Unit+of+Instruction

__**Welcome to AP Environmental Science for 11th & 12th graders**__ __GOALS FOR EVERY UNIT__
 * Resources/materials needed:**
 * Books "Your Right to Know; Genetic Engineering & the Secret Change in Your Food" and "Environmental Science".
 * Articles, podcasts, videos, short documentaries, computers, the internet, news reports all provided by the teacher & school.
 * Technology used:**
 * Our class will work simultaneously with another 11th or 12th grade class in another country via the "iearn" website. The student will have the ability to see how the same experiments affect students communities and bodies in another country.
 * We will incorporate into our daily lectures videos, podcasts, internet research and more. This will allow students to learn in an environment that is familiar and interesting to them which is modern day media.
 * Classroom Goals:**
 * Each class will begin with a humanitarian phrase of the day. This will be done in an effort to promote and educate students on RESPECT, COEXISTING, UNDERSTANDING, HUMILITY, EMPATHY, and MOTIVATION.
 * Assignment Goals:**
 * Assignments & Quizzes will always be highlighted in bright yellow with black font.
 * There will be a quiz every 2 weeks.
 * A 1 – 3 page essay after each field trip discussing what they learned and how they will use this knowledge going forward to lessen their impact on the environment and or their body.
 * Students be graded during each Socratic discussion on their participation and respect for others.
 * Every two weeks students will be required to show their progress on the "Change" project.
 * Various small assignments per unit will be done either in class in groups or at home.
 * Reading Outcomes:**
 * Many articles will be assigned throughout the semester and discussed in class.
 * Internet and book research will be consistent throughout the semester.
 * Writing Outcomes:**
 * Daily writing will be required in order to record data and results as they create their charts.
 * Students will be required to write a 1 – 3 page essay after each field trip.
 * Speaking & Listening Outcomes:**
 * Students will present to the class individually their charts and discoveries.
 * During each field trip each student will be required to take notes by __listening__ closely in order to complete the essay required after each field trip.
 * The Socratic Method used to discuss the movies watched and some articles / podcasts.
 * Tests will be given in two ways simultaneously, written and orally in small groups or possibly individually. Due to my oral testing techniques students will learn what is appropriate for a job interview in regards to dress, manners, preparation, body language, verbal language and more. Students will be able to interview under pressure with more confidence, more professionalism, and gain a better chance of obtaining work
 * The technology used in this lesson changes the teaching / learning in this way:**
 * Working through [|www.iearn.com] along side another 11th or 12th grade class the students will gain appreciation for global communication, how similar or dissimilar the lives of students the same age are across the globe.
 * The students will learn about finding reliable internet facts.
 * The students will learn how to create an excel chart which can be beneficial in jobs later.
 * For more visual students we will watch many short videos and podcasts.

**__UNIT 1 ~ "Food the Environment and You" ~ LESSON PLAN & ASSIGNMENTS__**
 * Length of Lesson: 2 weeks**
 * Description of lesson:** The student will gain the knowledge needed in order to take charge of their body, health, and better understand how their daily food choices impact their community, country, and the world. This knowledge will focus mostly on food, the growth of it and its impact on our bodies and the earth.
 * Lesson objectives:**
 * Student will understand: More about their place in the world and how their choices impact it.
 * Student will be able to: Make decisions in their everyday life that are better for the environment.
 * Student will understand: How their food choices affect their bodies, the community, the nation, and the world.
 * Student will be able to: The student will have the knowledge to shop for food items that are better for them and the environment.
 * Student will understand: How their lifestyle habits are affecting them and the environment.
 * Student will be able to: The student can make decisions about their lifestyle fully understanding the impacts those choices will have on the environment.

