The Benefits and Consequences of The Benefits and Consequences of Dependency on Non-Renewable EnergyDependency on Non-Renewable Energy

Yvonne Alley, Colleen Simpson, Jessica Truett

Unit SummaryUnit Summary The British Petroleum Oil Spill in the Gulf of Mexico is of high interest to all, The British Petroleum Oil Spill in the Gulf of Mexico is of high interest to all,

especially those located near the Gulf of Mexico. This topic has direct relevance to especially those located near the Gulf of Mexico. This topic has direct relevance to the students and will allow them the opportunity to become involved within their the students and will allow them the opportunity to become involved within their community. Students will be able to analyze the disaster from several different community. Students will be able to analyze the disaster from several different perspectives to include the economic, environmental, political and social impact this perspectives to include the economic, environmental, political and social impact this disaster will have in Florida and other regions of the United States. This unit will also disaster will have in Florida and other regions of the United States. This unit will also allow students to further develop their analytic, evaluative, and problem solving allow students to further develop their analytic, evaluative, and problem solving skills in accordance with Florida Sunshine State Standards and Blooms Taxonomy of skills in accordance with Florida Sunshine State Standards and Blooms Taxonomy of thinking.thinking.

Although the spill is happening in the Gulf of Mexico, its effect is not limited to the Although the spill is happening in the Gulf of Mexico, its effect is not limited to the Gulf's geographic area. This spill will impact many other areas and people around Gulf's geographic area. This spill will impact many other areas and people around the United States and may also affect the development of new legislation for off the United States and may also affect the development of new legislation for off shore drilling. As a result, Students will gain a broader understanding of the shore drilling. As a result, Students will gain a broader understanding of the economic relevance their state has from a national perspective, as well as how the economic relevance their state has from a national perspective, as well as how the consumption of oil directly affects their lives and communities. By analyzing the consumption of oil directly affects their lives and communities. By analyzing the need for oil and the consequences of oil dependency on the environment, students need for oil and the consequences of oil dependency on the environment, students will also develop their ability to work collaboratively to create alternative solutions will also develop their ability to work collaboratively to create alternative solutions for reducing the consumption of non- renewable resources that can satisfy demands for reducing the consumption of non- renewable resources that can satisfy demands whilst respecting the limits imposed by nature.whilst respecting the limits imposed by nature.

There is an abundance of past and current resources that can be used for this There is an abundance of past and current resources that can be used for this thematic unit across several disciplines of study. The theme is sufficiently broad thematic unit across several disciplines of study. The theme is sufficiently broad enough to contain many subtopics and allow for student input for the selection of enough to contain many subtopics and allow for student input for the selection of topics relative to each discipline. Students are already motivated to get involved topics relative to each discipline. Students are already motivated to get involved and this thematic unit will allow them to become active participants in this current and this thematic unit will allow them to become active participants in this current event and learn that their efforts can make a difference. The unit will also allow event and learn that their efforts can make a difference. The unit will also allow students opportunity for introspective global thought as they learn through their students opportunity for introspective global thought as they learn through their research that each individual has a civic responsibility for stewardship of the research that each individual has a civic responsibility for stewardship of the environment. environment.

MajorMajor ConceptsConcepts

Social StudiesSocial Studies• Supply and Demand of Natural ResourcesSupply and Demand of Natural Resources• Social ResponsibilitySocial Responsibility• Energy AwarenessEnergy Awareness• Geographic dataGeographic data• Consequences of changing physical Consequences of changing physical

environmentenvironment• Social and economic effects Social and economic effects

Language ArtsLanguage Arts• Graphic OrganizerGraphic Organizer• Informational/Expository Writing• Global Warming• Electronic Technology• Vocabulary BuildingVocabulary Building• Compare/Contrast Non-renwable:Human CostCompare/Contrast Non-renwable:Human Cost• Inference/GeneralizationsInference/Generalizations• Info Gathering/ AnalyzeInfo Gathering/ Analyze

MathMath• Data AnalysisData Analysis• EstimationEstimation• ProportionsProportions• ComputationsComputations• GeneralizationsGeneralizations

ScienceScience• Oil cleanup methodsOil cleanup methods• Disruption of EcosystemsDisruption of Ecosystems• Non-Renewable & Renewable ResourcesNon-Renewable & Renewable Resources• Health Risk towards humansHealth Risk towards humans

Graphic Organizer

Energy Awareness Benefits & Consequences of Dependency

on Non-Renewable

Energy

Mathematics

Science

Language Arts/Readin

g

Social Studies

Data Analysis

GeneralizationsEstimation

Computations

Oil Clean Up Methods

Disruption of Ecosystems

Health Risk Toward Humans

Geographic Data

Supply and Demand of Natural Resources

Consequences of Changing Physical

Environment

Social and Economic Effects

Informational/Expository Writing

Global Warming

Graphic Organizers

Electronic Technology

Vocabulary Building

Inference/Generalizations

What the Future Holds

Information Gathering/Analyze

Changing our Lifestyles

Food Webs

Marine Habitats

Terrestrial Habitats

Air Water

On the Beach

On the Water

Negative Effects

Social Responsibility

Non-Renewable & Renewable Resources

Compare/Contrast

Non renewable energy: the Human

Cost

Proportions

Focus Questions

1. What are renewable and non-renewable energy resources?

2. What are the environmental/economic consequences of depending on non-renewable resources such as oil?

3. What are the benefits of renewable energy and how could they help reduce oil dependency?

4. How has Gulf oil disaster influenced government responsibility and individual social responsibility relative to energy use?

5. How can disaster such as the Gulf Oil Spill be prevented in the future?

Math Learning GoalsMath Learning Goals• To understand the economic and To understand the economic and

environmental impact of past and present oil environmental impact of past and present oil spills.spills.

• To learn how to solve problems related to the To learn how to solve problems related to the use of non-renewable energy resources.use of non-renewable energy resources.

• To learn how to create various graphs.To learn how to create various graphs.• To demonstrate how to collect and organize To demonstrate how to collect and organize

information.information.• To learn how to create a survey, analyze To learn how to create a survey, analyze

data, and make generalizations.data, and make generalizations.• To understand and explore the safety of oil To understand and explore the safety of oil

rigs.rigs.• To explore and create a renewable energy To explore and create a renewable energy

source.source.

Social Studies Learning GoalsSocial Studies Learning Goals

• Extend and Refine use of various map forms and other Extend and Refine use of various map forms and other geographic representations to acquire, process, and report geographic representations to acquire, process, and report geographic information.geographic information.

• Know ways selected regions are interconnected and Know ways selected regions are interconnected and interdependent.interdependent.

• Extend and refine understanding of environmental Extend and refine understanding of environmental consequences of people changing the physical environment consequences of people changing the physical environment in selected regions.in selected regions.

