STEM
Unit: Environmental Science
Unit of Study: Environmental Science
Differentiation Strategies used throughout:
-Flexible grouping
-Socratic questioning
-High level task design
-Open-ended questioning/ task
TEKS: English & Language Arts:
K.4(B) ask and respond to questions about texts read aloud.
3.2(B) ask relevant questions, seek clarification, and locate facts and details about stories
and other texts and support answers with evidence from text
3.7(A) explain the elements of plot and character as presented through dialogue in scripts
that are read, viewed, written, or performed.
K.10(A) identify the topic and details in expository text heard or read, referring to the
words and/or illustrations
4.12(A) explain how an author uses language to present information to influence what the
reader thinks or does.
5.14(B) consider the difference in techniques used in media (e.g., commercials,
documentaries, news);
3.18(A) write imaginative stories that build the plot to a climax and contain details about
the characters and setting;
2.19(A) write brief compositions about topics of interest to the student;
5.19(A) write persuasive essays for appropriate audiences that establish a position and
include sound reasoning, detailed and relevant evidence, and consideration of
alternatives.
3.4 & 5.20(C) use complete simple and compound sentences with correct subject-verb
agreement.
3.25(B) generate a research plan for gathering relevant information (e.g., surveys,
interviews, encyclopedias) about the major research question.
STEM
Unit: Environmental Science
4.24(B) use skimming and scanning techniques to identify data by looking at text features
(e.g., bold print, italics);
5.24(E) differentiate between paraphrasing and plagiarism and identify the importance of
citing valid and reliable sources.
4.27(A) listen attentively to speakers, ask relevant questions, and make pertinent
comments;
4.28(A) express an opinion supported by accurate information, employing eye contact,
speaking rate, volume, and enunciation, and the conventions of language to communicate
ideas effectively.
4.29(A) participate in teacher- and student-led discussions by posing and answering
questions with appropriate detail and by providing suggestions that build upon the ideas
of others.
Science:
2.3A identify and explain a problem in his/her own words and propose a task and solution
for the problem such as lack of water in a habitat
4.2C construct simple tables, charts, bar graphs, and maps using tools and current
technology to organize, examine, and evaluate data
4.3D connect grade-level appropriate science concepts with the history of science,
science careers, and contributions of scientists
4.7C identify and classify Earth's renewable resources, including air, plants, water, and
animals; and nonrenewable resources, including coal, oil, and natural gas; and the
importance of conservation
4.10A explore how adaptations enable organisms to survive in their environment such as
comparing birds' beaks and leaves on plants
3.2F communicate valid conclusions supported by data in writing, by drawing pictures,
and through verbal discussion
3.2A plan and implement descriptive investigations, including asking and answering
questions, making inferences, and selecting and using equipment or technology needed,
to solve a specific problem in the natural world
5.3A in all fields of science, analyze, evaluate, and critique scientific explanations by
using empirical evidence, logical reasoning, and experimental and observational testing,
including examining all sides of scientific evidence of those scientific explanations, so as
to encourage critical thinking by the student
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Unit: Environmental Science
5.1B make informed choices in the conservation, disposal, and recycling of materials
5.2D analyze and interpret information to construct reasonable explanations from direct
(observable) and indirect (inferred) evidence
Social Studies:
2.2 History. The student understands the concepts of time and chronology. The student is
expected to:
2.2c create and interpret timelines for events in the past and present
2.17 Science, technology, and society. The student understands how science and
technology have affected life, past and present. The student is expected to:
2.17a describe how science and technology change communication,
transportation, and recreation
3.17 Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of valid sources, including electronic technology.
The student is expected to:
3.17A research information, including historical and current events, and
geographic data, about the community and world, using a variety of valid print,
oral, visual, and Internet resources;
2.18 Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of valid sources, including
2.18b obtain information about a topic using a variety of visual sources such as
pictures, maps, electronic sources, literature, reference sources, and artifacts
2.19 Social studies skills. The student communicates in written, oral, and visual forms.
The student is expected to:
2.19b create written and visual materials such as stories, poems, maps, and
graphic organizers to express ideas
2.20 Social studies skills. The student uses problem-solving and decision-making skills,
working independently and with others, in a variety of settings. The student is expected
to:
2.20a use a problem-solving process to identify a problem, gather information, list
and consider options, consider advantages and disadvantages, choose and
implement a solution, and evaluate the effectiveness of the solution
Community Connections: � Invite an environmental engineer to speak about his/ her job.
STEM
Unit: Environmental Science
Unit of Study: Environmental Science Lesson 1: Action to Oil Spills
Objective: The student will
• work in teams to analyze an "oil spill" in the classroom
• design, build, and test a system to contain and then remove the oil from the water
• evaluate the effectiveness of their solution and those of other teams
Pflex Skills:
� Thinking: Demonstrates higher order and critical thinking skills
� Thinking: Inquisitive; searches for significance; enjoys problem solving
� Communication: Interacts appropriately with peers
� Self-directed Learning: Able to evaluate efforts and finished products
� Leadership: Manages time and materials well
Background:
An oil spill is an accidental release of liquid petroleum hydrocarbons (usually during
transportation of oil) into the environment. Oil spills usually refer to the release of oils
into water, but of course an oil spill can take place on land as well. While spills can take
place quickly, as when a ship sinks, or a leak occurs in a pipeline, the cleanup can be a
long term project. And, the longer the oil sits in the water, the greater the impact on the
environment.
