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This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.

ACKNOWLEDGMENTS

Dr. Kevin K. Robinson, Program Supervisor for STEM

The Board acknowledges the following who contributed to the preparation of this curriculum.

Jessica Carr

Rima Patel

Christine H. Salcito, Assistant Superintendent

Subject/Course Title: Date of Board Adoptions:

Environmental Science September 19, 2016

Grade 9

RAHWAY PUBLIC SCHOOLS CURRICULUM

UNIT OVERVIEW

Content Area: Introduction and Earth Science

Unit Title: Scientific Method/Scientific Community/Earth Science

Target Course/Grade Level: Grade 9

Unit Summary: Explain how scientists uncover, research and solve environmental problems. Understand that science constantly changes the way we understand the world. All of Earth’s systems are all connected. Approximate Length of Unit: 3 weeks Primary Interdisciplinary Connections: Biology

LEARNING TARGETS

Standards: Content Area Standard Content Area Strand CPI 5.1 Science Practices A. Understand Scientific

Explanations 5.1.8.A.1, 5.1.8.A.2, 5.1.8.A.3, 5.1.12.A.1, 5.1.12.A.2, 5.1.12.A.3 5.1 Science Practices B. Generate Scientific Evidence

Through Active Investigations

5.1.12.B.2, 5.1.12.B.3, 5.1.12.B.4

5.1 Science Practices C. Reflect on Scientific Knowledge 5.1.12.C.3, 5.1.12.C.4

Next Generation Science Standards (NGSS):

HS-ESS1-1. Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in

the sun’s core to release energy that eventually reaches Earth in the form of radiation.

HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of

plate tectonics to explain the ages of crustal rocks.

HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary

surfaces to construct an account of Earth’s formation and early history.

HS-ESS2-1. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and

temporal scales to form continental and ocean-floor features.

HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in

changes in climate.

HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface

processes.

HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere,

geosphere, and biosphere.

LAL standards:

NJSLA.ELA.Literacy.RST.11-12.1-10

NJSLA.ELA-Literacy.WHST.11-12.1-10

21st Century College and Career, and Technology:

9.1.12.A.5 Analyze how the economic, social, and political conditions of a time period can affect the labor market.

9.1.12.A.11 Explain the relationship between government programs and services and taxation.

9.1.12.A.13 Analyze the impact of the collective bargaining process on benefits, income, and fair labor practice

9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.

9.2.12.C.6 Investigate entrepreneurship opportunities as options for career planning and identify the knowledge, skills,

abilities, and resources required for owning and managing a business.

9.3.13.AG-ENV.3 Develop proposed solutions to environmental issues, problems and applications using scientific principles of

meteorology, soil science, hydrology, microbiology, chemistry and ecology.

Unit Understandings:

Students will understand that…

Science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends,

refines, and revises knowledge.

Science uses both concepts and data to observe, categorize, and interpret the world.

Scientific argumentation is used along with a series of methods to obtain new knowledge and share it.

All of Earth’s systems interact.

Students will make quantitative measurements of various physical, chemical and biological properties of the Earth

system.

Students will develop mapping skills and use such (topographic and geologic) maps to estimate distances, visualize

landforms, and locate / identify geographic and geologic features.

Unit Essential Questions:

How do scientists uncover, research, and solve environmental problems?

How does environmental science help us understand the natural world?

What does it mean to ‘do science’?

What happens to a scientific study after data have been gathered and the results are analyzed?

How and why is Earth constantly changing?

How do Earth’s surface processes and human activities affect each other?

What is the universe and what is Earth’s place in it?

Knowledge and Skills:

Students will know…

Vocabulary associated with the community of science (hypothesis, prediction, independent/dependent variable,

controlled study, data, peer review, theory, ethics, and environmental ethics).

The steps in the scientific method.

The specific example of how certain chemicals are affecting the ozone layer and how the scientific community found

out.

How to use locations relative to a geologic hotspot to rank the Galapagos Islands from oldest to youngest.

How to calculate the rate of movement of the Pacific Plate

Students will be able to… Graph out data

Debate ideas in a scientific manner

Collect data from an experiment and analyze it

Describe how heat moves, particularly how convection takes place in the mantle.

Describe major ways that Earth’s systems interact.