• Understands the basic principles of economic supply and Understands the basic principles of economic supply and demand and how they apply to various economic systems in demand and how they apply to various economic systems in selected regions.selected regions.

• Extend and refine knowledge of ways current issues affect Extend and refine knowledge of ways current issues affect political, social, and economic systems in selected regions.political, social, and economic systems in selected regions.

Science Learning Goals

Language Arts Learning Goals

• The student uses multiple strategies to develop grade appropriate vocabularyThe student uses multiple strategies to develop grade appropriate vocabulary

• The student uses a variety of strategies to comprehend grade level textThe student uses a variety of strategies to comprehend grade level text

• The student identifies, analyzes, and applies knowledge of a variety of nonfiction, The student identifies, analyzes, and applies knowledge of a variety of nonfiction, informational and expository texts to demonstrate an understanding of informational and expository texts to demonstrate an understanding of information presented.information presented.

• The student will use prewriting strategiesThe student will use prewriting strategies

• The student will write a draft appropriate to topic, audience, and purpose.The student will write a draft appropriate to topic, audience, and purpose.

• The student will write a final product for the intended audienceThe student will write a final product for the intended audience

• The student develops and demonstrates technical writing that provides The student develops and demonstrates technical writing that provides information relative to real-world tasks.information relative to real-world tasks.

• The student effectively applies listening and speaking strategiesThe student effectively applies listening and speaking strategies

• The student comprehends the wide array of informational text that is part of our The student comprehends the wide array of informational text that is part of our day to day experiencesday to day experiences

• The student uses a systematic process for the collection, processing, and The student uses a systematic process for the collection, processing, and presentation of informationpresentation of information

• The student develops and demonstrates an understanding of media literacy as a The student develops and demonstrates an understanding of media literacy as a life skill that is integral to informed decision makinglife skill that is integral to informed decision making

• The student develops the essential technology skills for using and understanding The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes.conventional and current tools, materials and processes.

Student Learning OutcomesStudent Learning Outcomes

Language Arts Language Arts • Students working in pairs will be able to find 8 of 10 meanings for assigned using the internet.Students working in pairs will be able to find 8 of 10 meanings for assigned using the internet.

Student working in pairs will be able to locate 8 out of 10 real world visual examples of the context Student working in pairs will be able to locate 8 out of 10 real world visual examples of the context vocabulary words are used.vocabulary words are used.

• Students working in pairs and using assigned materials will create a chart that shows each word’s meaning Students working in pairs and using assigned materials will create a chart that shows each word’s meaning and and

• Students will each read assigned newspaper article on gulf oil spill and highlight minimum of 80% lesson Students will each read assigned newspaper article on gulf oil spill and highlight minimum of 80% lesson vocabulary words.vocabulary words.

• Students will each identify 80% of organizational text features used in assigned article.Students will each identify 80% of organizational text features used in assigned article.Each student will write a1 paragraph explaining why these organizational features are used and how they Each student will write a1 paragraph explaining why these organizational features are used and how they help the reader. help the reader.

• Students working in pairs will use the internet to locate 3 primary and 4 secondary resources on the Exxon Students working in pairs will use the internet to locate 3 primary and 4 secondary resources on the Exxon Valdez and Gulf Coast oil disaster Valdez and Gulf Coast oil disaster Students will each read their primary and secondary sources and identify a minimum of 4 main ideas about Students will each read their primary and secondary sources and identify a minimum of 4 main ideas about the human cost of each disaster from each source and record on assigned graphic organizer. the human cost of each disaster from each source and record on assigned graphic organizer.

• Students working in pairs will create a front page newspaper article using power point, primary and Students working in pairs will create a front page newspaper article using power point, primary and secondary source main points that describes the human cost of oil dependency. secondary source main points that describes the human cost of oil dependency.

• Students will incorporate a minimum of 4 organizational text features in their article.Students will incorporate a minimum of 4 organizational text features in their article.

• Students working in pairs and using assigned internet sources will gather research information on 4 causes Students working in pairs and using assigned internet sources will gather research information on 4 causes and 4 effects of global warming.and 4 effects of global warming.

• Students will each select articles that illustrate 4 different types of text format and write 1 paragraph that Students will each select articles that illustrate 4 different types of text format and write 1 paragraph that explains the difference in the characteristics of each format explains the difference in the characteristics of each format

Student Learning Outcomes Student Learning Outcomes (continued)(continued)

Language ArtsLanguage Arts• Using internet resources and working in pairs students will find 10 possible solutions to help reduce Using internet resources and working in pairs students will find 10 possible solutions to help reduce

global warming, 1 solution will included reducing carbon footprint and 1 solution will include information global warming, 1 solution will included reducing carbon footprint and 1 solution will include information on “going green.” on “going green.”

• Students working in pairs will create a technical booklet that explains 8 steps to take to convert to Students working in pairs will create a technical booklet that explains 8 steps to take to convert to “going green.”“going green.”

• Students working in groups of four and using previous internet research and previous activities will Students working in groups of four and using previous internet research and previous activities will develop an informational documentary report on how non renewable energy use is contributing to global develop an informational documentary report on how non renewable energy use is contributing to global warming.warming.

• Students in their groups will be able to select correct prewriting strategy to develop documentary main Students in their groups will be able to select correct prewriting strategy to develop documentary main ideas using their primary and secondary sources. ideas using their primary and secondary sources.

• Students in their groups will use a minimum of 2 graphic organizers to organize their main ideas and Students in their groups will use a minimum of 2 graphic organizers to organize their main ideas and supporting details relevant to their topic.supporting details relevant to their topic.

• Students in their groups will be able to draft scripts for documentary presentation by organizing Students in their groups will be able to draft scripts for documentary presentation by organizing information into a logical sequence that divides documentary into 4 distinct segments. information into a logical sequence that divides documentary into 4 distinct segments.

• Students in their groups will be able to prepare 4 scripts using assigned media technology in a format Students in their groups will be able to prepare 4 scripts using assigned media technology in a format appropriate to communicate their message to the audience appropriate to communicate their message to the audience

• Students in their groups will be able to present a thesis statement, introduction to the problem, Students in their groups will be able to present a thesis statement, introduction to the problem, examples of effects on human and environment, and concluding predictions of what the future may look examples of effects on human and environment, and concluding predictions of what the future may look like if global warming continues.LA.7.4.2.3like if global warming continues.LA.7.4.2.3

• Students in their groups will be able to effectively deliver their speech to inform audience, using Students in their groups will be able to effectively deliver their speech to inform audience, using appropriate language eye contact, gestures la7.5.2.3 appropriate language eye contact, gestures la7.5.2.3

• Students in their groups will develop a concluding statement based on their research by making 2 Students in their groups will develop a concluding statement based on their research by making 2 predictions on how continuing dependency on non renewable energy and reluctance to alter lifestyle will predictions on how continuing dependency on non renewable energy and reluctance to alter lifestyle will affect global warming outcomes for the future. affect global warming outcomes for the future.

