can provide

additional support to assist the beginning

students in completing the lesson guide.

Beginning students can be paired with advanced

students in the small group work.


STEP 4 SMALL GROUPS OR INDIVIDUAL:

Use the data in lesson guide Part B to generate a

new line and then calculate the slope.

Complete the follow-up questions in the lesson

guide.

STEP 5 WHOLE CLASS:

Share responses to the follow-up questions

MATERIALS Lesson Guide

Teacher Notes:

An interesting alternative to litmus paper is to make your own indicator using red cabbage.

When red cabbage is boiled in water, the water changes to a purple color. When an acid is

added to the purple water, the water changes to pink-red. When a base is added to the purple

water, the water changes to blue-green. The students could measure the amount of each

sample that it took to change the color of the cabbage water.

After each sample tested, the eyedropper must be rinsed thoroughly. If some of the previous

sample remains in the eyedropper, the results will not be accurate.

21

Teacher Notes Continued

Brief review of Microsoft excel for this lesson:

Below is the Excel graph for Part B of the lesson guide. (In Excel, after you enter the data,

you go to Insert, choose scatter plot. Next, you right-click on the scatter plot to add trend

line (choose linear). Excel will calculate the slope if you right-click on the trend line and

choose to display the equation on the chart. The slope is the (m) value in the equation

y=mx +b. You can also calculate the slope yourself by the formula:

slope = .

In this example, you can use the points (5.9-5.4) ÷ (42-30) = .5 ÷ 12 = .041. This is the

same value for the slope given by the equation on the Excel graph.

Key Vocabulary:

Acid: having a pH less than 7

pH: a value from 0-14 which describes how acidic or basic a substance is

Base: having a pH greater than 7

Buffer: substance capable of neutralizing an acid or a base

Neutralize: to combine acids and bases to make a neutral substance

Engaging the learner: The teacher can introduce the topic by asking about antacids and

digestion. Ex. Has anyone ever seen a commercial on TV for an antacid?

22

Lesson Guide 4 Acid Rain

We will be exploring the relationship between the pH of rain and the buffering capacity of lakes

and streams.

Key Concepts (from the EPA guide and NADP map)

What is the main cause of acid rain?

What roles do sulfur dioxide (SO4) and nitrogen oxides (NOx) play in the formation of acid

rain?

What role does dry deposition play in the formation of acid rain?

Neutralize: student definition

Definition from the EPA: - (To combine acids and bases to make a neutral substance or

solution. For example, acidic water can be neutralized by adding a base.)

Buffering Capacity: student definition

Definition from the EPA- (The ability of a substance to resist changes in pH when acids or

bases are added.)

Buffer : student definition

Definition from the EPA- (A substance, such as soil, bedrock, or water, capable of

neutralizing either acids or bases.)

Soils with ____________________________ deposits are good buffers.

A pH below ______________________ indicates acids – with 1 being most acidic.

What is the pH of most rain water in the US?

What areas in the US are most affected by acid rain?

23

Part A: Question: How does the pH of rain affect the capacity of a lake to act

as a buffer?

Hypothesis:

Procedure:

Fill a cup/beaker about ½ full with water.

Add 10 g of baking soda to the cup of water and stir vigorously.

Test the water-baking soda solution with the litmus paper. Is it acidic or basic? ___________

Use the eye-dropper to measure 5 ml of the first acid to be tested and add it to the water.

Test the water-baking soda solution with the litmus paper.

Repeat steps 4 and 5 until the water-baking soda solution tests acidic.

Use the chart below to record how many ml of the acid it took to change the water-baking soda solution to

acidic.

Carefully clean out the eyedropper with tap water.

Repeat these steps for all of the acids to be tested.

Group A Group B Group C Average

Sample tested Number of ml

needed to

cause change

Number of ml

needed to

cause change

Number of ml

needed to

cause change

Number of ml

needed to

cause change

Rain Water pH of 5.6

Lemon Juice pH of 2.1

Vinegar pH of 2.3

Sprite pH of 3.5

Yogurt pH of 4

Seltzer water

pH 3.4

24

Part B Water from ABC lake was tested to determine its buffering capacity. Graph this new data

and answer the following questions. Use the pH for the y-axis and the ml for the x-axis.

pH 4.5 pH 5.1 pH 5.4 pH 5.9 pH 6.2

15 ml 23 ml 30 ml 42 ml 55 ml

Follow-up Questions

Use the formula: slope = .

What is the slope of the new line?

What is the slope of the line from our water-baking soda data?

Is the ABC lake a better or worse buffer than the water-baking soda solution that we tested?

How can you tell?