Describe the parts of the Earth’s geosphere, biosphere & atmosphere

Use logic and the evidence to reconstruct the position of large islands and continents as they appeared 220 million

years ago.

Describe how scientists use different kinds of evidence to form theories

To identify, describe, and analyze patterns in data collected on earthquakes and volcanoes.

Students will apply mathematical models and analysis to quantitatively describe and predict the behavior of Earth

phenomena.

EVIDENCE OF LEARNING

Assessment:

Graphing of data collected from plant growth activity from summer project plus written report

Unit vocabulary test

Chapter test on scientific method/community

A written explanation of the ozone issue and how the scientific community has explored and worked through the

problem

Do Now quizzes

Age of the Islands Lab calculations

Daily homework

Stations worksheet

Learning Activities:

Graphing of bean plant activities

Growing a bean plant as a class, deciding how to do it in a scientific manner

Vocabulary worksheets

Scientific method and community worksheets

Summer Packet

PowerPoint on Earth’s Systems

Recreating Pangea through evidence

Age of the Islands lab (mapping the Galapagos Islands)

Lab – Tracking the Hawaiian Islands: How Fast Does the Pacific Plate Move?

Plotting Earthquakes and Volcanoes

Earthquake Stations around the room

RESOURCES

Teacher Resources:

Textbook- Pearson’s Environmental Science

Study Workbook- Pearson’s Environmental Science

Online resources

Equipment Needed:

Projector

Lab material


UNIT OVERVIEW

Content Area: Ecosystems

Unit Title: Ecosystems and Cycles Target Course/Grade Level: Grade 9

Unit Summary: To understand how the non-living parts of Earth’s systems provide the basic materials to support life. Students will

investigate biogeochemical cycles and energy. Students will use various science methods to connect biogeochemical cycles and energy to the

natural world.

Approximate Length of Unit: 3.5 weeks

Primary interdisciplinary connections: Geology, Chemistry

LEARNING TARGETS

Standards:

Content Area Standard Content Area Strand CPI 5.1 Science Practices B. Generate Scientific

Evidence Through Active Investigations

5.1.12.B.1

5.3 Life Science B. Matter and Energy Transformations

5.3.B.12.3, 5.3.12.B.4, 5.3.12.B.5, 5.3.12.B.6 5.3 Life Science C. Matter and Energy

Transformations 5.3.12.C.1, 5.3.12.C.2


HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among

organisms in an ecosystem.

HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal

convection.

HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect

carrying capacity of ecosystems at different scales.

HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively

consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors

affecting biodiversity and populations in ecosystems of different scales.


processes.

HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere,

geosphere, and biosphere.

LAL standards:














Water, carbon, nitrogen, and phosphorus cycle through the Earth.

The law of conservation of matter states these nutrients are transformed but not created or destroyed.

Atoms are not created or destroyed when matter undergoes changes.

When energy is transferred, energy is not created or destroyed but less usable energy may be available.

Systems have inputs, flows, and outputs.

Life is sustained by the flow of energy from


What are the characteristics of Earth’s geosphere, biosphere, atmosphere, and hydrosphere?

How do nutrients cycle through the environment?

How can change in one part of an ecosystem affect change in other parts of the ecosystem?

How do matter and energy link organisms to each other and their environments?

How do humans have an impact on the diversity and stability of ecosystems?



Vocabulary associated with the unit (evaporation, transpiration, precipitation, condensation, aquifer, ground water, law

of conservation of matter, nutrient, biogeochemical cycle, primary producer, photosynthesis, consumer, decomposer,

cellular respiration, eutrophication, and nitrogen fixation).

Earth’s biosphere contains all living parts and the atmosphere is made of gases which protects the Earth.

Water and nutrients cycle through the biosphere and atmosphere endlessly.

Producers are a key component is carbon cycling.

The process of nitrogen fixation.

Biogeochemical cycles: Water, Carbon, Nitrogen, Phosphorous, and Sulfur.

Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the

system.

Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from

the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it.

Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system.

Students will be able to…

Write out the basics of the water cycle, carbon cycle, nitrogen cycle, and phosphorus cycle.

Draw a diagram showing the different spheres of the Earth and its surroundings.

Explain the role of producers, consumers and decomposers on the Earth cycling.