StudentStudent Learning Outcomes Learning OutcomesScienceScience• The students will be able to differentiate between renewable energy resources and The students will be able to differentiate between renewable energy resources and

non-renewable energy resources.non-renewable energy resources.

• With the application of ecological principles, the students will be able to create a With the application of ecological principles, the students will be able to create a specific ecological food web with all the basic components identified.specific ecological food web with all the basic components identified.

• Using their constructed food webs, students will be able to predict how an oil spill will Using their constructed food webs, students will be able to predict how an oil spill will effect their ecosystems.effect their ecosystems.

• Using knowledge of the environmental impacts that oil has on ecosystems, the Using knowledge of the environmental impacts that oil has on ecosystems, the students will be able to display how our local ecosystem will be effected by the students will be able to display how our local ecosystem will be effected by the Deepwater Horizon oil spill.Deepwater Horizon oil spill.

• With the aid of CNN's website, the students will be able to create a timeline on the With the aid of CNN's website, the students will be able to create a timeline on the Deepwater Horizon Oil Spill.Deepwater Horizon Oil Spill.

• The students will be able to explain the different techniques used to clean oil spills.The students will be able to explain the different techniques used to clean oil spills.

• Using knowledge of oil spill clean up methods, the students will be able create a Using knowledge of oil spill clean up methods, the students will be able create a controlled oil spill and test cleanup techniques on a controlled oil spill.controlled oil spill and test cleanup techniques on a controlled oil spill.

• The students will be able to invent new techniques to clean up and prevent future oil The students will be able to invent new techniques to clean up and prevent future oil spills.spills.

• The students will be able to compare and contrast the benefits and limitations of The students will be able to compare and contrast the benefits and limitations of alternative energy.alternative energy.

• Using knowledge of alternative energy, the students will be able to build a model that Using knowledge of alternative energy, the students will be able to build a model that uses alternative energy.uses alternative energy.

• Applying all learning experiences from the unit, the students will be able to develop & Applying all learning experiences from the unit, the students will be able to develop & write a R.A.F.T. to persuade the public to convert to alternative energy resources.write a R.A.F.T. to persuade the public to convert to alternative energy resources.

Student Learning OutcomesStudent Learning Outcomes

MathMath

• The students will identify renewable and non renewable energy, The students will identify renewable and non renewable energy, and use this data to create a survey.and use this data to create a survey.

• Students will interpret, explain, and create displays of data in a Students will interpret, explain, and create displays of data in a graph or table with 80% accuracy.graph or table with 80% accuracy.

• Using the information from the graph or table, students will Using the information from the graph or table, students will present findings and make generalizations about the general present findings and make generalizations about the general populations. populations.

• Using collected data, students will calculate with 80% accuracy, Using collected data, students will calculate with 80% accuracy, the amount of oil spilled in the Valdez oil spill compared to the the amount of oil spilled in the Valdez oil spill compared to the Gulf oil spill.Gulf oil spill.

• Students will calculate, compare, and report an estimation of the Students will calculate, compare, and report an estimation of the cost to clean up each oil spill.cost to clean up each oil spill.

• The students will research and record facts about solar power.The students will research and record facts about solar power.• Given material and plans, students will calculate and build a solar Given material and plans, students will calculate and build a solar

power oven and cook something in their oven. power oven and cook something in their oven. • Students will collect, and analyze information about oil rig safety Students will collect, and analyze information about oil rig safety

systems.systems.• Using oil rig data, students will design a prototype of an Using oil rig data, students will design a prototype of an

emergency cutoff system.emergency cutoff system.

StudentStudent Learning Outcomes Learning OutcomesSocial StudiesSocial Studies• Students working in pairs will be able to identify all the states and capitals of the Gulf Coast region Students working in pairs will be able to identify all the states and capitals of the Gulf Coast region

using an atlas. using an atlas.

• Students working in pairs will be able to label and color each of the states on a blank political map Students working in pairs will be able to label and color each of the states on a blank political map correctly, using colored pencils.correctly, using colored pencils.

• Students working in pairs will identify a minimum of 5 resources associated with the gulf coast region.Students working in pairs will identify a minimum of 5 resources associated with the gulf coast region.

• Students working in pairs will be able to label correctly the physical characteristics and natural Students working in pairs will be able to label correctly the physical characteristics and natural resources of the Gulf Coast region on a blank physical map from an overhead list using colored pencils. resources of the Gulf Coast region on a blank physical map from an overhead list using colored pencils.

• Students working in pairs will be able to create and complete a two page visual information booklet Students working in pairs will be able to create and complete a two page visual information booklet using construction paper and magazines that differentiate renewable and non renewable resources of using construction paper and magazines that differentiate renewable and non renewable resources of the Gulf Coast Region.the Gulf Coast Region.

• Students will each be able to identify 8 of 10 Physical and Human characteristics of a place, by Students will each be able to identify 8 of 10 Physical and Human characteristics of a place, by grouping them into respective categories on a worksheet, from overhead visual examples of grouping them into respective categories on a worksheet, from overhead visual examples of characteristics.characteristics.

• Students working in pairs will be able to show the interconnected relationship between physical and Students working in pairs will be able to show the interconnected relationship between physical and human characteristics of a place, by creating a collage to represent their information. human characteristics of a place, by creating a collage to represent their information.

• Students will each be able to write 3 inferences using the information represented in their collage on Students will each be able to write 3 inferences using the information represented in their collage on how a way of life may be affected as a result of changing the physical environment. how a way of life may be affected as a result of changing the physical environment.

• Students will each be able to use their assigned internet resources to locate a minimum of 4 articles Students will each be able to use their assigned internet resources to locate a minimum of 4 articles and 1 graph on economic development along the gulf coast over the past five years. and 1 graph on economic development along the gulf coast over the past five years.

Student Learning Outcomes Social Student Learning Outcomes Social Studies (continuedStudies (continued) )

• Students working in pairs will be able to create 1 power point comparison chart using their research Students working in pairs will be able to create 1 power point comparison chart using their research information that illustrates the economic effects of the Gulf Oil Spill on the economy of the Gulf Coast information that illustrates the economic effects of the Gulf Oil Spill on the economy of the Gulf Coast Region. Region.

• Students using their comparison chart information will each be able to write an expository essay Students using their comparison chart information will each be able to write an expository essay describing in their own words 3 possible social or economic consequences of how dependency on non describing in their own words 3 possible social or economic consequences of how dependency on non renewable energy resources can affect a way of life of any region. renewable energy resources can affect a way of life of any region.

• Students will each be able to locate research information on the social and economic benefits of 3 Students will each be able to locate research information on the social and economic benefits of 3 renewable energy resources from their assigned internet websites. renewable energy resources from their assigned internet websites.