What are some possible reasons why some ecosystems are more affected by acid rain than

others?

What other questions could we investigate with water samples and pH?

25

ENVIRONMENTAL ISSUES UNIT - LESSON 5– ENERGY PROBLEMS—DEFENDING A POSITION ON

GLOBAL WARMING OR FRACKING

OUTCOME:

The learner will defend a position on global

warming or fracking based on evidence.

STUDENT/CLASS GOALS:

Find information about fracking.


# 7 Engaging in argument from evidence

TIME FRAME:

1-1.5 hours






AREAS OF INTEGRATION

Reading

Writing


Students are familiar with the local debate about fracking.

Students have voiced opinions about global warming.

INSTRUCTIONAL ACTIVITIES:

Step 1: Whole Class:

Read a sample editorial from a local newspaper

Review the directions and the rubric for the

assignment

Step 2: Individual:

Browse available materials and choose a topic,

either global warming or fracking

Use the lesson guide to outline a position on

either global warming or fracking

Use the outline to write an editorial piece on the

chosen position

Step 3: Partner:

Read partner’s editorial and make suggestions

Step 4: Individual

Use suggestions to create final draft

MATERIALS

Sample editorial from local newspaper

Lesson guide and rubric

Trade books

Web articles (some credible and some questionable sources)


Step 1: Students contribute to class list of

editorial features

Step 2-3: Teacher observes and assists as

students work through the lesson guide Step 4: Teacher reviews final drafts.

TECHNOLOGY SKILLS:

Students can use word processing skills

for final draft

26


To be completed after the lesson


STUDENTS

Advanced Students: Teacher can pair

advanced students with advanced students as

partners.


additional support throughout the lesson.

Teacher Notes:

Teacher provides the background material and includes some credible as well as

questionable sources so that students can differentiate between good sources and non-

credible sources of information.

When students have shown ability to identify credible sources, teacher may allow students

to find their own sources of credible information.

Key Vocabulary:

Global warming: gradual increase in the temperature of the earth’s atmosphere

Fracking: fracturing rock layers using pressurized fluid in order to release natural gas

Engaging the Learner: The teacher can introduce the lesson by showing several bumper

stickers about global warming and fracking. ( a quick internet search can reveal many

humorous bumper stickers!)

27

Editorial Assignment

Directions:

Browse available materials and choose a topic, either global warming or fracking.

Use the guide (on the back of this paper) to outline a position on global warming or on

fracking.

Use the outline to write an editorial on the chosen position.

*Make sure you use your own words. Use “ …. “ to indicate direct quotes taken from the

source.*

Exchange with a partner and make 3 positive comments and 3 suggestions.

Write out or type your final draft.

RUBRIC

4 3 2 1

Lead/Opinion

The article has a

clear lead and a

clearly stated

opinion.

The article has a

clear opinion but a

weak lead.

There is a clear lead,

but it hard to

identify the writer’s

opinion.

There is no clear

lead, and the

writer’s opinion is

confusing.

Support

The article has at

least 3 different

pieces of supporting

evidence.

The article has at

least 2 different

pieces of supporting

evidence.

The article has at

least 1 piece of

supporting evidence.

The article has no

supporting evidence.

Credibility

All of the evidence

presented is from

credible sources.

Most of the

evidence is from

credible sources.

One piece of

evidence is from a

credible source.

No credible sources

are presented.

Spelling and

Grammar

There are 1-2

spelling or grammar

mistakes.

There are 3-4

spelling or grammar

mistakes.

There are 5-6

spelling or grammar

mistakes.

There are more than

6 spelling or

grammar mistakes.

28

Outline Guide

Topic: _____________________________________________________________________________

My position: ________________________________________________________________________

My position is supported by:

Evidence 1: ___________________________________________________________________

Source: ______________________________________________________________________

(Source is credible because ______________________________________________________).

Evidence 2: ___________________________________________________________________

Source: ______________________________________________________________________

(Source is credible because _____________________________________________________).

Evidence 3: ___________________________________________________________________

Source: ______________________________________________________________________

(Source is credible because _____________________________________________________).

My leading statement (engage the reader) : _______________________________________________

____________________________________________________________________________________

My closing statement (summary of my position) : ____________________________________________

_____________________________________________________________________________________

29

ENVIRONMENTAL ISSUES UNIT— LESSON 6—BIOFUELS INVESTIGATION

OUTCOME

The learner will complete an investigation on

bio fuels.

STUDENT/CLASS GOALS

Find information about alternative energy

sources.