Explain how the law of conservation of matter applies to the behavior of nutrients in the environment.

Identify some unusual properties of water via a hands on lab activity.

Identify each element involved in the water cycle.

Observe the ability of a stream to erode, transport, and deposit materials.

Recognize that carbon is an extremely common element and can be found in many forms, in both living and non-living

things.

Explain how the law of conservation of matter applies to the behavior of nutrients in the environment.

Describe the carbon cycle, nitrogen cycle & phosphorus cycle.

Test various samples of soil to check for nutrients.


Assessment:

Unit vocabulary test

Unit test on Earth’s spheres and cycles

Packet of questions on cycles and consumers/decomposers/producer

Project grade

Formative assessment

Lab write ups


Pictures, diagrams and notes on cycles to facilitate discussion

ABC News Video ‘Volcano to Earthquakes’

Drawings and labeling of different spheres of Earth

Supplemental worksheets

Looking at graphs and data on nitrogen and phosphorus in the water, atmosphere etc.

Water Olympics Lab

Stream Table Lab

What contains carbon worksheet

Book of cycles Project

CO2 Modeling lab

Carbon Stations with mini labs (chalk, acid rain & penny lab, etc.)

Carbon cycle webquest - http://www.windows.ucar.edu/tour/link=/earth/Water/co2_cycle.html

Testing Soil Lab

RESOURCES

Teacher Resources:



Equipment Needed:

Projector

Computer lab or chrome cart

Lab supplies

http://www.windows.ucar.edu/tour/link=/earth/Water/co2_cycle.html


UNIT OVERVIEW

Content Area: Understanding Populations & Biodiversity Unit Title: Population Ecology/Population growth Target Course/Grade Level: Grade 9 Unit Summary: Interactions between organisms and their environment play integral roles for both the organisms and the

environment. Students will investigate biodiversity and population sizes of various ecosystems. Species interaction and human

impact will be a focus when studying different ecosystems and populations. Approximate Length of Unit: 4 weeks Primary interdisciplinary connections: Geography, History

LEARNING TARGETS

Standards:

Content Area Standards Content Area Strand CPI 5.1 Science Practices C. Reflect on Scientific

Knowledge 5.1.12.C.1, 5.3.12.C.2

5.3 Life Science D. Evolution and Diversity 5.3.12.E.1


HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of

natural hazards, and changes in climate have influenced human activity.

HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of natural resources,

the sustainability of human populations, and biodiversity.

HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.*

HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect

carrying capacity of ecosystems at different scales.





HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and

biodiversity.*

HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and

reproduce.

LAL standards:














Ecologists study levels of organization to understand how populations interact and their effects on one another.

Both abiotic and biotic factors play a role in the environment.

Population size, density and distribution all contribute to the survival of organisms.

Many factors play a role in determining how a population grows.

Human impact to the environment affects human health.

Humans have an influence on the environment.

Human population and consumption of resources are directly related.

Species interaction affect the resource use and population sizes of the species found in an ecosystem.

No population can grow indefinitely because of limiting factors.


How do changes in population size relate to environmental conditions?

How do ecologists organize and study life?

What are the important characteristics of populations?

What factors determine whether and how a population’s size changes?

How is a population defined?

How does population density impact different ecosystems?

Why does overpopulation deplete resources and create vast amounts of waste/pollutants?

How do limiting factors keep population densities in check?

How has population changed the environment over time?



Vocabulary associated with the unit (ecology, species, population, community, ecosystem, biosphere, biotic factor,

abiotic factor, habitat, resource, survivorship curve, immigration, emigration, migration, exponential growth, limiting

factor, carrying capacity, logistical growth, density-dependent factor, density-independent factor).

The different levels of organization studied by ecologists.

The difference between biotic and abiotic factors.

Population density’s effect on organisms.

Describe factors that influence a population’s growth rate.

The different levels of ecological organization from individual to biosphere.


Discuss how an organism’s habitat relates to its survival.

Draw out, act out, and describe the three ways populations can be distributed.

Create and analyze an age structure diagram for different organisms.

Read graphs showing exponential and logistic growth and determine which is which.

Give examples of limiting factors and hypothesize how they will impact the population.

Relate rising population density to the proportional increase in imperviousness in our environment as well as the

negative environmental impacts that accompany it.