Guiding questions:
• What are some human-caused devastation to the environment?
• How are those accidents fixed? How long do you think the environment takes to
repair?
• How do we make the best judgment for containing and/ or cleaning an area that is
contaminated?
Materials:
� Water basin or sink for testing
� “Oil” (1/2 cup of vegetable oil mixed with cocoa powder)
� Suggested set of materials for each group: rubber bands, paper towels, string,
toothpicks, cotton balls, plastic wrap, popsicle sticks, shredded wheat cereal,
balloons, cooked rice, garden peat moss, grass, cork, suction tube/cooking baster,
spoon (other items as needed)
Activities:
Begin by showing students the various Student Reference Sheets. These may be read in
class, or provided as reading material for the prior night's homework. Divide students into
groups of 2-3 students, providing a set of materials per group. Explain that students must
work as a team to design a system to clean-up after an oil spill. The spill will be a
controlled ½ cup of vegetable oil that is poured into water which is held in a container
such as a water trough, large bucket, or sink. Students meet and develop a two tiered plan
to first contain the oil and then to remove it. They can select from a range of everyday
STEM
Unit: Environmental Science
items provided to serve as their tools. Student teams will describe their plan in writing
and with a drawing and then present their plan to the class. Plans may be adjusted after
feedback from the presentation stage. Student groups next execute their engineered clean-
up system step-by-step as described in their plan. Student clean-up systems will be
scored on the scale indicating how "clean" the water is after clean-up. Teams then
complete an evaluation/reflection worksheet, and present their findings to the class.
Additional options: Consider setting a budget for the project, assigning a cost to each
material, and requiring teams to "buy" materials from the teacher to create their filtration
system. Consider timing the challenge….with the speed of the clean-up factored into the
success of the design. Do a demonstration of the same oil spill where you add several
drops of detergent to the oil. Have students observe what happens, and write an essay
describing why they think the oil dispersed. Challenge them to consider whether adding
detergent is a viable solution for a real oil spill. The reason dish soap is so effective is
that the soap emulsifies and chemically reacts with the oil to hydrolyze it. This is referred
to as the "saponification" reaction. The soap will chemically react with the oil to both
make it water soluble and will emulsify it, or break it into smaller drops so it can be
cleaned more effectively.
*Be sure to stress that the "clean" water, no matter how clear, is not suitable for drinking.
Teams may require additional materials which they will request of the teacher, or they
may be encouraged to exchange building materials with other teams.
Extension:
Create an informational video or public service announcement of the impact and
longevity of an oil spill on the environment.
Research oil companies for information about how they safely transport oil and oil
products. Report your findings in a method of your choice.
Closure / Discussion Question:
� What was difficult about planning your containment/ clean up method?
� How do you think environmental engineers make clean-up decisions? What might
impact their decisions?
� Do you think it is more important to make collaborative decision-making or
individual decision-making?
� Why do you think it is important to revise an unsuccessful plan?
STEM
Unit: Environmental Science
Unit of Study: Environmental Science Lesson 2: Disease Detectives
Objective: The student will
• Become familiar with infectious diseases
• Examine and apply the Epidemiologic Triangle
• Analyze their family history with infectious disease
• Research an infectious disease
Pflex Skills:
� Thinking: Demonstrates higher order and critical thinking skills
� Thinking: Uses inductive and deductive reasoning
� Thinking: Inquisitive; searches for significance; enjoys problem solving
� Communication: Interacts appropriately with peers
� Communication: Able to critically analyze a medium orally and/ or in writing
� Self-directed Learning: Able to evaluate efforts and finished products
� Leadership: Manages time and materials well
Background:
Infectious diseases are caused by microbes that spread. The reason for most
sick days for both kids and teachers is an infectious disease. There are many, from the
common cold, ear infections, tonsillitis, and the flu (influenza) to pneumonia and
mononucleosis. Infectious diseases are caused by microbes—organisms too small to be
visible to the naked eye. The most common infectious disease-causing microbes are
bacteria, viruses, fungi, and protozoa (a type of parasite). The diseases may be passed
from person to person (for example, if someone coughs or sneezes on another person).
Sometimes, the disease is passed through another medium, for example, by drinking
water or eating food infected with bacteria. Some diseases, such as Lyme disease, are
passed from an animal carrier (including insects and worms) to humans. Deer ticks pick
up Lyme disease from small animals such as mice (who don’t even get sick from the
disease), lay their eggs and travel around on deer, and sometimes end up on humans who
can get sick if bitten. (Ticks, fleas, mosquitoes, flies, and cockroaches all can carry
disease so it is best to protect your body, food, water, and homes from them.)
Sometimes, infectious diseases develop new strains that resist older treatments. During
the 1980s, tuberculosis (TB)—a disease that had nearly been eliminated in developed
countries through successful treatments with antibiotics—reemerged. In some cases, the
new strain of TB was drug-resistant (antibiotics that worked before now did not work).
Guiding questions:
• What is epidemiology?
• What is your experience with infectious diseases?
• How are infectious diseases connected to our environment?
• How do infectious diseases impact society?
• In what ways can public health information be important to society?
STEM
Unit: Environmental Science
Materials:
� Epidemiological Triangle
� Infectious Diseases sheet
� Internet, Research materials
� Project materials as needed
Activities:
1. Prior to the first lesson, give students Infectious Diseases sheet. Tell them to take this
list home and discuss with their families what diseases they have had, their parents have
had, and their grandparents may have had, and mark these on the list. Make sure to tell
students that they don't have to mark anything they or their family might be
uncomfortable sharing.