Charts are due at the end of the week which can be done in excel or by hand. Charts will be presented to the class so that everyone can learn about healthy options to their most common foods. || **__UNIT 2 ~ "Water the Environment and You" ~ LESSON PLAN & ASSIGNMENTS__** [] || improvements are being made. Take the Journey of Water ||< Complete the || ||<  || media type="custom" key="5726073" ||< **__Assignment__** CHOOSE no more than 7 things you use daily on your body, in cleaning your home, as transportation, as technology...etc. LIST those items and find pictures if you can then find a healthier alternative to that product. Healthier for you or the environment. Watch this video as an example what you will be turning in. You can use Animoto to create a video with music of your items. Go to www.animoto.com to sign up for your free account, download your photos and create your video OR you can turn in a detailed list w/ pictures or drawings (be creative). media type="custom" key="5726379" || LISTEN to my Vocaroo recording as an example of your assignment: media type="custom" key="5726561" ||< Go to www.vocaroo.com and record your voice stating the following: 1) One thing I USE daily that pollutes the water system & an alternative to that item. 2) One thing I DO daily that pollutes the air and an alternative to that action. 3) One thing I BUY often that pollutes the earth or is bad for it and an alternative to that purchase. || **YOU TUBE LINK:** ||< CLICK HERE TO VIEW THE PARAMETERS OF YOUR RESEARCH PROJECT.
 * __Assignment 1 (which will be tracked all semester)__**
 * Project 1 - "CHANGE":** Each student will create and update all semester a chart tracking a personal health change and an environmental change they will make in their daily diet / home and document the results over the course of the semester.
 * **__WEEK 1__** ||
 * **__Investigation__** || **__Assignment__** ||
 * Watch the movie “The Future of Food” || Take notes during movie, and discuss it via a Socratic Method in class. ||
 * || Grocery Shopping - student will pick out 2-5 of their favorite foods, list 1) what is in them that and 2) what they could replace it with that is better for them.
 * What is in your food? Hormones, genetic engineering, preservatives, pesticides. || Spent a day in the library alternating btwn books and computer to write a one page essay on 2-5 additives in their favorite foods and some health implications related to those additives. ||
 * Who grows our food? Organic farmers, Genetically engineered crop farmers. What crops are predominant and why? What crops are grown predominantly in other countries? || Lecture, short videos, discussion. ||
 * Where are animals raised and who for? Cows, chickens, pigs, turkey, and fish. || Read in class some short articles & discuss. ||
 * Who processes our food? Discuss the people that pick fruits and vegetables, migrant workers, poor working conditions. Discuss companies that produce additives and their motivations. || Watch short videos on 3rd world country meat packing plants ||
 * Who packages our food? Discuss meat packing plant conditions. Preservatives & artificial colors added, why are they added and how they affect our bodies. || Watch a video on illegal immigrants and how they can become “slave labor”. ||
 * What organizations exist in the USA and other countries regulate our food? What organizations are working to improve current regulations / conditions. || Lecture, discussion. ||
 * A brief history of food growth in this country and the regulating of it. When certain organization such as the FDA came into existence and why there was a demand for it. ||  ||
 * **__WEEK 2__** ||
 * What impact will small changes make? Discuss cultural barriers in the USA (meaning do people on food stamps really have the ability to eat all organic, or do any middle class citizen for that matter?) What areas are the most important to you to make a change in? || Assign web research to find at least 3 opportunities to buy local or organic to make a difference in their health but not much difference in their pocketbook. Results will be presented informally in class w/ everyone. ||
 * Where does our food come from and why does buying local benefit the environment and more? What is the carbon footprint of your Starbucks latte? Is it feasible for everyone to eat organic? Is it feasible for everyone to buy local? ||  ||
 * Can you make a difference in the food that is produced in our country? Discuss the power to make conscientious decisions about your health. To lower health insurance costs. Discuss the % of diseases in the USA compared to other countries and what they are largely related to. || If yes, how? Lecture, discussion. ||
 * FIELD TRIP ~ to organic farm or local organic dairy farmer. || Write a 1 – 3 page essay after each field trip discussing what they learned and how they will use this knowledge going forward to lessen their impact on the environment and or their body. ||
 * || **ORAL / ESSAY QUIZ (see explanation under speaking & listening outcomes).** ||
 * || Check progress on "CHANGE" project. Assist and or give guidance where needed. ||
 * Length of lesson: 2 weeks**
 * Description of lesson:** This lesson will focus on water, the water cycle, and on a worldwide scale investigate usage (i.e. energy/agriculture), pollution, consumption rates, and fresh water reserves.
 * Lesson objectives:**
 * Student will understand: The water cycle.
 * Student will be able to: Understand how we get fresh water and why keeping it clean is so important.
 * Student will understand: How their water usage and things they put into the water affect the environment.
 * Student will be able to: Decrease their water usage and decrease the pollutants they contribute to the water.