Explain the difference between biotic and abiotic factors.

Discuss how an organism’s habitat relates to its survival.

Explain the usefulness of tracking population size and define population density.

Explain what age structure diagrams tell you about a population.

Learn about survivorship curves.

Describe the recent trends in human population and resource consumption.


Assessment:

End of unit comprehensive assessment

End of unit vocabulary test


Activity on population distribution/density

Turkey vulture activity on population size

Discussions on human impact to population size and resources

Video clip of how to use resource sustainably

ABC News Video “Weekend window to Katmai National Park”


End of unit assessment questions

PowerPoint for notes and examples of topics

Class discussions on population size/class demonstration of population distribution

Mark and Recapture Lab for population density

Create age structure diagrams for various species

Sunflower sampling lab

Survivorship of Bubbles Lab (and graphing)

RESOURCES

Teacher Resources:



Equipment Needed:

Projector

Computers

Lab supplies


UNIT OVERVIEW

Content Area: Ecology Unit Title: Community Ecology

Target Course/Grade Level: Grade 9 Unit Summary: Discovering the multitude of ways organisms affect one another’s survival and environment. Approximate Length of Unit: 3 weeks Primary interdisciplinary connections: Biology

LEARNING TARGETS


HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being

modified due to human activity.

HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting

biodiversity and populations in ecosystems of different scales.

HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and

anaerobic conditions.

HS-LS2-4. Use mathematical representation to support claims for cycling of matter and flow of energy among organisms in an

ecosystem.

HS- LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activates on the environment and

biodiversity.



LAL standards:














An organism’s niche is affected by both its tolerance and competitive interaction.

Feeding relationships have both direct and indirect effects on organisms in the community.

Only about 10% of energy is transferred from one trophic level to the next.

Many factors including succession and invasive species lead to changes in a communities stability.


How do organisms affect one another’s survival and environment?

How do species interact in nature?

How do energy and nutrients move through communities?

How do communities respond to a disturbance?



Vocabulary associated with the unit (Niche, tolerance, predation, parasitism, symbiosis, mutualism, commensalism,

primary producer, photosynthesis, chemosynthesis, consumer, herbivore, carnivore, omnivore, detritivore, decomposer,

trophic level, biomass, food chain, food web, keystone species, succession, primary succession, pioneer species,

secondary succession, invasive species).

Factors that influence an organism’s niche.

The difference between a producer and a consumer.

Primary vs. secondary succession and when both occur that conditions must be suitable for an invasive species takes

over a community.


Compare and contrast commensalism, parasitism, and mutualism (along with giving examples and identifying them).

Explain the effect of inefficient energy transfer on community structure.

Create food webs and chains.

Calculate loss of energy using the 10% rule


Assessment:




Daily discussions

Food chain project

Invasive species activities





Supplemental worksheets for support

Students will create a biomass pyramid

In groups students are assigned a type of community and must create a food chain/web

RESOURCES

Teacher Resources:



Coloring materials and large construction paper

Equipment Needed:

Powerpoint (projector)


UNIT OVERVIEW

Content Area: Ecology Unit Title: Biomes and aquatic ecosystems Target Course/Grade Level: Grade 9 Unit Summary: The environment affects where and how an organism lives. Approximate Length of Unit: 1 week Primary interdisciplinary connections: Biology

LEARNING TARGETS


HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those

relationships are being modified due to human activity.



HS-LS2-4. Use mathematical representation to support claims for cycling of matter and flow of energy among organisms

in an ecosystem.


biodiversity.


consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new

ecosystem.

HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species changes to survive and

reproduce.

LAL standards:














Biomes are characterized by their climates as well as typical plant and animal life.

There are generally ten major biomes (depending on how scientists classify).

Polar ice and mountains are not usually classified as biomes (polar regions are mostly aquatic and mountains change

drastically with attitude).

Aquatic ecosystems are classified by salinity, depth, flowing vs. standing water etc.

Estuaries protect the environment from soil erosion and flooding and are a meeting of salt and fresh water.


How does the environment affect where and how an organism lives?

What factors are used to classify biomes?

What conditions and organisms characterize each individual biome?