2. Write the word “Epidemiology” on the board. Explain to students that it is scientific
method of problem solving that "disease detectives" use to get to the root of health
problems.
3. Tell students that they will be studying “infectious” diseases, those that are usually
caused by microbes (“germs”) and that spread. The word epidemiology comes from three
Greek root words:
Epi—means “on, upon, befall” (think of epidermis—“upon the body”)
Demo—means “people” (think of demographics—“the study of statistics
of populations”)
-ology—means “the study of”
So Epidemiology is literally defined as “the study of that which befalls people.”
4. Put students in groups of two or three. Have each group divide a piece of paper
into three columns: Infectious Diseases I’ve Had, Infectious Diseases My Parents or
Grandparents Had, but I Never Did, Infectious Diseases I’ve Heard About
5. Give students time to fill in the chart, using their information from home and their own
knowledge.
6. Now ask groups to report on what’s in their charts. Write the answers on the board.
When more than one group names the same disease, put a check mark next to it. When
students list diseases or medical conditions that are not infectious (cancer, broken leg),
explain briefly why they do not fit. If you are not sure whether the disease is infectious or
not, create a list labeled with a question mark. Students can research these diseases later.
7. Ask students what conclusions they can make from the list (certain diseases are very
common, some diseases aren’t infecting people anymore, etc).
8. Point out to students that they have just done a simple epidemiological study—learning
how diseases are distributed in place and time. They have seen which diseases are most
common among kids their age, which diseases their parents or grandparents might have
had but that people their age usually do not, and serious diseases they know people
around the world may get, but we usually do not.
9. Discuss: Why did our grandparents/ parents get diseases that we did not?
10. Now we will look at the Epidemiological Triangle. After discussing the triangle, tell
students they will become epidemiologists to look at a certain disease. Suggestions:
chickenpox, influenza, meningitis, etc.
11. Students will research and describe the agent, host and environment. Students will
present research as they choose- powerpoint, brochure, video, etc.
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Unit: Environmental Science
12. Lead a discussion to compare and contrast the different diseases.
Extension:
� Create a skit or video that explains an infectious disease(s) and how to avoid
them.
� Conduct research to find out what diseases “plague” the Pflugerville area. Report
your findings, including the triangle information and why you think those diseases
are more common in the area.
Closure / Discussion Question:
� Knowing your family’s medical history- how can that benefit you?
� Why do you think the triangle is important to understanding the spread of diseases
and stopping them?
� How can the work of epidemiologists impact society? How does their role affect
us positively or negatively?
Websites:
� http://www.bam.gov/sub_diseases/index.html
� http://www.brainpop.com/health/diseasesinjuriesandconditions/avianflu/
� http://www.brainpop.com/health/diseasesinjuriesandconditions/chickenpox/
� http://www.brainpop.com/health/diseasesinjuriesandconditions/viruses/
� http://www.cdc.gov/chickenpox/
� http://www.cdc.gov/meningitis/index.html
� http://www.cdc.gov/flu/
STEM
Unit: Environmental Science
Unit of Study: Environmental Science Lesson 3: Climate Change= Animal Adaptation
Objective: The student will
• Understand how a species genetically adapts to the changing climate
• Analyze the effects of climate change on a species
Pflex Skills:
� Thinking: Demonstrates higher order and critical thinking skills
� Thinking: Uses inductive and deductive reasoning
� Thinking: Inquisitive; searches for significance; enjoys problem solving
� Communication: Interacts appropriately with peers
� Communication: Able to critically analyze a medium orally and/ or in writing
Background:
Numerous studies on animal adaptation have been carried out since before Darwin and
the finches in the Galapagos Islands. Although Darwin was hoping to prove his theory of
survival of the fittest, most scientists have focused on how different species adapt or
mutate based on the needs of their environment.
Guiding questions:
• What is adaptation?
• What are some examples of adapting?
• Does a change in climate result in adaptations for other forms of life? How?
Why?
Materials:
� Tweezers
� Dissection probe
� Pliers
� Tongs
� Spoon
� Straws
� Paper/ plastic plates (1 per group, can be reused)
� “Food” (mix of rice, sunflower seeds, marshmallows and marbles, etc)
� Cups (1 per student, can be reused)
� Quart size bags (2 per group)
� Adaptation Investigation sheet
Needed per group: 1 quart size bag of “food” and 1 quart size bag of marbles or rice
Activities:
1. Show images of different types of birds with different beak morphologies. Discuss: why do you think the beaks are shaped differently? Lead students
towards understanding that the beaks are specialized depending on the type of
food that the birds eat. Ask students to guess how different types of birds
STEM
Unit: Environmental Science
(woodpecker, hummingbird, pelican, and others with extreme beak shapes) get
food based on the shape of the birds' beaks. Explain what the word adaptation
means and how adaptations that aid survival are more likely to show up in future
generations. Explain that in the activity students are about to do, they will each
play the role of a bird with a different beak shape.
2. First- Organize students into groups and supply each group with beaks (tweezers, dissection probe, pliers, tongs, spoon, or straws) and a cup. Give each group a
different type of "beak". Explain that each group is a population (a group of
animals of the same species that all live within a particular area).
3. Attach a plate to the table (with duct tape to keep it steady) and fill the plate with "food". (The food is one plastic bag full of rice, sunflower seeds, marbles, and
marshmallows).