• In pairs students will be able to analyze their research and select a minimum of 6 main points and In pairs students will be able to analyze their research and select a minimum of 6 main points and supporting details to prepare a 5 minute persuasive debate on the economic and social benefits of using supporting details to prepare a 5 minute persuasive debate on the economic and social benefits of using renewable energy resources. renewable energy resources.

• In pairs students will present their debates to their peers and will be able to defend their argument by In pairs students will present their debates to their peers and will be able to defend their argument by answering all questions made by their class peers in a 1 minute question response session. answering all questions made by their class peers in a 1 minute question response session.

• Students using materials provided by teacher will each be able to visually show the relationship between Students using materials provided by teacher will each be able to visually show the relationship between supply and demand by creating 1 cartoon that illustrates one or more examples of how an economy is supply and demand by creating 1 cartoon that illustrates one or more examples of how an economy is either supported or diminished by economic supply and demand principles. either supported or diminished by economic supply and demand principles.

• Students in groups of four will design an energy awareness school wide campaign using computer Students in groups of four will design an energy awareness school wide campaign using computer graphics and software to create posters that show a minimum of 5 ways everyone can conserve energy.graphics and software to create posters that show a minimum of 5 ways everyone can conserve energy.

• Students in groups of four will include at least 2 examples of how renewable energy resources can be used Students in groups of four will include at least 2 examples of how renewable energy resources can be used to decrease the demand for non renewable energy consumption. to decrease the demand for non renewable energy consumption.

• Students will each write a persuasive letter to the Governor using their research information to justify Students will each write a persuasive letter to the Governor using their research information to justify their argument or case either for or against off shore drilling. their argument or case either for or against off shore drilling.

StandardsStandardsLanguage ArtsLanguage Arts• LA.7.1.6.1 The student will use new vocabulary that is introduced and taught directly; LA.7.1.6.1 The student will use new vocabulary that is introduced and taught directly;

LA.7.1.6.5 The student will relate new vocabulary to familiar words; LA.7.1.6.5 The student will relate new vocabulary to familiar words; LA.7.1.6.3 The student will use context clues to determine meanings of unfamiliar wordsLA.7.1.6.3 The student will use context clues to determine meanings of unfamiliar words

• LA.7.2.2.1 The student will locate, use, and analyze specific information from organizational text LA.7.2.2.1 The student will locate, use, and analyze specific information from organizational text features (table contents, headings, captions, italics, glossaries, indices, key words).features (table contents, headings, captions, italics, glossaries, indices, key words).

• LA.7.2.2.2 The Student will use information from the text to state the main idea or provide relevant LA.7.2.2.2 The Student will use information from the text to state the main idea or provide relevant detailsdetails

• LA.7.2.2.3 The student will organize information to show understanding (representing main idea LA.7.2.2.3 The student will organize information to show understanding (representing main idea within text through charting, mapping, paraphrasing, summarizing or comparing/contrasting)within text through charting, mapping, paraphrasing, summarizing or comparing/contrasting)

• LA.7.4.2.1 The student will write in a variety of informational/expository forms (e.g., summaries, LA.7.4.2.1 The student will write in a variety of informational/expository forms (e.g., summaries, procedures, instructions, experiments, rubrics, how-to manuals, assembly instructions);procedures, instructions, experiments, rubrics, how-to manuals, assembly instructions);

• LA.7.6.4.1. The student will select and use appropriate available technologies to enhance LA.7.6.4.1. The student will select and use appropriate available technologies to enhance communication.communication.

• LA. 7.3.5.1 The Student will prepare writing using technology in a format appropriate to audience LA. 7.3.5.1 The Student will prepare writing using technology in a format appropriate to audience and purposeand purposeLA. 7.3.5.2 The student will use elements of spacing and design for graphics (tables, drawings, LA. 7.3.5.2 The student will use elements of spacing and design for graphics (tables, drawings, charts, graphics) when applicable to enhance the appearance of the document charts, graphics) when applicable to enhance the appearance of the document

• LA. 7.6.2.1 The student will select a topic, develop a prioritized search plan, and evaluative criteria LA. 7.6.2.1 The student will select a topic, develop a prioritized search plan, and evaluative criteria to select appropriate resources for research.to select appropriate resources for research.LA. 7.6.2.3 Student will write an informational report that includes a focused topic, appropriate facts LA. 7.6.2.3 Student will write an informational report that includes a focused topic, appropriate facts and relevant details, a logical sequence, a concluding statement, and a list of sources used.and relevant details, a logical sequence, a concluding statement, and a list of sources used.LA.7.3.1.3 The students will prewrite by using organizational strategies and tools (e.g., technology, LA.7.3.1.3 The students will prewrite by using organizational strategies and tools (e.g., technology, outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a personal outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style. organizational style. LA.7.1.7.3 The student will determine the main idea or essential message in grade-level or higher LA.7.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details.texts through inferring, paraphrasing, summarizing, and identifying relevant details.

StandardsStandards

ScienceScience

• SC.7.E.6.6 Identify the impact that humans have had on SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, Earth, such as deforestation, urbanization, desertification, erosion, air and water qualify, changing the flow of water.erosion, air and water qualify, changing the flow of water.

• SC.7.E.6.Pa.d Distinguish between clean and dirty waterSC.7.E.6.Pa.d Distinguish between clean and dirty water

• SC.7.L.12.1 Explain and illustrate the roles of and SC.7.L.12.1 Explain and illustrate the roles of and relationships among producers, consumers, and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.decomposers in the process of energy transfer in a food web.

• SC.7.L.17.3 Describe and investigate various limiting factors SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sitesparasitism, predation, and nesting sites..

StandardsStandardsMathMath

• MA.7.S.6.1 Evaluate the reasonableness of a sample to MA.7.S.6.1 Evaluate the reasonableness of a sample to determine the appropriateness of generalization made determine the appropriateness of generalization made about the populations. about the populations.

• M.A.7.A.3.3- Formulate and use different strategies to solve M.A.7.A.3.3- Formulate and use different strategies to solve one-step and two-step linear equations, including equations one-step and two-step linear equations, including equations with rational coefficients. with rational coefficients.

• MA.7.S.6.2: Construct and analyze histograms, stem-and-MA.7.S.6.2: Construct and analyze histograms, stem-and-leaf plots, and circle graphs.leaf plots, and circle graphs.

• MA.7.A.1.4: Graph proportional relationships and identify MA.7.A.1.4: Graph proportional relationships and identify the unit rate as the slope of the related linear function. the unit rate as the slope of the related linear function.

• MA.7.A.1.1: Distinguish between situations that are MA.7.A.1.1: Distinguish between situations that are proportional or not proportional, and use proportions to proportional or not proportional, and use proportions to solve problems solve problems

StandardsStandardsSocial StudiesSocial Studies

• Standard 1 Geography: Understand how to use maps and other geographic Standard 1 Geography: Understand how to use maps and other geographic representations, tools, and technology to report Information.representations, tools, and technology to report Information.