What conditions and organisms characterize the world’s aquatic ecosystems? Knowledge and Skills:


Vocabulary associated with the unit (Biome, climate, weather, climatograph, canopy, emergent layer, understory,

epiphyte, deciduous, estivation, coniferous, hibernation, permafrost, salinity, photic zone, aphotic zone, wetland, flood

plain, estuary, upwelling).

How biomes become classified.

Characteristics of individual biomes.

The criteria used to classify aquatic ecosystems.


Explain how organisms are adapted to the conditions in their biomes.

Explain the ecological importance of estuaries.

Read a climatograph and interpret what biome is being described by the data.

Climatograph reading and interpreting lab activity



End of unit assessment questions.

PowerPoint for notes and examples of topics.

Class discussions on population size/class demonstration of population distribution.

Jigsaw activity to demonstrate learning of each type of freshwater and saltwater community.

Research project on species living independently vs. in large groups to evaluate survival.

Supplemental worksheets for support.

Take samples of water from different types of ecosystems to note differences in number/types of organisms etc.

Point/counterpoint writing activity about elephant culling.

RESOURCES

Teacher Resources:



Equipment Needed:



UNIT OVERVIEW

Content Area: Ecology Unit Title: Biodiversity and conservation Target Course/Grade Level: Grade 9 Unit Summary: Explanation of what biodiversity is and why it is important to protect it Approximate Length of Unit: 1.5 weeks Primary interdisciplinary connections: Biology

LEARNING TARGETS



relationships are being modified due to human activity.



HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in

aerobic and anaerobic conditions.

HS-LS2-4. Use mathematical representation to support claims for cycling of matter and flow of energy among organisms

in an ecosystem.


consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new

ecosystem.

HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.*


biodiversity.

HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors:

(1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a

species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the

proliferation of those organisms that are better able to survive and reproduce in the environment. LAL standards:






9.1.12.A.13 Analyze the impact of the collective bargaining process on benefits, income, and fair labor practice.








Biodiversity is broken down into three major categories: species diversity, genetic diversity, and ecosystem diversity.

Biodiversity enables ecosystems to provide economically valuable services and products.

The threatening and extinction of species is a threat not only to that organism but impacts the whole ecosystem.

Habitat change/loss, invasive species, pollution, overharvesting and climate change are the leading causes of loss of

biodiversity.

Nations can and have passed laws and treaties to protect biodiversity.


Why is it important to protect biodiversity?

What is biodiversity?

Why is global biodiversity decreasing?

How can we protect and preserve biodiversity



Vocabulary associated with the unit (Biodiversity, species diversity, genetic diversity, ecosystem diversity, extirpation,

endangered species, threatened species, habitat fragmentation, poaching, Endangered Species Act (ESA), captive

breeding, Species Survival Plan (SSP), biodiversity hotspot, endemic).

The components to biodiversity (species, genetic, ecosystem).

How biodiversity is monitored (programs) and biodiversity trends.

Legal actions (laws, treaties etc.) being taken to prevent loss of biodiversity.


Explain the economic benefits of biodiversity.

List causes of biodiversity loss and explain how/why they cause loss.

Describe a Species Survival Plan (SSP) and its goal.

Describe strategies for managing ecosystems and habitat.

Wanted poster on an invasive species or endangered species and explanation of the effect these organisms on the

ecosystem

biodiversity.

Video on loss of biodiversity and conservation

Zebra mussel invasive species affecting biodiversity activity

Opinion reading/writing/discussion activity concerning drug companies vs. the countries these drugs are discovered in


Assessment:



Supplement worksheets

Daily discussions

Writing activity about drug companies vs. countries of drug origin






Wanted poster on an invasive species or endangered species and explanation of the effect these organisms on the

ecosystem biodiversity

Video on loss of biodiversity and conservation

Zebra mussel invasive species affecting biodiversity activity

Opinion reading/writing/discussion activity concerning drug companies vs. the countries these drugs are discovered i

RESOURCES

Teacher Resources:



Equipment Needed:



UNIT OVERVIEW

Content Area: Sustainable resources Unit Title: Global climate change Target Course/Grade Level: Grade 9 Unit Summary: To discover what are the causes of global warming and possible solutions based on evidence acquired by

scientists. Approximate Length of Unit: 1.5 weeks Primary interdisciplinary connections: Biology, Geography

LEARNING TARGETS



processes.


changes in climate.


relationships are being modified due to human activity.*


HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of natural resources, the

sustainability of human populations, and biodiversity.

HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources

based on cost-benefit ratios.*



LAL standards:














The greenhouse effect is a natural process in which certain gases in the atmosphere trap heat near the Earth.

Winds distribute heat and moisture globally.

Oceans affect climate by transporting heat and absorbing carbon dioxide

Global climate may be affected by factors such as topography, volcanic eruptions, regional vegetation, and changes in

Earth’s orbit.

Evidence of global climate change includes rising atmospheric temperature, precipitation trends, melting of glaciers and

polar ice, and rising sea levels.

Evidence indicates that global warming has been caused largely in the increase in greenhouse gases in the atmosphere.

As the atmosphere warms, ecosystems on land and in the ocean are changing, affecting organisms in various ways.

Global climate change is affecting aspects of human life such as farming, forestry, the economy, and health.

Reducing greenhouse gases can be done by conserving electricity, finding new ways to produce electricity, improved

agriculture/forestry, cap-and-trade policy, carbon taxes, carbon offsets and carbon sequestration.


What are the causes and consequences of a warming Earth?

What factors determine Earth’s climate?

What evidence shows that global climate change is occurring, and why is it happening?

What are the effects of climate change?

How can we respond to climate change?



Vocabulary associated with the unit (Greenhouse effect, greenhouse gas, El nino, topography, global climate change,

global warming, proxy indicator, climate model, fossil fuel, coral bleaching, carbon footprint, carbon tax, carbon offset,

carbon sequestration, Kyoto Protocol).

The factors that affect how the sun warms Earth.

The role of wind patterns and the oceans in determining climate.

Global climate change water bottle lab

Evidence of global climate change NASA webquest.

Is climate change occurring? ECR essay.

How climate is affected by topography, volcanoes, regional vegetation, and periodic changes in Earth’s orbit.

The probable causes of global climate change and methods used to study climate changes.

Ways in which the warming atmosphere affects ecosystems and organisms while predicting future effects of climate

change.

How nations are working together to try to address climate changes.

Read the globes lines of longitude and latitude and explain how the different areas are affected differently by global

warming.

Identify evidence of global warming in given pieces of information.

Read a graph detailing changing temperatures in the atmosphere over time and explain what affects this may have had

on the Earth.

Design ways of reducing greenhouse gases related to use and generation of electricity, locally and globally.

Read an ‘EnergyGuide’ label on an appliance.


Assessment:




Daily discussions

Graphing activities about emissions and climate change

Does latitude affect the sun’s rays?’ answers


Does latitude affect the sun’s rays?’

Graphing activities about emissions and climate change



Class discussions


RESOURCES

Teacher Resources:




UNIT OVERVIEW

Content Area: Sustainable resources Unit Title: Nonrenewable Energy Target Course/Grade Level: Grade 9 Unit Summary: Students will understand the difference between renewable and nonrenewable resources and how they are

used for our energy needs. Approximate Length of Unit: 2 weeks Primary interdisciplinary connections: Biology

LEARNING TARGETS



processes.


changes in climate.










LAL standards:






9.1.12.A.13 Analyze the impact of the collective bargaining process on benefits, income, and fair labor practice.








Energy, which is the ability to do work, can be classified as kinetic or potential

Human society uses renewable and nonrenewable energy resources in industry, transportation, commerce, and

residences.

Fossil fuels form from the remains of organisms that lived millions of years ago.

Coal, which is used mainly to generate electricity, is obtained by mining while petroleum, obtained by drilling is used as

a major sources of energy and to make a variety of products.

The supply of fossil fuels is limited.

The burning of fossil fuels causes pollution that affects health and the environment

Mining and drilling for fuels can endanger people and change ecosystems in harmful ways.

To save fossil fuels and limit the damage they cause, we need to conserve energy.

In a nuclear power plant, nuclear fission is used to generate electricity.

Nuclear power does not cause air pollution, but its problems include risk of accidents and disposal of wastes.

Nuclear fusion has advantages over fission, but technology does not yet exist to generate power.


What is energy and how is it used?

How did fossil fuels form, and how are they obtained and used?