SCIENCE PRACTICE ADDRESSED

#3 Planning and carrying out investigations

TIME FRAME

1 Hour for initial setup plus additional time to

take measurements through 1 week

SCIENCE CORE AND COMPONENT IDEAS ADDRESSED

PS 1. B. Chemical Reactions

PS.3 Energy

PS 3. A. Definitions of Energy

PS 3. D. Energy in Chemical Processes and

Everyday Life


Mathematics


Break down the word bio fuel and share any background knowledge on the topic


STEP 1: WHOLE CLASS

View video on how to investigate various bio-

fuel materials for ethanol production

http://www.teacherstryscience.org/lp/biofuels

and fill in the key concepts on lesson guide

Step 2: Small Groups

Begin the investigation: Which biomass will

produce the most carbon dioxide/ethanol?

Step 3: Whole Class

Share and discuss data from the investigations

MATERIALS

www.teacherstryscience.org/lp/biofuels

(VIDEO IS TITLED: BIOFUELS LESSON –HOW TO)

Corn kernels, table sugar, soybeans, fruit,

potato, corn husks, grass, 20 oz soda bottles,

yeast, calculators, balloons, balance, mortar

and pestle (optional)

Lesson Guide

FORMATIVE ASSESSMENTS

Step 1 and 2 :Teacher observes and assists

students as they complete the lesson guide

Step 3: Teacher encourages questions and/or

additional investigation

TECHNOLOGY SKILLS

Students can use internet to view the video on

biofuels investigations



ADAPTATIONS FOR ADVANCED/BEGINNING STUDENTS Advanced Students: Teacher can pair advanced students with advanced students as partners. Beginning Students: Teacher can provide


http://www.teacherstryscience.org/lp/biofuels

30

Teacher Notes:

Key Vocabulary

Biomass: Organic material

Biofuel: fuel derived from organic material

Fermentation: Sugar (in plant) + Enzyme Found in Yeast = Ethanol + (carbon dioxide).

Engaging the Learner: The teacher can introduce the lesson by showing the crushed

grass, corn, fruit, etc. and asking if anyone can make a connection to fuel.

31

Initial balloon

circumference

Second measurement

of balloon

circumference

Third measurement

of balloon

circumference

Fourth measurement

of balloon

circumference

Control

Test 1

Test 2

Bio-fuel Investigation

Question: Which biomass will produce the most ethanol?

Key Concepts

Bio-fuels are a renewable form of fuel that biochemical engineers have created from (biological material)

Sugar (in plant) + Enzyme Found in Yeast = Ethanol + (carbon dioxide).

One environmental problem with bio-fuels is that: ( pesticides are used to grow the corn.)

One environmental positive of bio-fuels is that : (the carbon dioxide released in ethanol production is

potentially absorbed by the next crop of plants.)

Scientists are looking for other plants, that do not need pesticides to grow, to use for ethanol production.

o The products of the fermentation reaction are carbon dioxide (gas) and ethanol (liquid).

o Carbon dioxide, not ethanol, is what causes the balloon to expand in the investigation.

o By measuring the expansion of the balloon, we can get a comparative sense of how much ethanol is

being produced by the breakdown of each biomass.

Initial Hypothesis:

Amount of yeast used in control and test 1 and test 2: ____________________________________

Amount of warm water used in control and test 1 and test 2:_______________________________

Biomass used for Test 1 and Test 2 : _____________________________________________________

Notes from other groups:

In our investigation, which biomass produced the most carbon dioxide/ ethanol?

32

ENVIRONMENTAL ISSUES UNIT—LESSON 7—ENERGY SOLUTIONS—EXPLAINING PROS AND CONS OF

VARIOUS ENERGY SOURCES

OUTCOME

The learner will compare and contrast

energy sources.

STUDENT/CLASS GOALS

Find information about alternative energy

sources.


#6 Constructing explanations

TIME FRAME

1-1.5 HOUR


ADDRESSED



ESS 3. C. Human Impacts on Earth

Systems



READING

WRITING


Students share background knowledge on alternative energy sources.


STEP 1: Whole Class: Review the

directions for the lesson guide. Fill out solar

information on the chart together.

Step 2:Partners or Individual: use the

teacher provided materials to complete the

compare/contrast chart on the various

energy sources.

Step 3: Individual: Write a one paragraph

explanation why no single energy source is

the ultimate solution to energy issues

MATERIALS

Lesson Guide

trade books, textbooks, internet sources on

energy sources


Step1,2: Teacher assists in lesson guide

completion

Step 3: Teacher reviews the paragraph

TECHNOLOGY SKILLS

Students can use internet sources.

Students can type paragraph in step 3.