SS.7.G.1.1 Locate the states that constitute the Gulf Coast RegionSS.7.G.1.1 Locate the states that constitute the Gulf Coast Region

• Standard 2 Geography: Understands physical and cultural characteristics of places.Standard 2 Geography: Understands physical and cultural characteristics of places.

SS.7.G.2.3 Explain how major physical characteristics, natural resources and climate have SS.7.G.2.3 Explain how major physical characteristics, natural resources and climate have influenced settlement and economy of Gulf Coast regioninfluenced settlement and economy of Gulf Coast region

• Standard 3 Geography: Understands the relationship between the Earth’s Ecosystems and Standard 3 Geography: Understands the relationship between the Earth’s Ecosystems and the populations that dwell within them.the populations that dwell within them.

SS.7.G.3.1 Use maps to identify location and abundance of natural resources in Gulf Coast SS.7.G.3.1 Use maps to identify location and abundance of natural resources in Gulf Coast regionregion

• Standard 5 Geography: Understand how human actions can impact the environment. Standard 5 Geography: Understand how human actions can impact the environment.

SS.7.G.5.1 Use a choropleth or other map to geographically represent current information SS.7.G.5.1 Use a choropleth or other map to geographically represent current information about issues of conservation or ecology in the local community about issues of conservation or ecology in the local community 

• Standard 1 Economics: understand the fundamental concepts relevant to the development Standard 1 Economics: understand the fundamental concepts relevant to the development of a market economy.of a market economy.

SS.7.E.1.3. Review the concepts of supply and demand as they relate to the development SS.7.E.1.3. Review the concepts of supply and demand as they relate to the development of a mixed market economy in the United Statesof a mixed market economy in the United States   

• Standard 2 Civics and Government: evaluate the roles rights and responsibilities of United Standard 2 Civics and Government: evaluate the roles rights and responsibilities of United States citizens and determine methods of active participation in society, government, and States citizens and determine methods of active participation in society, government, and the political system.the political system.

SS.7.C.2.12 Develop a plan to resolve a state or local problem by researching public policy SS.7.C.2.12 Develop a plan to resolve a state or local problem by researching public policy alternatives, identifying appropriate government agencies to address the issue to. alternatives, identifying appropriate government agencies to address the issue to.

Grade Level ExpectationsGrade Level Expectations

Language ArtsLanguage Arts

• Student will select and use a format for writing which addresses Student will select and use a format for writing which addresses the audience purpose and occasion( including but not limited to the audience purpose and occasion( including but not limited to narrative, persuasive, and expository).narrative, persuasive, and expository).

• Uses electronic technology appropriate to writing tasks to create, Uses electronic technology appropriate to writing tasks to create, revise, retrieve, and verify information (for example, Internet, revise, retrieve, and verify information (for example, Internet, databases and software)databases and software)

• Extend the vocabulary-building expectations of the sixth grade Extend the vocabulary-building expectations of the sixth grade using seventh grade or higher vocabularyusing seventh grade or higher vocabulary

• Uses context and word structure clues to interpret words and Uses context and word structure clues to interpret words and ideas in text. ideas in text.

• Makes inferences and generalizations about what is readMakes inferences and generalizations about what is read

Grade Level ExpectationsGrade Level Expectations

Language Arts Con’tLanguage Arts Con’t

• Knows and experiments with possible prewriting strategies for Knows and experiments with possible prewriting strategies for different writing tasksdifferent writing tasks

• Uses a prewriting strategy suitable for the task (brainstorming Uses a prewriting strategy suitable for the task (brainstorming using a graphic organizer) using a graphic organizer)

• Gathers information from a variety of sources, including primary Gathers information from a variety of sources, including primary sources (for example, letters, magazines, newspapers)sources (for example, letters, magazines, newspapers)

• Extends previously learned knowledge and skills of the sixth Extends previously learned knowledge and skills of the sixth grade with increasingly complex text assignments and tasks (for grade with increasingly complex text assignments and tasks (for example, forming questions for readings, using print and example, forming questions for readings, using print and electronic sources to locate information, organizing information electronic sources to locate information, organizing information from a variety of sources for real-world tasks).from a variety of sources for real-world tasks).

Grade Level ExpectationsGrade Level ExpectationsScienceScience

• Discuss and test the best techniques for cleaning up oil on a variety Discuss and test the best techniques for cleaning up oil on a variety of substratesof substrates

• Discuss some of the negative consequences from the oil dispersing Discuss some of the negative consequences from the oil dispersing techniques. (i.e - CO2 pollution, sinking oil, more toxic oil)techniques. (i.e - CO2 pollution, sinking oil, more toxic oil)

• Discuss the possible health risks that could result from contaminated Discuss the possible health risks that could result from contaminated air and water.air and water.

• Compare difference in oil polluted water versus clean waterCompare difference in oil polluted water versus clean water• Participate in a lab that will illustrate how oil effects bird’s feathers.Participate in a lab that will illustrate how oil effects bird’s feathers.• Create a balanced food web and learn how the disruption or Create a balanced food web and learn how the disruption or

extinction of abiotic or biotic members can impact the other extinction of abiotic or biotic members can impact the other members if the food web.members if the food web.

• Describe the effects of oil pollution in wildlifeDescribe the effects of oil pollution in wildlife• Discuss how a limiting facto such as oil can cause dead zones in the Discuss how a limiting facto such as oil can cause dead zones in the

Gulf.Gulf.• Simulate what members will be effected and how they will be Simulate what members will be effected and how they will be

effected in marine and estuary ecosystems due to the oil spilleffected in marine and estuary ecosystems due to the oil spill• Differentiate between renewable and non-renewable resources.Differentiate between renewable and non-renewable resources.• Discuss alternative energy technologies and create basic models. Discuss alternative energy technologies and create basic models.

Grade Grade LevelLevel Expectations Expectations

MathMath

• Generate and collect data for analysisGenerate and collect data for analysis

• Constructs, interprets, and explains displays of data, such Constructs, interprets, and explains displays of data, such as tables and graphs, and explains how different displays as tables and graphs, and explains how different displays of data lead to different interpretations of data lead to different interpretations

• Predicts outcomes based on a generalization of a pattern Predicts outcomes based on a generalization of a pattern or relationshipor relationship

• Estimate solutions to real-world problems involving Estimate solutions to real-world problems involving estimations of measurement. estimations of measurement.

• Develop an understanding of operations on all rational Develop an understanding of operations on all rational numbers and solving linear equations. numbers and solving linear equations.

• Computes the mathematical odd for and against a specific Computes the mathematical odd for and against a specific outcome in given real-world experiments.outcome in given real-world experiments.

Grade Grade LevelLevel Expectations Expectations

Social StudiesSocial Studies

• Extend and refine use of various map forms and other geographic Extend and refine use of various map forms and other geographic representations to acquire, process, and report geographic representations to acquire, process, and report geographic information.information.