What problems are associated with fossil fuel use?

What are the advantages and disadvantages of nuclear fuel?



Vocabulary associated with the unit (Energy, kinetic energy, potential energy, combustion, energy efficiency, renewable

energy, nonrenewable energy, electricity, strip mining, subsurface mining, petroleum, petrochemical, oil sands, oil shale,

methane hydrate, acid drainage, energy conservation, nuclear energy, nuclear fission, nuclear reactor, meltdown, nuclear

waste, nuclear fusion).

The difference between kinetic and potential energy and different forms of energy.

The multitude of uses human society uses energy resources.

How fossil fuels are formed.

Describe the uses of coal and oil and how both are removed from the ground.

Predict the future of fossil fuels.

The implications of dependence on foreign nations for fossil fuels.

Explain why energy conservation is important.

Describe how a nuclear power plant generates electricity and the advantages and disadvantages of nuclear power.

Compare nuclear fission to nuclear fusion.


Identify the differences and similarities of coal, oil and natural gas.

Explain the connection between pollutants released by fossil fuels and the damage they cause on organisms and their

environment.

Carbon cycle game to highlight fossil fuel emissions.

Predict the future trend of carbon dioxide emissions based on past data in graphs.

Cookie mining activity.

Look at a map of oil reserves and distribution and compare North American reserves to the rest of the world.

Form an opinion on the use of nuclear energy and support it with data and information about how the process works.


Assessment:




Daily discussions

Opinionated discussion/write up on ‘Oil or wilderness on Alaska’s north slope?’ at the end of the unit


Opinionated discussion/write up on ‘Oil or wilderness on Alaska’s north slope?’ at the end of the unit

Watch ABC news video ‘Coal mines- Integral to the Economy’



Class discussions


RESOURCES

Teacher Resources:



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UNIT OVERVIEW

Content Area: Sustainable resources

Unit Title: Renewable Energy Alternatives Target Course/Grade Level: Grade 9

Unit Summary: Describe the potential uses and limitations of renewable energy resources such as geothermal energy, biomass energy,

solar power, wind power and hydrogen energy.

Approximate Length of Unit: 2 weeks

Primary interdisciplinary connections: Chemistry

LEARNING TARGETS



processes.


changes in climate.








HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of n


LAL standards:














Alternative energy resources are needed to replace fossil fuels, reduce air pollution, and reduce the emission of

greenhouse gases.

Energy derived form biomass is used for cooking, heating, powering motor vehicles and generating electricity.

Liquid fuels (biofuels) help power vehicles.

Steam and hot water produced by geothermal energy can be used for generating electricity and for heating.

Hydropower is nonpolluting and relatively inexpensive, but dams can alter ecosystems and disrupt peoples lives.

Ocean thermal energy conversion (OTEC) is a process that converts thermal energy in ocean water to electrical energy.

The sun’s energy can be used to heat buildings and generate electricity.

Wind power is nonpolluting and efficient, but its supply is unpredictable, and it may damage landscape and wildlife.

Hydrogen fuel can be produced from the breakdown of water or methane.


What are the potential uses and limitations of renewable energy sources?

How can we use biomass energy and geothermal energy?

How can water be used to address energy needs?

How can we rely on the sun and wind for power?

How can we use hydrogen as a source of energy?



Vocabulary associated with the unit (Biomass energy, biofuel, bio-power, geothermal energy, ground source, ground

source heat pump, hydropower, tidal energy, ocean thermal energy conversion (OTEC), passive solar heating, active

solar heating, flat-plat solar collector, photovoltaic cell, concentrating solar power, wind turbine, wind farm, electrolysis,

fuel cell).

The benefits and current status of renewable energy resources.

Biomass energy and explain how it is used.

How geothermal energy is harnessed and used.

How river water can be used to generate electricity.

Costs vs. benefits of hydropower.

How energy from the ocean can generate electricity.

Techniques for using solar energy for heating buildings and generating electricity.

How wind energy can be used to produce energy.

How hydrogen fuel can be produced.


Compare and contrast the consumption vs. generation of renewable energy in the United States and other countries.

Analyze the benefits and costs of wind energy and solar energy.

Explain how using solar energy in homes, buildings, etc. works.