4. Explain to students that they will use their "beak" to collect as much "food" from the plate as they are able to in 30 seconds, placing the food particles into their cup
(which represents their bird's stomach). They must use the beak with one hand
only and must not touch the plate or food particles with their hands. (Have
students hold their cup or put their free hand behind their back to stop them from
using it.) ***Explain rules: Food can only be collected with your beak; Your free
hand can not assist with food collection; Food can not be stolen from another
“stomach;” All food has the same nutritional value.
5. Have students: o Collect for 30 seconds.
o Count the number of different food items they each got into the cup.
o Write their data in a data table.
o Have each group calculate the average (mean) number of rice, seeds,
marbles, and marshmallows that their population of birds ate in the 30
seconds.
6. Ask one member of each population to call out their data as you record it on a class data table, so that the data from the entire class is shown. (If time allows or
interest dictates, you could have students make a bar graph of this data table)
Using the summary data, discuss as a group or class the following questions:
Which type of bird was able to eat the most food particles? Why? What type of
bird ate the least food particles? Why? Which type of food was most difficult for
your bird to eat? Which type of food was easiest for your bird to eat? Do all the
birds have the same diet? How does diet affect beak morphology (shape)?
7. Have students dump all the bird food back into the plastic bag. Students should keep their "beaks".
8. Second round of activity -- Explain to students that global climate change has affected the regional climate where the birds live. It has brought extreme drought
and most food types have died. Allow students to keep their beaks from the first
round of activity. Distribute plastic bags that contain only rice or marbles - one to
each group. Repeat step 5. Discuss: Did all the birds survive the season of
drought? Which birds were best adapted to survive?
9. Watch Darwin’s finches Finish with a class discussion on the thoughts presented in the video and how students think that proves or disproves the idea of animal
adaptation to their environment.
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Unit: Environmental Science
Extension:
� Research how climate change is affecting another animal species. Report your
findings using a project of your choice.
� Explore conservation biology as a career. Write a letter of interest to someone in
the field requesting information about what the job entails on a daily basis.
� Hypothesize how you think an animal of your choice will adapt over time to the
evolving climate change. Support your reasoning with your research. Create an
illustration of the changes for that animal.
Closure / Discussion Question:
� What adaptations have other animals made to survive? Are the adaptations due to
climate change or manmade changes in their environment?
� How can we prevent the effects of climate change on future species?
Websites:
� Bird beak adaptations- http://www.vtaide.com/png/bird-adaptations3.htm
STEM
Unit: Environmental Science
Unit of Study: Environmental Science Lesson 4: Give the Endangered Species a Voice
Objective: The student will
� Research statistics, characteristics, and information about an endangered species
� Outline on paper the design for a Web site that will explain the species' plight
� Consider ways to draw attention to and support the effort to save a species
Pflex Skills:
� Thinking: Demonstrates higher order and critical thinking skills
� Thinking: Inquisitive; searches for significance; enjoys problem solving
� Communication: Interacts appropriately with peers
� Communication: Able to critically analyze a medium orally and/ or in writing
� Self-directed Learning: Able to evaluate efforts and finished products
� Self-directed Learning: Works independently effectively
� Leadership: Manages time and materials well
� Leadership: Seeks to organize tasks, materials and people
� Creativity: Uses fluency, flexibility, elaboration and originality
Background:
The 21st century offers many avenues to create a “voice” about subjects we are
passionate about. Endangered species is something that is in a constant state of
emergency and in need of solutions and support. With the internet full of information,
how do we create a website that is enticing to viewers and speaks to our cause?
Guiding questions:
• What is an endangered specie?
• How does a specie become endangered? How could the problems of a specie
become part of the solution?
• What makes you interested in a particular subject, toy, game, animal, etc? In what
ways can we make an audience interested in a subject? How can we utilize that on
a webpage?
Materials:
� Computer(s) with internet
� Paper, pencil
Activities:
1. Visit ThinkQuest's Mission: Endangered Species Web site as an introduction to this activity. Invite students to explore the site for a few minutes in a computer lab or as a
whole group. Discuss what they found, how the material is presented, and what
makes this site "work."
2. Ask students to share some examples of endangered species that they are familiar with or have encountered through the Web site. Next, have them imagine that they
have the opportunity to design a Web site for one kind of endangered species. What
information should it contain? Discuss the students' ideas.
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Unit: Environmental Science
3. (Activity may be done independently or in pairs) Distribute copies of the Website Story Board. Review the sheet with students. The sheet provides spaces in which
students can plan -- or story board -- the content for their Web site. The story board
sheet provides spaces in which students can detail
• a home page that introduces the species and three interesting topics about that
species;
• pages for each of those three topics of interest introduced on the home page; and
• pages that allow the webmaster to create one or two additional pages that explore
those topics in more detail.
• In groups or independently, have students choose an endangered species and
outline the index and three main pages that would make up a Web site about this
plant or animal. Have them use the small boxes at the bottom of the page to share
additional directions that the site might take or information it could contain. All
sites should offer facts and information, history about the species and its
environment, what has caused its decline, and what caring citizens can do to help
to save it.
4. If time is available, students will produce webpages on thinkquest.org or present their
ideas to a panel (the class/ teachers/ etc) and have their webpage plans critiqued.
Extension:
� Create a documentary film that presents what your endangered specie faces each
day.
� Produce a public service announcement that gives tips about how to help a
particular endangered specie.
� Make a timeline of what your species life will look like in the coming years if
people can help save it or if people continue life as it is now. How much longer
will your specie survive (make a prediction)? How will that impact other species
and/ or the food chain and/ or the habitat that it lives in?
Closure / Discussion Question:
� What information have you gathered about different endangered species?
� Why is it important for people to know this information?
� In what ways can you use technology to impact others with information about the
environment?
Websites:
� www.thinkquest.org
STEM
Unit: Environmental Science
Unit of Study: Environmental Science Lesson 5: I Can’t Breathe
Objective: The student will
� Research and apply AQI data
� Experiment with environmental changes to visualize effects
� Create awareness about AQI in their area
Pflex Skills:
� Thinking: Demonstrates higher order and critical thinking skills
� Thinking: Inquisitive; searches for significance; enjoys problem solving
� Communication: Able to critically analyze a medium orally and/ or in writing
� Self-directed Learning: Able to evaluate efforts and finished products
� Self-directed Learning: Works independently effectively
� Leadership: Manages time and materials well
Background:
Air pollution is the introduction of chemicals, particulate matter, or biological materials
that cause harm or discomfort to humans or other living organisms, or cause damage to
the natural environment or built environment, into the atmosphere. The atmosphere is a
complex dynamic natural gaseous system that is essential to support life on planet Earth.
Stratospheric ozone depletion due to air pollution has long been recognized as a threat to
human health as well as to the Earth's ecosystems. Indoor air pollution and urban air
quality are listed as two of the world's worst pollution problems.
Guiding questions:
• What is air pollution?
• How do you feel about it?
• Does air pollution affect your health or the way you feel?
• Are there diseases that are caused by air pollution?
• What are some causes or sources of air pollution?
• What is the AQI and why is it important?
Materials:
� Computer(s) with internet
� Paper, pencil
� Air Quality Index table
� AQI data sheet
Activities:
1. Discuss: what are some causes or sources of air pollution? Make a list on the board or allow student groups to make lists at their tables. The list should include two
columns: human sources (cars, dryers, homes, etc) and natural sources (dust, forest
fires, decaying plants, etc).
2. Display the Air Quality Index table (appendix). Ask students if they have seen this before. Discuss where it can be found and why it’s important.
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Unit: Environmental Science
3. Have students individually or in pairs visit Smog City2 on the internet. Students will use AQI data sheet to help them experiment how AQI can be affected by various
factors. When students complete task, discuss their reactions: Was there any one
variable that seemed to have a greater increase in particle pollution than others tested?
Which one? What steps could be taken to control emissions levels? Can you think of
ways to reduce particle pollution levels?
4. Allow students to use www.airnow.gov to investigate the AQI of the area. Then students may choose one of the following tasks:
- Create a commercial for the school news about the AQI for the
school that includes tips for how students can use this information
to stay safe and healthy at home and school.
- Build a diorama of your school or area’s AQI environment and a
healthier version of that same AQI environment. Make sure you
can explain elements that contribute to the air quality of each.
- Research and collect data about how the AQI has changed in your
area in the last 5- 10 years. What has changed and why? How can
it be improved upon? Generate a plan for how the AQI can be
improved and the cost that would be involved (if any) to make
those improvements.
5. Allow students to present completed tasks.
Extension:
� Compare the AQI data you collected in the previous activity with data in another
city of your choice. Make sure you have reasons for choosing your city. Explain
which city is healthier to live in and why. Which city will be financially easier to
improve the air quality? Explain your reasons in a power point that includes your
data and where you found your information.
� Create a video to send to your local government official about how your area is
affected by bad air quality and what you want him/ her to do that will help
improve it.
Closure / Discussion Question:
� Why do we need to educate others about AQI and/ or air pollution?
� What can we do about air pollution?
Websites:
� http://www.smogcity2.org/smogcity.cfm?preset=none
� www.airnow.gov
STEM
Unit: Environmental Science
Unit of Study: Environmental Science Lesson 6: Healthy Soil, Healthy Land
Objective: The student will
� Explain and interpret ways soil contamination affects the environment
� Determine avenues to prevent soil contamination
� Collect data on soil contamination clean up methods and analyze the methods for
efficiency
Pflex Skills:
� Thinking: Demonstrates higher order and critical thinking skills
� Thinking: Inquisitive; searches for significance; enjoys problem solving
� Communication: Able to critically analyze a medium orally and/ or in writing
� Self-directed Learning: Able to evaluate efforts and finished products
� Self-directed Learning: Works independently effectively
� Leadership: Manages time and materials well
Background:
Soil contamination is the source of unhealthy environments. This type of contamination
typically arises from the corrosion of underground storage tanks (including piping),
application of pesticides, percolation of contaminated surface water to subsurface strata,
oil and fuel dumping, disposal of coal ash, leaking of wastes from landfills or direct
discharge of industrial wastes to the soil. The most common chemicals involved are
petroleum hydrocarbons, lead, polynuclear aromatic hydrocarbons (such as naphthalene
and benzo(a)pyrene), solvents, pesticides, and other heavy metals. This occurrence of this
phenomenon is correlated with the degree of industrialization and intensities of chemical
usage.
The concern over soil contamination stems primarily from health risks, from direct
contact with the contaminated soil, vapors from the contaminants, and from secondary
contamination of water supplies within and underlying the soil. Mapping of contaminated
soil sites and the resulting cleanup are time consuming and expensive tasks, requiring
extensive amounts of geology, hydrology, chemistry, computer modeling skills, and GIS
in Environmental Contamination, as well as an appreciation of the history of industrial
chemistry.