• Know ways selected regions are interconnected and Know ways selected regions are interconnected and interdependent.interdependent.

• Extend and refine understanding of environmental consequences Extend and refine understanding of environmental consequences of people changing the physical environment in selected regions.of people changing the physical environment in selected regions.

• Apply three basic questions to various economic systems in Apply three basic questions to various economic systems in selected regions.selected regions.

• Extend and refine knowledge of ways current issues affect Extend and refine knowledge of ways current issues affect political, social, and economic systems in selected regions.political, social, and economic systems in selected regions.

• Know the relative value of primary andKnow the relative value of primary and secondary sources.secondary sources.

MondayMonday TuesdayTuesday WednesdayWednesday ThursdayThursday FridayFriday

MathMath • Compile Compile renewable/non-renewable/non-renewable energy renewable energy data presented in data presented in the power pointthe power point

• Create a survey Create a survey based on based on compiled data compiled data

• Complete Complete survey in survey in classroom and classroom and around school around school campuscampus

• Graphing Graphing Lesson-Circle Lesson-Circle GraphGraph

• Graphing Graphing Lesson-Stem-n-Lesson-Stem-n-Leaf Graph using Leaf Graph using an estimated an estimated number of birds number of birds effected by oileffected by oil

ScienceScience •PowerPoint - PowerPoint - Renewable & Renewable & Non-renewable Non-renewable energy.energy.

•Video: Bill Nye: Video: Bill Nye: Energy Energy (Segments 1 & 2)(Segments 1 & 2)

•LAB – Density of LAB – Density of OilOil

•PowerPoint - PowerPoint - Ch. 16.1 & 16/3 Ch. 16.1 & 16/3 (ecological (ecological principles & principles & energy flow)energy flow)

• Video: Oceans Video: Oceans Alive – Food WebAlive – Food Web

•Food Web Food Web ProjectsProjects

• Limiting Factors Limiting Factors & Relationships& Relationships

•PowerPoint – PowerPoint – Environmental Environmental ImpactsImpacts

•LAB : Oily Bird!LAB : Oily Bird!

Social StudiesSocial Studies Intro to unitIntro to unit

Lesson on Lesson on Regions and Regions and resourcesresources

Physical &Physical &

Political map Political map

2 page visual 2 page visual information information booklet on booklet on renewable – non renewable – non renewable energy renewable energy resourcesresources

quizquiz

Direct Instruction Direct Instruction LessonLesson

Physical& Human Physical& Human CharacteristicsCharacteristics

Category Category worksheetworksheet

CollageCollage

Internet research Internet research Economic Economic development Gulf development Gulf CoastCoast

Power point Power point comparison chart comparison chart economic effects economic effects Gulf Oil SpillGulf Oil Spill

Language ArtsLanguage Arts intro to ITUEnergy resources Internet Vocabulary

Vocabulary Application chart

Discussion on disasters Newspaper articleOrganizational features

Primary and secondary resources

Internet research Internet research Exxon Valdez & Exxon Valdez & Gulf Oil SpillGulf Oil Spill

Prepare power Prepare power point Newspaper point Newspaper article on the article on the human cost of oil human cost of oil disastersdisasters

Unit Schedule—Week 1

MondayMonday TuesdayTuesday WednesdayWednesday ThursdayThursday FridayFriday

MathMath • Graphing Graphing Lesson-Lesson-Histograms using Histograms using the number of the number of sea life animals sea life animals effected by the effected by the oil.oil.

• Create graph Create graph using data from using data from survey-share survey-share results results

• Quiz on graphsQuiz on graphs

• Research Research Valdez oil spill Valdez oil spill and Gulf oil spilland Gulf oil spill

• Calculate Calculate amount spilled in amount spilled in each oil spill and each oil spill and compare/contrast compare/contrast amount and cost amount and cost of clean up of clean up

• Incorporate your Incorporate your findings into the findings into the oil cleanup oil cleanup methods methods PowerPoint that PowerPoint that you will create in you will create in science science

ScienceScience • Food Web Food Web Presentations Presentations (simulated with oil (simulated with oil spill)spill)

• Present ideas of Present ideas of how the local how the local ecosystem is ecosystem is effected by oil. effected by oil.

• PowerPoint - PowerPoint - Alternative Alternative EnergyEnergy

• Video: Bill Nye: Video: Bill Nye: Energy Energy (segments 3-11)(segments 3-11)

• LAB - LAB - Alternative Alternative Energy Energy SimulationsSimulations

•PowerPoint – Oil PowerPoint – Oil cleanup methods.cleanup methods.

•LAB – Simulated LAB – Simulated Oil Spill & Testing Oil Spill & Testing MethodsMethods

Social StudiesSocial Studies Presentation Presentation power point chartpower point chart

Assessment: Assessment: Expository essay Expository essay economic effects economic effects non renewable non renewable energy resourcesenergy resources

Internet research Internet research benefits benefits renewable energy renewable energy resourcesresources

Start preparing Start preparing debatedebate

Finish persuasive Finish persuasive economic debate economic debate preparation preparation

PracticePractice

Debate Debate presentationspresentations

Economic Economic consequencesconsequences

Lesson, supply & Lesson, supply & demand demand

Create cartoon Create cartoon showing supply & showing supply & demand demand relationshiprelationship

(finish at home)(finish at home)

Language ArtsLanguage Arts Presentation of Presentation of newspaper articlenewspaper article

How non renewable energy contributes to global warming Internet researchCauses & Effects

Continue Internet Continue Internet researchresearch

Cause and Cause and effectseffects

Internet researchsolutions to global warming

Create “how to” bookletReduce energy consumption

Unit Schedule—Week 2

MondayMonday TuesdayTuesday WednesdayWednesday ThursdayThursday FridayFriday

MathMath • Video about Video about renewable energy renewable energy resources resources

• Calculate Calculate materials and materials and build a solar ovenbuild a solar oven

• QuizQuiz

• Collect, Collect, organize, and organize, and analyze oil rig analyze oil rig safety informationsafety information

• Design and Design and sketch a sketch a prototype of an prototype of an emergency cutoff emergency cutoff systemsystem

• Presentations Presentations and Test and Test

ScienceScience • Explore CNN’s Explore CNN’s Oil Spill Web Oil Spill Web PagePage

• Create Create Deepwater Deepwater Horizon Oil Spill Horizon Oil Spill TimelineTimeline

•Field Trip – Field Trip – Beach/BayBeach/Bay

•Homework – Homework – Persuasive Persuasive RAFT paperRAFT paper

•Present RAFT’sPresent RAFT’s • Jeopardy Jeopardy Review GameReview Game

• Unit TestUnit Test

Social StudiesSocial Studies Introduce Energy Introduce Energy Awareness Awareness campaigncampaign

Internet researchInternet research

Energy Energy awareness awareness campaign campaign

internet researchinternet research

Start preparing Start preparing postersposters

Energy Energy awareness awareness campaigncampaign

Finish posters Finish posters

Energy Energy awareness poster awareness poster presentationspresentations

Peer evaluationsPeer evaluations

Review what has Review what has been learnedbeen learned

Explain Explain government government responsibilitiesresponsibilities

Assessment: Assessment: Persuasive letter Persuasive letter to Governor on to Governor on off shore drillingoff shore drilling

Language ArtsLanguage Arts Informational Documentary on Global warming develop outline main points

Write scripts introduction

Develop point

of view

Documentary Documentary videovideo

Documentary Documentary videovideo

PresentationsPresentations

Unit Schedule—Week 3

Daily ScheduleDaily Schedule

• First Bell: 9:04 A.M.First Bell: 9:04 A.M.