 * Student will understand: How polluted water can affect their bodies.
 * Student will be able to: Know how to have their water tested and options on how to obtain pure water.
 * Student will understand: How the USA’s water compares to other countries usage, availability, and cleanliness.
 * Student will be able to: Have a better understanding of how precious clean water is and how little of it there is.
 * < **__ WEEK 3 __** ||
 * < **__Investigation__** ||< **__Assignment__** ||
 * < Learn the water cycle that exists on earth. ||< Lecture, videos, charts and posters.
 * < Water in Colorado; a look at where it comes from, what it is used for, and what
 * < **PLAY WATER JEOPARDY**
 * < Take the water quiz at home, you can type your answers up and e-mail them to me. ||< [|Water Quiz] ||
 * < **__ WEEK 4 __** ||
 * < Watch the movie "Water Gold" ||< Take notes during movie, and discuss it via a Socratic Method in class ||
 * < FIELD TRIP ~ to a local water treatment plant. ||< Write a 1 – 3 page essay after each field trip discussing what they learned and how they will use this knowledge going forward to lessen their impact on the environment and or their body. ||
 * <  ||< ORAL / ESSAY QUIZ (see explanation under speaking & listening outcomes). ||
 * [[image:Change_Project_Graph_Example.jpg]] ||
 * ~ Check progress on "CHANGE" project. Assist and or give guidance where needed. The chart you see here is an example of what you will create with the data you are gathering this semester. You will need to create 2 charts (1) for your environmental change and (2) for your health change. Feel free to check out the site at: http://nces.ed.gov/nceskids/CreateAGraph/default.aspx it is free and easy. ||
 * < __UNIT 3 ~ "Pollution, the Environment and You" ~ LESSON PLAN & ASSIGNMENTS__ **Length of Lesson: 2 weeks**
 * Description of lesson:** The student will gain the knowledge needed in order to understand how everyday products, actions, and choices can be but do not have to be pollutants to the environment.
 * Lesson objectives:**
 * Student will understand:
 * Student will be able to:
 * Student will understand:
 * Student will be able to:
 * Student will understand:
 * Student will be able to: ||
 * < WEEK 5 ||
 * < **__Investigation__** Watch this introductory video on your assignment.
 * < WEEK 5 ||
 * < **__Investigation__** Watch this introductory video on your assignment.
 * < Bring in household items and pictures of things in the world (i.e. cars, industrial buildings, trees, people..etc). Get into groups and decide which items at each station are the most and the least polluting to the world. Discuss in class every day pollutants and the impact they have on our community, bodies, and the world.
 * < WEEK 6 ||
 * < FIELD TRIP ~ to a Waste Water Treatment Plant. ||< Write a 1 – 3 page essay after each field trip discussing what they learned and how they will use this knowledge going forward to lessen their impact on the environment and or their body. ||
 * <  ||< **ORAL / ESSAY QUIZ (see explanation under speaking & listening outcomes).** ||
 * < **__UNIT 4 ~ "Energy the Environment and You" ~ LESSON PLAN & ASSIGNMENTS__** **Length of lesson: 2 weeks**
 * Description of lesson:**
 * Lesson objectives:**
 * Student will understand:
 * Student will be able to:
 * Student will understand:
 * Student will be able to:
 * Student will understand:
 * Student will be able to:
 * Student will understand:
 * Student will be able to: ||
 * < WEEK 7 ||
 * < **__Investigation__** ||< **__Assignment__** ||
 * < ALTERNATIVE ENERGY RESEARCH PROJECT - click on the YOU TUBE link below to watch some videos as a few examples of alternative energy sources you could choose as your topic.
 * Student will be able to:
 * Student will understand:
 * Student will be able to: ||
 * < WEEK 7 ||
 * < **__Investigation__** ||< **__Assignment__** ||
 * < ALTERNATIVE ENERGY RESEARCH PROJECT - click on the YOU TUBE link below to watch some videos as a few examples of alternative energy sources you could choose as your topic.