Guiding questions:
• What is soil contamination?
• In what ways can the soil become polluted?
• How will the environment react to the contamination? How can the contamination
be resolved?
• What are some preventative measures that can be put into place to avoid soil
contamination?
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Unit: Environmental Science
Materials:
� Computer(s) with internet
� Paper, pencil
� Soil Contamination ppt
� Debate Organizer (if needed)
� Debate ppt (if needed)
� Google Sketch-Up (if needed)
Activities:
Discuss:
Do you think you have a personal responsibility to help keep our local
environment healthy? If not, whose responsibility is it? Engage students in a
discussion about the importance of caring for the environment. Discuss whether a
healthy environment is the responsibility of individuals, governments, private
businesses, nonprofit organizations, or everyone on earth. Ask if students consider
themselves to be "polluters," and remind them that cars, home heating/cooling
systems, waste, and even hairspray puts foreign particles (pollutants) into the air.
Do you think our local environment is healthy? What parts of our environment do
you think we could study to try to find the answer? (Clues to the health of an
environment can be found in its air, water, plant and animal ecosystems, and soil.
Highlight the fact that although all of these factors are very important to a healthy
planet, soil pollution heavily influences the health of every other part of the
environment.)
Allow students to brainstorm ways that contaminated land and soil affect plants,
animals, and humans. Examples: food shortages, toxic atmosphere, mass extinctions,
water contamination.
Show the Soil Contamination power point, having class discussion as it is presented.
Allow students to continue their learning through one or more of the following
options:
� Debate (must have 2 sides for this option) the following: Hazardous waste
disposal laws should be the same for all states in the United States. Create
your argument as the affirmative or negative side (as assigned). Students
will debate their arguments using the Debate Organizer to prepare their
points. Students will follow the Lincoln-Douglas format (power point in
the STEM folder).
� Use scorecard.goodguide.com/ to determine the toxic pollution ratings for
an area of your choice. Using the data, create a documentary style video
about the pollution in the area and changes that can be made to improve it.
� Research bioremediation and create a model of how it works using
recyclables or Google Sketch-Up.
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Unit: Environmental Science
Extension:
� Find out what types of soil pollution other countries are dealing with. What
solutions are they implementing? Present your information as a power point, and/
or graph.
� Conduct research to identify the biggest polluters in your area. Did industries
leave toxic waste buried underground? Is there a dump site? What about farms?
Developers? Share your research with the class as a graphical representation and/
or a 3D art piece.
� Research how robots are used to find and/ or collect data on toxins and hazardous
waste. Use your research to create your own robot that will help clean up soil
pollution.
Closure / Discussion Question:
� What soil contamination fact or data did you find particularly surprising or
interesting?
� In what way can the research you gathered about soil contamination impact our
community?
� Explain how you can prevent soil contamination by daily choices you make.
Websites:
� www.thinkquest.org
� scorecard.goodguide.com/
� Earth911.com
� Learningtogive.org
� www.used-robots.com/robot-education.php?page=robots+environment
� http://www.robotics.org/content-detail.cfm/Industrial-Robotics-Featured-
Articles/Chemical-and-Hazardous-Material-Handling-Robotics/content_id/614
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Unit: Environmental Science
� www.airnow.gov
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Unit: Environmental Science
Unit of Study: Environmental Science Lesson 7: Optional Independent Study
Objective: The student will research an independently chosen topic and create a product
of choice from the research.
Pflex Skills:
� Thinking: Demonstrates higher order and critical thinking skills
� Thinking: Inquisitive; searches for significance; enjoys problem solving
� Communication: Able to critically analyze a medium orally and/ or in writing
� Self-directed Learning: Able to evaluate efforts and finished products
� Self-directed Learning: Works independently effectively
� Leadership: Manages time and materials well
Guiding questions:
• What is contamination?
• What would you consider contamination in the environment, humans or other
species?
• How does the world react to contamination? How do you think this could change
in the future?
Activities:
Students will choose independent study projects from the following:
• Research and create an informational power point or video about a famous
contamination of the environment, outbreak in humans or other species. Cover the
facts of how the contamination began and make sure to include how this
contamination was resolved, as well as how long the process took. How did it
change society, history and/ or the surrounding community? You may want to
include information about what new laws or changes resulted from the event.
• Invent a new method/ product that will solve a contamination problem we
currently have! Explain how it works and what improvement it will have on the
current problem. You must include a 3-D model of your product, as well as blue
prints that show how it works. You must also include any effects it may have on
the environment and how it is a “green” design.
• Free choice: Develop a topic around the idea of environmental science and create
a product to display information and concepts about the topic.
Closure / Discussion Question:
The student will present project to the class.
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Unit: Environmental Science
APPENDIX
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Unit: Environmental Science
What is an Oil Spill? An oil spill is an accidental release of liquid petroleum hydrocarbons (usually during transportation of oil) into the environment. Oil spills
usually refer to the release of oils into water, but of course an oil spill can take place on land as well. While spills can take place quickly, as
when a ship sinks, or a leak occurs in a pipeline, the cleanup can be a long term project. And, the longer the oil sits in the water, the greater
the impact on the environment.
Impact on the Environment Birds are one of the creatures impacted by oil spills. Oil can sink into
and reduce the functionality of bird feathers. A bird's feathers provide insulation, so a bird exposed to oil will be exposed to temperatures
they are not used to. It also makes it difficult for a bird to float or fly…so the bird will be more vulnerable to animals of prey, or the bird
may not be able to move to find food or clean water. Birds try to clean themselves, and if they do they are likely to ingest some of the oil
which can cause damage to internal organs. Most birds impacted by an oil spill die unless humans step in and help clean them. Many
organizations work to save these animals. More information is at the "Oiled Wildlife Care Network" at the University of California, Davis
(http://187owcn.simplweb.com/) or the International Bird Rescue Research Center (www.ibrrc.org). Birds are not the only creatures put
at risk by oil spills. Marine mammals such as seals and otters gain
insulation benefits from their fur. As oil permeates the fur, they are potentially exposed to temperatures beyond their normal range. It is
important to act quickly when a spill occurs to lessen the impact of the spill on the natural environment. Environmental engineers are often
called upon to come up with planned solutions in advance of a spill, or to customize systems bases on a specific event.
Engineering Trade-offs
In order to reduce the chances of an oil spill, engineers have developed new ship designs with double -- and even triple hulls. The
oil is stored in the most interior hull, so that if there was a leak, it would be captured in the next outer hull. Of course, these multiple
hulled ships are more expensive to build and operate, so a company will have to weigh the advantages and disadvantages of ship
engineering in order to come up with a plan that meets safety
requirements, but also does not increase the cost of the shipped product more than the market can bear.
Clean-up Methods There are many types of cleaning methods used for spills, including:
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Unit: Environmental Science
� Bioremediation: using microorganisms or biological agents to
break down or remove oil � Dredging: some oils are actually denser than water, and would
sink. These would require cleaning below the surface of the impacted water.
� Skimming: can be effective areas where the water is calm. � Dispersion: materials such as some detergents can disperse oil
into smaller clusters that may be easier to remove than larger areas. However, the detergents can sink deeper into the water
than oil does, so it may cause harm deeper in the water while reducing negative environmental impact on the surface.
� Burning: controlled burning can often eliminate a large proportion of oil in water, but of course requires great care to
avoid having the fire spread. The burning oil can also cause air pollution.
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Unit: Environmental Science
Oil Spill Solutions: Engineer Your Own Oil Spill Solution
You are part of a team of engineers who have been given the challenge of first containing, and then cleaning up an oil spill. You will have many
materials available to you, but will have to come up with a strategy to remove as much oil as possible.
Planning Stage: Meet as a team and discuss the problem you need to solve. Then develop
and agree on a plan for your containment system. Next develop a plan for cleaning up the oil you have contained. You may have to consider stages or
steps you might take and determine which order you will execute different steps. You have been provided with many items you may use for your system. You don't need to use all the items, and should only use those that
you think will work the best. Write a description of your containment and cleanup systems in the boxes below. Draw a sketch of what you plan to do.
Be sure to indicate the materials you anticipate using. Present your design to the class. You may choose to revise your teams' plan after you receive feedback from class.
Containment System:
Materials Required:
Clean-up System:
Materials Required:
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Unit: Environmental Science
Preparation Phase: Gather all the materials you plan to use, and consider how you will use them
and what steps might need to be taken. You may need to ask for additional materials during this phase as you consider how much oil you have to clean-
up!
Testing Phase
Each team will have a chance to test their containment and clean-up systems on a similar "oil spill." Be sure to watch all the methods and observe the different approaches your classmates have "engineered." See which
procedures worked best -- it may be that certain parts of a procedure worked better than others. Each system will be scored on the following scale to
determine success. Water is
completely clear
of all oil
About a
quarter of the
oil remains
About half of
the oil remains
About three
quarters of the
oil
remains
No change,
water is as
oily as at the
beginning
of the challenge
0 1 2 3 4
Evaluation Phase Evaluate your team's results, complete the evaluation sheet, and present
your findings to the class.
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Unit: Environmental Science
Student Evaluation Sheet 1. Did you succeed in removing all the oil from the "oil spill?" What was the score your team achieved?
2. If your system failed, what do you think went wrong?
3. Describe a system another student team created that you thought worked well. What did you do differently?
4. How did your decisions on engineering trade-offs differ from that
team? What goals or priorities for your system did you put above others?
5. Did you decide to revise your plan while actually doing the
containment or clean-up? Why? How?
6. Why might a team of environmental engineers change their planned
approach to an oil spill clean-up once they arrived on the site? Do you think it is common that professionals change their plans while on the
job?
7. If you had to do it all over again, how would your team have improved your containment system? Why?
8. If you had to do it all over again, how would your team have
improved your clean-up system? Why?
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Unit: Environmental Science
9. Do you think that experience with prior oil spills would make a team of engineers more able to address the next unexpected one?
10. Now that you have learned about the different trade-offs engineers
must factor into a product or system, if you were designing a new rail-based oil transportation system, what considerations would you have
to balance in your new design (consider costs, environmental issues, public health, speed of transport)?
11. What other materials do you think would have helped speed up
your containment or clean-up?