• HR/First Period: 9:10 – 10:04HR/First Period: 9:10 – 10:04

• Second Period: 10:07 – 10:56Second Period: 10:07 – 10:56

• Third Period: 10:59 – 11:48Third Period: 10:59 – 11:48

• 77thth Grade Lunch: 11:48 – 12:17 Grade Lunch: 11:48 – 12:17

• Fourth Period: 12:20 – 1:09Fourth Period: 12:20 – 1:09

• Fifth Period: 1:12 – 2:01Fifth Period: 1:12 – 2:01

• Sixth Period: 2:04 – 2:53Sixth Period: 2:04 – 2:53

• Seventh Period: 2:56 – 3:45Seventh Period: 2:56 – 3:45

Media ListMedia List

• LCD Projector & LCD Projector & ScreenScreen

• Laptop ComputerLaptop Computer

• Internet AccessInternet Access

• DVD PlayerDVD Player

• Computer Computer SpeakersSpeakers

• LAB equipmentLAB equipment

• Computer Lab Computer Lab AccessAccess

• TextbooksTextbooks

• Microsoft ProgramsMicrosoft Programs

• Document CameraDocument Camera

Lesson Plan OverviewLesson Plan Overview

Language ArtsLanguage Arts• The focus of the theme for students is to develop their literary skills through real world application by The focus of the theme for students is to develop their literary skills through real world application by

taking on the role of investigative Journalists reporting on how energy use contributes to the problem of taking on the role of investigative Journalists reporting on how energy use contributes to the problem of global warming. In week one students will be working on the vocabulary associated with energy use to global warming. In week one students will be working on the vocabulary associated with energy use to establish basic knowledge and contexts in which the words apply. They will be applying reading and establish basic knowledge and contexts in which the words apply. They will be applying reading and analysis skills to a variety of different text formats in their research to develop inferring paraphrasing and analysis skills to a variety of different text formats in their research to develop inferring paraphrasing and summarizing skills as well as understand how text structure affects overall meaning. They will focus their summarizing skills as well as understand how text structure affects overall meaning. They will focus their investigation on the human tragedy resulting from dependency on non renewable energy by examining investigation on the human tragedy resulting from dependency on non renewable energy by examining the Exxon Valdez and Gulf Oil disasters and presenting their opinions in a front page news article.the Exxon Valdez and Gulf Oil disasters and presenting their opinions in a front page news article.

  

• Week two they will focus on causes and effects, analysis of text, development of point of view, and Week two they will focus on causes and effects, analysis of text, development of point of view, and possible solutions. Students will be using the topic of global warming to investigate how non renewable possible solutions. Students will be using the topic of global warming to investigate how non renewable energy contributes to the problem and investigate the ways in which individuals can help alleviate global energy contributes to the problem and investigate the ways in which individuals can help alleviate global warming through simple modifications in energy habits. Students will demonstrate and develop their warming through simple modifications in energy habits. Students will demonstrate and develop their writing skills by creating an informational “how to” booklet that addresses ways in which individuals can writing skills by creating an informational “how to” booklet that addresses ways in which individuals can become good consumers of energy.become good consumers of energy.

  

• Week three is a culminating activity in which students will create an informative documentary from their Week three is a culminating activity in which students will create an informative documentary from their research in week one and two that demonstrate their comprehension, analysis, perspective, inferring and research in week one and two that demonstrate their comprehension, analysis, perspective, inferring and communication skills relative to energy use and why it is important for society to alter lifestyles now to communication skills relative to energy use and why it is important for society to alter lifestyles now to secure their quality of life in the future. secure their quality of life in the future.

  

  

Lesson Plan OverviewLesson Plan Overview

• ScienceScience

Lesson Plan OverviewLesson Plan Overview

MathMath• Survey SaysSurvey Says

Students will learn about renewable and non-renewable energy sources. Using the Students will learn about renewable and non-renewable energy sources. Using the collected information, students will create a survey that will be conducted in the collected information, students will create a survey that will be conducted in the classroom and throughout the school.classroom and throughout the school.

• GraphingGraphing

Students will learn how to create and read three different types of graphs. Students Students will learn how to create and read three different types of graphs. Students will learn how to create a circle graph, stem-n-leaf graph and histogram. Using the will learn how to create a circle graph, stem-n-leaf graph and histogram. Using the data compiled from the survey and two science lessons, student will use the graphs data compiled from the survey and two science lessons, student will use the graphs to display and present their findings to the rest of the class and make generalizations to display and present their findings to the rest of the class and make generalizations based on their findings. based on their findings.

• Valdez vs. GulfValdez vs. Gulf

Students will collect and organize information pertaining to the Valdez and Gulf oil Students will collect and organize information pertaining to the Valdez and Gulf oil spill. Student will then use the collected information to calculate, compare, and spill. Student will then use the collected information to calculate, compare, and report an estimation of the cost to clean up each oil spill.report an estimation of the cost to clean up each oil spill.

• Soak up the SunSoak up the Sun

Students will research and learn about solar power. Students will further their Students will research and learn about solar power. Students will further their understanding by planning and calculating the amount of materials needed to build a understanding by planning and calculating the amount of materials needed to build a solar oven. Students will build a solar oven that can be used to warm cookies. solar oven. Students will build a solar oven that can be used to warm cookies.

• Safety First Safety First

Students will learn how to compile information about oil rig safety systems. Using Students will learn how to compile information about oil rig safety systems. Using the compiled information, students will work in groups to design and sketch an the compiled information, students will work in groups to design and sketch an emergency cutoff system for an oil rig.emergency cutoff system for an oil rig.