33




STUDENTS

Advanced Students: Advanced students can

write an additional paragraph on an energy

source which interests them.



Teacher Notes:

Key Vocabulary:

Solar: energy from the sun/ renewable

Fossil Fuels: Fuel formed in the earth from plant or animal remains (natural gas, oil,

coal)/non-renewable

Geothermal: heat energy from the interior of the earth/ renewable

Engaging the Learner: The teacher can introduce the lesson by asking the students what

they know about the term GREEN energy.

34

Lesson Guide Directions:

1) Use the trade books, text books, and internet articles to compare and

contrast the energy sources.

2) Indicate the page numbers and abbreviations to indicate where the

information was located ( TB= trade book, TXB= textbook, IA= internet

article)

Fossil

Fuels

Solar Wind Geothermal Hydro Nuclear Biofuel

What is

the source

of the

energy?

Is it

renewable?

Does it

cause

pollution?

Where in

the U.S. is

it found?

Positive

aspects

Negative

aspects

35

ENVIRONMENTAL ISSUES UNIT—LESSON 8—COMPARING ECOLOGICAL FOOTPRINTS


Students are familiar with carbon footprints but not as familiar with ecological footprints.


Step 1: Whole Class

Read and discuss national

geographic article to fill out key

concepts on lesson guide

Read directions for part A

Step 2: Partners or individual

Calculate personal ecological

footprint as well as “celebrity”

footprint as well as citizen of a

developing Country footprint

Step 3: Whole Class

Discuss the follow-up Questions on

the lesson Guide

MATERIALS

http://greenliving.nationalgeographic.com/difference-

between-carbon-footprint-ecological-footprint-

2859.html

Lesson Guide

http://earthday.net/footprint2/flash.html


STEPS1,2,3 TEACHER OBSERVES AND

ASSISTS AS STUDENTS COMPLETE LESSON

GUIDE

TECHNOLOGY SKILLS

USING THE ONLINE FOOTPRINT CALCULATOR




STUDENTS

Advanced Students: Students can use online

calculators to calculate carbon footprints as

well as ecological footprints.



Lesson Guide for Ecological Footprints

OUTCOME

THE LEARNER WILL ANALYZE ECOLOGICAL

FOOTPRINTS FROM VARYING LIFESTYLES/COUNTRIES.

STUDENT/CLASS GOALS

FIND OUT HOW ECOLOGICAL FOOT PRINTS ARE

DIFFERENT FROM CARBON FOOTPRINTS.


#4 ANALYZING AND INTERPRETING DATA

TIME FRAME

1 HOUR


ADDRESSED





MATHEMATICS

READING

Teacher Notes: Key Vocabulary: Carbon footprint: the amount of carbon dioxide emitted by the use of fossil fuels Ecological footprint: measure of how many earths needed support a certain lifestyle if everyone on earth had the same lifestyle Engaging the Learner: The teacher can introduce the lesson by showing a footprint and asking students to fill in the footprint with ways we use natural resources.

http://greenliving.nationalgeographic.com/difference-between-carbon-footprint-ecological-footprint-2859.html




36

Key Concepts

How are ecological footprints different from carbon footprints?

How are ecological footprints similar to carbon footprints?

How does the ecological footprint of all of humanity compare to Earth’s bio-capacity?

Part A

1)Use the ecological calculator on the website http://earthday.net/footprint2/flash.html to

calculate your own personal ecological footprint. Record it here

___________________________.

2) Now imagine you live the lifestyle of a celebrity. Recalculate the footprint of you as a

celebrity.

List some of the lifestyle changes that you made “living as a celebrity.”

Record the “celebrity” ecological footprint here ___________________________________.

3) The average ecological footprint of someone living in Somalia is .23. Imagine you live in

Somalia. Recalculate the footprint of you , living as a typical Somalian.

How close to .23 did you get?

What lifestyle differences contributed to a low ecological footprint?

Follow-Up Questions

Use the graphs on the following page to answer the following questions.

1) From 1960 to 2005 how has the ecological footprint in India changed relative to the bio-

capacity?

2) In what decade did China’s ecological footprint change the most? What are possible reasons

for this change?


37

India Source: www.footprintnetwork.org

China

Source: www.footprintnetwork.org

38

ENVIRONMENTAL ISSUES UNIT—LESSON 9—CONSERVATION—TEACHING OTHERS ABOUT THE 3 R’S

OUTCOME

THE LEARNER WILL CREATE WAYS TO TEACH

OTHERS ABOUT REDUCING, REUSING, AND

RECYCLING IN A CLASSROOM “MUSEUM”.