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Unit: Environmental Science
Infectious Diseases Please discuss what diseases your family has experienced (What have you had? What have your parents had? What may your grandparents have had?) and mark these on the list below (G= grandparent, P= parent, S=sibling, M=me, O=other family member). You do not have to mark anything that you or your family do not want to share. Note to parents: There are probably infectious diseases you or your parents had—for example, mumps—that kids today don't get. The purpose of this exercise is to show students some of the ways in which we have made progress in fighting the kinds of infectious diseases that used to be so common among children. Thank you for participating. Anaplasma phagocytophilum Anthrax Babesiosis Botulism Brucellosis Chancroid Cholera Coccidioidomycosis Cryptosporidiosis Cyclosporiasis Dengue Dengue shock syndrome Diphtheria Ehrlichia chaffeensis Ehrlichia ewingii Ehrlichiosis Giardiasis Granuloma inguinale (GI) Haemophilus influenzae, invasive disease Hansen disease (Leprosy) Hantavirus pulmonary syndrome Hemolytic uremic syndrome Influenza Legionellosis Leptospirosis Listeriosis Lyme disease Lymphogranuloma venereum (LGV) Malaria Measles Meningococcal disease Mumps
Novel influenza A virus infections Pertussis Plague Poliomyelitis, paralytic Poliovirus infection, nonparalytic Rabies Rubella Salmonellosis Smallpox Spotted Fever Rickettsiosis Syphilis Tetanus Tuberculosis Typhoid fever Varicella zoster West Nile virus Yellow fever
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Unit: Environmental Science
The Epidemiologic Triangle
Vertex 1. The Agent—“What” The agent is the cause of the disease. The agent is usually a microbe, an organism too small to be seen with the naked eye. Most people call an agent a “germ.” My research on the “agent” for chickenpox shows that it is: Vertex 2. The Host—“Who” Hosts are organisms, usually humans or animals, which have been exposed to and harbor a disease. The host can be the organism that gets sick, as well as any animal carrier (including insects and worms) that may or may not get sick. The same microbe affects different hosts in different ways. My research on the “host” for chickenpox (including symptoms of the disease) shows: Vertex 3. The Environment—“Where” The environment is the favorable surroundings and conditions outside the host that cause or allow the disease to be transmitted. Some diseases live best in dirty water. Others can survive only in blood. Many infectious disease microbes live in the mucus in your nose and mouth. My research on the “environment” for chickenpox shows: Is there a vaccine for chickenpox? Describe it and its level of success in preventing the disease. Which side of the Epidemiological Triangle does it break?
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Unit: Environmental Science
Adaptation Investigation
Group members:__________________________________________
Directions: � Each member of your group is a bird who needs food to survive.
You will use your “beak” to collect food. � You will collect as much food as you can during 30 seconds that
is specified by the teacher. You may only use your hand that operates your “beak” and put your food in your “stomach” (cup).
Every bird has their own beak and stomach. � Count the amount and type of food for each bird and put data
into the table below. � As a group, create totals and averages together.
Rice Seeds Marbles Marshmallows Total Food
particles collected
Bird 1
Bird 2
Bird 3
Total
Average
Round 1 Questions:
1. Which type of bird was able to eat the most food particles? Why?
2. What type of bird ate the least food particles? Why?
3. Which type of food was most difficult for your bird to eat?
4. Which type of food was easiest for your bird to eat?
Using this part of the investigation and the class discussion, do all the birds have the same diet? Site at least two examples of local birds
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Unit: Environmental Science
and how their diets differ (or if you are not familiar with local birds,
use the birds pictured in the Powerpoint presentation to explain your answer). How does diet affect beak morphology (shape) of your bird
examples?
Round 2 Questions (drought):
Total Food Collected
Bird 1
Bird 2
Bird 3
Average
1. Did your bird survive the drought conditions? Which birds were
best adapted to survive?
2. How is this investigation like the natural world and how is it unlike
what occurs in nature? Explain.
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Unit: Environmental Science
Website Story Board
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Unit: Environmental Science
Air Quality Index Table
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Unit: Environmental Science
AQI Data
1. Access the Smog City 2 web site at www.smogcity2.org. 2. Select “Save Smog City 2 from Particle Pollution.”
3. Once Smog City 2 loads to your computer, take note of the areas of Smog City, including Weather Conditions, Emissions Levels and
Population. All areas have “clickable” choices. Mouse-over or click on the choices.
***NOTE: in the information box at the bottom of the screen, there is information about each choice.
4. Notice how each of the choices are pre-set to a certain level. These are called the default settings. You can use the reset button at any
time to return to the default settings.
Scenario 1: Emission Sources
1. Minimize the “Save Smog City 2 from Particle Pollution!” instructions at the top of the screen.
2. Turn only Cars and Trucks control to 1. Leave all other choices at the default settings. Record what happens in the table below. Use the
reset button to return the Cars and Trucks control to 3 so all controls are in default position.
3. Turn only Off Road down to 1. Leave all other settings alone. Record what happens in the table. Use the reset button to return the Off Road
control to the middle setting, so all controls are in default position.
Energy Sources
Cars & Trucks
Off Road
Consumer Products Industry Air Quality Index (AQI)
Default Settings (unless otherwise noted) color message value
1 Step2
1 Step3
1 Step4
Step5 1
1 Step6
4-6. Adjust the controls as noted in the table and record what happens. 7. Move all Emission controls to level 1. What is the AQI? Why? 8. Using the reset button, return all Emission controls to the middle setting and turn the Population control to level 1. What is the AQI? Why? (Hint: Read “WHAT IS THIS” in the information box)
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Unit: Environmental Science
Scenario 2: Weather 1. Using the reset button, return all Emission and Population controls to the middle setting. What is the AQI level? 2. Set the Temperature to 80 degrees F. Check the black sign in the cityscape for the temperature. How does this affect particle pollution? Why? 3. Move the Inversion control to low-altitude (the far right). How does this affect particle pollution levels? Why?