Lesson Lesson PlansPlans

• Social StudiesSocial Studies

Culminating Activities Culminating Activities

AssessmentsAssessments

• Rubrics

• Test

• Quizzes

• Worksheets

• Oral Presentations

• Self Evaluations

• Peer Evaluations

• Internet Logs

• Pretests

• Video Worksheets

• LABS

• R.A.F.T. Paper

Social Studies Assessments Social Studies Assessments

• Quiz on states and capitals and resourcesQuiz on states and capitals and resources

• Map rubric Map rubric

• Product rubric visual resource bookletProduct rubric visual resource booklet

• Quiz human & physical characteristicsQuiz human & physical characteristics

• Collage rubric relationship between physical & human characteristics of a Collage rubric relationship between physical & human characteristics of a placeplace

• Internet Research logInternet Research log

• Oral presentation rubricOral presentation rubric

• Power point comparison chart rubric Power point comparison chart rubric

• Writing rubric for expository essay on social economic consequences Writing rubric for expository essay on social economic consequences dependency non renewable energydependency non renewable energy

• Persuasive debate writing rubric Persuasive debate writing rubric

• Oral debate rubric Oral debate rubric

• Product rubric for supply demand cartoonProduct rubric for supply demand cartoon

• Oral presentation rubric for cartoonOral presentation rubric for cartoon

• Product rubric for energy awareness posterProduct rubric for energy awareness poster

• Peer evaluations of postersPeer evaluations of posters

• Oral presentation rubric for postersOral presentation rubric for posters

• Persuasive Writing rubric letter to Governor (summative)Persuasive Writing rubric letter to Governor (summative)

ReferencesReferences ScienceScience

• http://edition.cnn.com/SPECIALS/2010/gulf.coast.oil.spill/Science, (Print, Audio, Video), (Verbal, Visual, Vicarious, Simulation)

• http://www.the-scientist.com/blog/display/57448/Science, Print, Visual, Verbal

• Biggs, Alton, et al. (2006). Glencoe / McGraw Hill Companies, Inc.Biggs, Alton, et al. (2006). Glencoe / McGraw Hill Companies, Inc.Science, Print, Verbal, Visual, Direct (Ch. 16, Sec. 1-3 & Ch.19, Sec. 1)Science, Print, Verbal, Visual, Direct (Ch. 16, Sec. 1-3 & Ch.19, Sec. 1)

• *http://www.huffingtonpost.com/2010/05/26/gulf-oil-spill-cleanup-wo_n_591346.html***http://www.huffingtonpost.com/2010/05/26/gulf-oil-spill-cleanup-wo_n_591346.html**Science, Print, Visual, Verbal Science, Print, Visual, Verbal

• http://www.nytimes.com/2010/05/02/us/02oil.htmlScience, Print ,Visual, Verbal

• http://library.thinkquest.org/10867/cleanup/methods/index.shtmlScience, Print, Visual, VerbalScience, Print, Visual, Verbal

• Dr. Richard Snyder, director of UWF's Center for Environmental Diagnostics and BioremediationDr. Richard Snyder, director of UWF's Center for Environmental Diagnostics and BioremediationScience, Audio, Verbal, SimulatedScience, Audio, Verbal, Simulated

• *http://streaming.discoveryeducation.com/index.cfm***http://streaming.discoveryeducation.com/index.cfm**Science, Audio, Visual, Vicarious, Simulated, DirectScience, Audio, Visual, Vicarious, Simulated, Direct

• *http://news.discovery.com/animals/gulf-dead-zone-oil-spill.html***http://news.discovery.com/animals/gulf-dead-zone-oil-spill.html**Science, Print, Visual, VerbalScience, Print, Visual, Verbal

• http://www.scientificamerican.com/article.cfm?id=spill-clean-up-chemicalsScience, Print, Visual

• http://www.altenergy.org/http://www.altenergy.org/Science, Print, Visual, VerbalScience, Print, Visual, Verbal

References References

Language ArtsLanguage Arts

ReferencesReferences MathMath

• Forcefield.Forcefield. (2010). (2010). Wind Power. Wind Power. Retrieved June 20, 2010, from Retrieved June 20, 2010, from http://www.otherpower.com/otherpower_wind.shtmlhttp://www.otherpower.com/otherpower_wind.shtml

• Home Science Tools. Home Science Tools. (2010). Retrieved June 20, 2010, from (2010). Retrieved June 20, 2010, from http://www.hometrainingtools.com/build-a-solar-oven-project/a/1237/http://www.hometrainingtools.com/build-a-solar-oven-project/a/1237/

• Martinello, M. L. & Gillian, C. E. (2000). Martinello, M. L. & Gillian, C. E. (2000). Interdisciplinary Inquiry in Teaching and Interdisciplinary Inquiry in Teaching and LearningLearning. Upper Saddle River, New Jersey: Prentice Hall. Upper Saddle River, New Jersey: Prentice Hall

• Non-Renewable Resources. Non-Renewable Resources. (2006). Retrieved June 20, 2010, from http://www.eco-(2006). Retrieved June 20, 2010, from http://www.eco-pros.com/non-renew.htmpros.com/non-renew.htm

• Perez, J. (2007). Perez, J. (2007). Dale Resources. Dale Resources. Retrieved June 17, 2010, from http://www.dale-Retrieved June 17, 2010, from http://www.dale-energy.com/flash/fromdale/index.htmlenergy.com/flash/fromdale/index.html

• Powell, C.S. (n.d). Powell, C.S. (n.d). We Did the Math: BP Oil Spill is Worse Than the Exxon Valdez. We Did the Math: BP Oil Spill is Worse Than the Exxon Valdez. Retrieved June 17, 2010, from Retrieved June 17, 2010, from http://blogs.discovermagazine.com/80beats/2010/05/27/we-did-the-math-bp-oil-spill-is-http://blogs.discovermagazine.com/80beats/2010/05/27/we-did-the-math-bp-oil-spill-is-now-worse-than-the-exxon-valdeznow-worse-than-the-exxon-valdez

• Roberts, P.L. & Kellough, R. D. (2008). Roberts, P.L. & Kellough, R. D. (2008). A Guide For Developing Interdisplinary Thematic A Guide For Developing Interdisplinary Thematic Units. Units. Upper Saddle River, New Jersey: Prentice HallUpper Saddle River, New Jersey: Prentice Hall

• State of Oregon. State of Oregon. (2009). Retrieved June 20, 2010, from (2009). Retrieved June 20, 2010, from http://www.oregon.gov/ENERGY/RENEW/index.shtmlhttp://www.oregon.gov/ENERGY/RENEW/index.shtml

• The New York Times. (2010). The New York Times. (2010). How Much Oil is on the Gulf Coast. How Much Oil is on the Gulf Coast. Retrieved June 17, Retrieved June 17, 2010, from http://www.nytimes.com/interactive/2010/05/27/us/20100527-oil-2010, from http://www.nytimes.com/interactive/2010/05/27/us/20100527-oil-landfall.htmllandfall.html

• United States Environmental Protection Agency. (2009). United States Environmental Protection Agency. (2009). Environmental Kids Club. Environmental Kids Club. Retrieved June, 17, 2010, fromRetrieved June, 17, 2010, from http://www.epa.gov/kids/game.htmhttp://www.epa.gov/kids/game.htm

References References

Social StudiesSocial Studies

•