Read a map showing wind patterns in the United States and infer the state of the wind energy industry in the U.S.

Sustainability challenge: Use data and geological location to evaluate, plan, and revise the best energy source to power a

local factory.


Assessment:




Daily discussions

Reducing pollution with biodiesel’ graphing activity with questions

Opinionated question writing activity about the pros and cons of growing crops for the sole purpose of ethanol

production

Map activity on the wind patterns in the United States with accompanying questions

Point counterpoint activity ‘Are biofuels better for the environment?’ writing and discussion activity




Class discussions


Reducing pollution with biodiesel’ graphing activity with questions

Opinionated question writing activity about the pros and cons of growing crops for the sole purpose of ethanol

production

Show a picture/video of a waterfall and have students get it groups to try to devise ways to harness the power of the

water

Map activity on the wind patterns in the United States with accompanying questions

Point counterpoint activity ‘Are biofuels better for the environment?’ writing and discussion activity

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UNIT OVERVIEW

Content Area: Sustainable resources Unit Title: Waste Management Target Course/Grade Level: Grade 9 Unit Summary: Identify and describe the types of waste produced, the best ways to manage disposal of waste products and the

impact the waste has on the environment. Approximate Length of Unit: 1 week Primary interdisciplinary connections: Biology

LEARNING TARGETS


HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and

surface processes.

HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result

in changes in climate.

HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how

those relationships are being modified due to human activity.*

HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural

systems.*

HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of natural

resources, the sustainability of human populations, and biodiversity.

HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral

resources based on cost-benefit ratios.*

HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence

of natural hazards, and changes in climate have influenced human activity.

LAL standards:




9.1.12.A.5 Analyze how the economic, social, and political conditions of a time period can affect the labor

market.



9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future

education.

9.2.12.C.6 Investigate entrepreneurship opportunities as options for career planning and identify the knowledge,

skills, abilities, and resources required for owning and managing a business.

9.3.13.AG-ENV.3 Develop proposed solutions to environmental issues, problems and applications using scientific

principles of meteorology, soil science, hydrology, microbiology, chemistry and ecology.



There are three main categories of waste include municipal solid waste, industrial waste, and hazardous waste.

Current solid waste disposal methods are based on ancient practices of dumping, burying, or burning waste.

In sanitary landfills, waste is buried in the ground or piled up in large mounds.

Incineration is a controlled process in which mixed garbage is burned at very high temperatures.

Soil waste must be minimized by consuming less and using less packaging, banning certain materials and designing long

lasting goods.

Waste can also be reduced by composting and recycling.

Waste that is ignitable, corrosive, chemically reactive, or toxic is considered to be hazardous waste.

There are three main ways to dispose of hazardous wastes- landfills, surface impoundments, and injection wells.

Hazardous waste is regulated and monitored, but illegal dumping is a problem.

Two main laws govern hazardous waste- Resource Conservation Recovery Act (RCRA) and Comprehensive

Environmental Response Compensation and Liability Act (CERCLA).


How do our choices as consumers and waste producers affect our environment?

How does our current waste disposal impact our environment?

What is the best way to manage our solid waste?

How can we best reduce the impact of hazardous waste?


Students will know….

Vocabulary associated with the unit (waste municipal solid waste, industrial waste, hazardous waste, sanitary landfill,

leachate, incineration, source reduction, biodegradable, composting, recycling, material recover facility (MRF), e-waste,

surface impoundment, deep-well injection, radioactive waste, Superfund).

The three categories of waste.

Conventional waste disposal methods.

The importance of reducing waste.

How composting and recycling help reduce the amount of waste.

What defines hazardous waste and some of the sources of hazardous waste.

Methods of hazardous waste disposal.

Dangers of radioactive wastes and agencies that deal with regulating the disposal of the waste.

Students will be able to….

Explain where their local trash goes and how it is disposed.

Identify from tangible examples what products can be recycled, reused or discarded.

Prepare and maintain a compost pile.


Assessment:

Graphing activity on ‘Radiation and Human Health’

Completion of compost pile activity




Daily discussions


Students will construct their own compost container from a 2 liter plastic bottle and predict what will happen to

materials inside

Watch ABC news video, ‘Bottled Water Backlash’

Graphing activity on ‘Radiation and Human Health’



Class discussions


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