STUDENT/CLASS GOALS

TEACH CHILDREN ABOUT RECYCLING, REDUCING,

REUSING.


#8 OBTAINING, EVALUATING, AND

COMMUNICATING INFORMATION

TIME FRAME

1-2 HOURS PREPARATION + 1 HOUR FOR

CHILDREN TO VISIT


ADDRESSED:



ESS 3. C. Human Impacts on Earth

Systems



READING

WRITING


STUDENTS RECOGNIZE THE IMPORTANCE OF RECYCLING. STUDENTS HAVE BEEN TO MUSEUMS.


STEP 1: WHOLE CLASS: BRAINSTORM BEST

PARTS OF MUSEUM VISITS.

DIVIDE INTO GROUPS BASED ON INTERESTS.

POSSIBLE GROUPS: EXHIBITS, INTERACTIVE

SESSION, GIFT SHOP, HANDS-ON STATIONS,

TICKETS AND INVITATIONS.

STEP 2: GROUPS: CREATE CHOSEN PARTS OF

THE CLASSROOM MUSEUM

STEP 3: WHOLE CLASS: SHARE CREATIONS

WITH CLASSMATES AND MAKE SUGGESTIONS.

STEP 4: WHOLE CLASS: INVITE CHILDREN TO

COME TO THE CLASSROOM MUSEUM.

MATERIALS

TEACHER NEEDS TO HAVE VARIETY OF POSSIBLE

MATERIALS AVAILABLE FOR THE MUSEUM. SOME

OF THE MATERIALS FROM THE UNIT (ACID RAIN

MATERIALS, BIOFUELS MATERIALS, WATER

FILTRATION) MAY BE RE-USED FOR THE MUSEUM.


TEACHER OBSERVES AND ASSISTS

THROUGHOUT THE MUSEUM PROCESS.

TECHNOLOGY SKILLS

STUDENTS WILL LIKELY USE VARIOUS

TECHNOLOGIES TO CREATE THE MUSEUM.

TEACHER REFLECTION/LESSON

EVALUATION To be completed after the lesson

ADAPTATIONS FOR

ADVANCED/BEGINNING STUDENTS

Advanced Students: Encourage

creativity in expanding ideas for the

museum.

Beginning Students: Teacher can

provide additional support throughout the lesson.

39

ENVIRONMENTAL ISSUES UNIT—LESSON 10—CULMINATING ACTIVITIES

OUTCOME

THE LEARNER WILL REVIEW AND DEMONSTRATE

UNDERSTANDING OF THE UNIT OBJECTIVES.

STUDENT/CLASS GOALS

DEMONSTRATE INCREASED UNDERSTANDING OF

ENVIRONMENTAL ISSUES.


ALL, DEPENDING ON THE CHOSEN CULMINATING

ACTIVITY.

TIME FRAME

1-1.5 HOURS


ADDRESSED

ALL OF THE UNIT CORE AND COMPONENT IDEAS


READING

WRITING

MATHEMATICS


STUDENTS WILL USE THE KNOWLEDGE GAINED THROUGHOUT THE UNIT OF STUDY IN COMPLETING THE CHOSEN

CULMINATING ACTIVITY.


STEP 1: WHOLE CLASS: REVIEW OPTIONS FOR

CULMINATING ACTIVITIES

STEP 2: INDIVIDUAL: CHOICE ONE OPTION TO

COMPLETE

STEP 3: WHOLE CLASS: SHARE ONE PART OF

THE CHOSEN CULMINATING ACTIVITY

MATERIALS

LIST OF OPTIONS FOR CULMINATING ACTIVITY

VARIOUS MATERIALS FROM THE UNIT


TEACHER OBSERVES AND ASSISTS THROUGHOUT

THE LESSON.

TECHNOLOGY SKILLS

STUDENTS MAY CHOOSE TO USE COMPUTER TO

COMPLETE THE ACTIVITY

TEACHER REFLECTION/LESSON

EVALUATION



STUDENTS

Advanced Students: Teacher encourage a

more challenging choice of culminating

activity.



Teacher Notes

Possible Culminating Activity Choices may include:

Making their own quiz/test for the environmental studies unit with an answer key.

Revisit the model filtration activity and video-tape a how-to demonstration .

Revisit the editorial on global warming/ fracking and find additional evidence to strengthen

position.

Calculate their carbon footprint on 3 different online calculators and explain any differing

scores.

Design a brochure advertising the classroom museum on Environmental issues.

Documents

An Environmental Issues Unit - Ohio University · 2 A Unit of Study for Adult Learners Table of Contents ... Environmental Issues Unit Science Content Objectives (Taken from the National