Click here to see a few books I have set aside which may be helpful for your research. || **__UNIT 5 ~ "Transportation the Environment and You" ~ LESSON PLAN & ASSIGNMENTS__**
 * Learning about the TYPES of ALTERNATIVE ENERGY. Watch the MapWing widget below. There are 5 types of alternative energy reviewed, you can click on the RED DOTS to go to another type of energy to review. Each type has 4 questions attached to a picture and each question has a website beneath it where you can find your answers. Have fun learning about the future of energy!! ||
 * media type="custom" key="5793163" ||
 * < **__ WEEK 8 __** ||
 * < Watch the movie: "An Inconvenient Truth". ||< Take notes during movie, and discuss it via a Socratic Method in class ||
 * < FIELD TRIP ~ Cherokee Coal Power Plant ||< Write a 1 – 3 page essay after each field trip discussing what they learned and how they will use this knowledge going forward to lessen their impact on the environment and or their body. ||
 * <  ||< ORAL / ESSAY QUIZ (see explanation under speaking & listening outcomes). ||
 * <  ||< ORAL / ESSAY QUIZ (see explanation under speaking & listening outcomes). ||
 * Length of Lesson: 2 weeks**
 * Description of lesson:** The student will gain the knowledge needed in order to
 * Lesson objectives:**
 * Student will understand:
 * Student will be able to:
 * Student will understand:
 * Student will be able to:
 * Student will understand:
 * Student will be able to:

and see all the exciting Google tools you will be using in your analysis. You will also need to click on the Form link to answer the questions in the form. || **__Assignment__** Doc [] Form [] || Find one or two additional GREEN JOBS. This can be done by finding a job opening or simply the title of someone doing green work. In addition to the one or two green jobs find one or two pieces of information about that job (for example) like what type of education is required to get that type of job or what the starting salary is. || media type="custom" key="5945771" ||
 * __Assignment 1 (which will be tracked all semester)__**
 * Project 1 - "CHANGE":** Each student will create and update all semester a chart tracking a personal health change and an environmental change they will make in their daily diet / home and document the results over the course of the semester.
 * **__WEEK 9__** ||
 * **__Investigation__** Ready for a group project, click on the "Doc" link to the right in order to read your instructions
 * Watch the short video to the right on GREEN CAREERS.
 * **__WEEK 10__** ||
 * Mass Transit Comparison Assignment: look at the photo album to the right, get into groups of 3, assign each person one of the following; subways, eurail, or light rail, then answer the question listed in the word document below. || media type="custom" key="5946017" ||
 * **__UNIT 6 ~ "Technology the Environment and You" ~ LESSON PLAN & ASSIGNMENTS__** **Length of Lesson: 2 weeks**
 * Description of lesson:** The student will gain the knowledge needed in order to
 * Lesson objectives:**
 * Student will understand:
 * Student will be able to:
 * Student will understand:
 * Student will be able to:
 * Student will understand:
 * Student will be able to:
 * Student will be able to:

example of how technology is improving the environment then write a paragraph on how this technology is benefiting the environment. Be ready to share your discovery in class! || media type="custom" key="5945819" || 1) What GPA is needed to get into this program? 2) What degree would you obtain? 3) How much would this degree cost at this institution? 4) Find one company in CO or not in CO that offers PAID TUITION for these types of degrees. You can find out this information by calling the HR departments and simply asking if they have tuition reimbursement programs for "X, Y, Z" fields. Watch the video to the right for a starting point. Have fun! || media type="custom" key="6030743" ||
 * __Assignment 1 (which will be tracked all semester)__**
 * Project 1 - "CHANGE":** Each student will create and update all semester a chart tracking a personal health change and an environmental change they will make in their daily diet / home and document the results over the course of the semester. ||
 * **__WEEK 11__** ||
 * **__Investigation__** Watch the short video to the right on bacteria that can clean up waste. Afterward do some research online to find one additional
 * **__WEEK 12__** ||
 * Green Job Training Assignment. Get into groups of 3 people. Your group will choose a career topic, here are some examples but you can come up with your own (Management, Engineering, Vocational, Research, Field work, Scientific, Safety). Within your career topic EACH PERSON needs to find AT LEAST ONE College level program and answer the following questions:
 * Green Job Training Assignment. Get into groups of 3 people. Your group will choose a career topic, here are some examples but you can come up with your own (Management, Engineering, Vocational, Research, Field work, Scientific, Safety). Within your career topic EACH PERSON needs to find AT LEAST ONE College level program and answer the following questions: