Suzette NelsonSuzette NelsonEIT 630 Perspectives on EIT 630 Perspectives on Pedagogy, Curriculum Pedagogy, Curriculum

and the Weband the Web

Final AssignmentFinal Assignment

Topic:Topic:

Human Impact on the EnvironmentHuman Impact on the Environment

OVERVIEWOVERVIEW Students will utilize a WebQuest to gather Students will utilize a WebQuest to gather

information and analyze the impact humans have information and analyze the impact humans have on their environment, why we are able to have on their environment, why we are able to have such tremendous impact on the environment and such tremendous impact on the environment and hypothesize about how we can alleviate the hypothesize about how we can alleviate the negative impacts of our actions. This lesson will negative impacts of our actions. This lesson will help students critically analyze their own effect help students critically analyze their own effect on the environment and come up with innovative on the environment and come up with innovative ways to reduce negative human impacts on the ways to reduce negative human impacts on the environment. They will also discuss ways in which environment. They will also discuss ways in which they can expand a simple community plan to a they can expand a simple community plan to a wider demographic.wider demographic.

CONTENT AREACONTENT AREA

The Living EnvironmentThe Living Environment

INTRODUCTIONINTRODUCTION As we try to improve the quality of our lives As we try to improve the quality of our lives

or just to seek pleasure, we use whatever or just to seek pleasure, we use whatever resources that are present in our resources that are present in our environment. In doing so we sometimes environment. In doing so we sometimes make by-products that might be harmful to make by-products that might be harmful to the environment and even to ourselves. For the environment and even to ourselves. For example, our motor vehicles that make example, our motor vehicles that make travel so much easier, faster, and more travel so much easier, faster, and more pleasant, produce chemicals harmful to our pleasant, produce chemicals harmful to our respiratory systems. We over utilize certain respiratory systems. We over utilize certain aspects of the environment. For instance, aspects of the environment. For instance, we clear large areas of land for housing and we clear large areas of land for housing and commercial space. Can you think of some commercial space. Can you think of some far-reaching effects of this?far-reaching effects of this?

INTRODUCTION (Cont.)INTRODUCTION (Cont.) You are a concerned citizen of the city of You are a concerned citizen of the city of

New York. You have noticed that on New York. You have noticed that on certain days as you sit in your roof top certain days as you sit in your roof top garden, that there is a dark haze hanging garden, that there is a dark haze hanging over the city. You have also noticed that over the city. You have also noticed that the water in the rivers is murky and that the water in the rivers is murky and that there are signs warning you not to there are signs warning you not to consume fish from them. You have spoken consume fish from them. You have spoken to some of your close friends about this, to some of your close friends about this, and they report having observed that over and they report having observed that over the years the number of rabbits and other the years the number of rabbits and other small animals they used to see in the small animals they used to see in the natural parks have been declining.natural parks have been declining.

INTRODUCTION (Cont.)INTRODUCTION (Cont.) You also question the fact that many people You also question the fact that many people

view the tap water as being unsafe to drink.view the tap water as being unsafe to drink. You and your friends have decided to carry You and your friends have decided to carry

out an in-depth investigation into the out an in-depth investigation into the phenomena you have observed. You are also phenomena you have observed. You are also concerned about whether other people are concerned about whether other people are aware of the negative changes that have aware of the negative changes that have been occurring in your community over the been occurring in your community over the years. You have decided as a group that a years. You have decided as a group that a more informed community might be able to more informed community might be able to reverse some of the changes and prevent reverse some of the changes and prevent future declines of the environment.future declines of the environment.

THE TASKTHE TASK

You will work in groups of four to research You will work in groups of four to research the topic and produce a community action the topic and produce a community action plan. Choose one person to be the scribe plan. Choose one person to be the scribe for the group. This person will record the for the group. This person will record the information discussed in the brainstorming information discussed in the brainstorming and discussion sessions. However, as you and discussion sessions. However, as you read the Web pages, each person will read the Web pages, each person will make notes from the section he or she is make notes from the section he or she is reading. Your plan will include the reading. Your plan will include the following:following:

THE TASK (Cont.)THE TASK (Cont.) An information brochure detailing An information brochure detailing

– Various types of pollution, (air pollution, Various types of pollution, (air pollution, water pollution, soil pollution); their water pollution, soil pollution); their definitions, and the causes of each of definitions, and the causes of each of the types of pollution.the types of pollution.

– Effects of pollution on organisms other Effects of pollution on organisms other than humansthan humans

– Specific effects of the various types of Specific effects of the various types of pollution on humans. (Lists with pollution on humans. (Lists with brief brief descriptions).descriptions).

– Steps we have taken as a nation to Steps we have taken as a nation to reduce pollution levels.reduce pollution levels.

THE TASK (Cont.)THE TASK (Cont.)

A set of steps you will use to investigate A set of steps you will use to investigate pollution levels in your community.pollution levels in your community.

Steps you can take as individuals and as a Steps you can take as individuals and as a community to reduce the pollution identified.community to reduce the pollution identified.

Problems you might encounter trying to Problems you might encounter trying to implement your plan.implement your plan.

How you could adjust your plan to include How you could adjust your plan to include another communities outside of New York another communities outside of New York City.City.

How we will benefit from implementing this How we will benefit from implementing this planplan

THE PROCESSTHE PROCESSDay 1Day 1

Brainstorm with your group to find possible Brainstorm with your group to find possible answer to the questions below. When you have answer to the questions below. When you have completed that, use information from the completed that, use information from the various sources listed to clarify your answers to various sources listed to clarify your answers to the questions. Have each member of the group the questions. Have each member of the group read a different page and make notes. Then, read a different page and make notes. Then, share and discuss this information with the share and discuss this information with the group. Each person should make any necessary group. Each person should make any necessary adjustments to his/her notes as the other adjustments to his/her notes as the other members of the group discuss the topic. Also, members of the group discuss the topic. Also, make any necessary adjustments to the group’s make any necessary adjustments to the group’s previous answers for the questions.previous answers for the questions.

THE PROCESS (Cont.)THE PROCESS (Cont.)

DAY 1DAY 1 a).a). Why are humans able to affect the Why are humans able to affect the

environment more than other organisms?environment more than other organisms? b).b). What are some ways in which we What are some ways in which we

affect the environment? Discuss both affect the environment? Discuss both negative and positive impacts. It is not negative and positive impacts. It is not enough to state broad-range impacts such enough to state broad-range impacts such as “pollution”. You must explain what as “pollution”. You must explain what causes it, types, why you consider it a causes it, types, why you consider it a positive or negative impact. For example, positive or negative impact. For example, air pollution occurs when we release certain air pollution occurs when we release certain chemicals such as Carbon Monoxide into chemicals such as Carbon Monoxide into the air, which spoils the quality of the air.the air, which spoils the quality of the air.

THE PROCESS (Cont.)THE PROCESS (Cont.)DAY 1DAY 1 c).c). Why are these factors/impacts so Why are these factors/impacts so

critical to the environment? Be sure to critical to the environment? Be sure to discuss the impact on organisms other discuss the impact on organisms other than humans. You can however explain than humans. You can however explain how these impacts eventually affect how these impacts eventually affect humans.humans.

Discuss actions we can take to alleviate Discuss actions we can take to alleviate the negatives effects we have had on the the negatives effects we have had on the environment. You can mention innovations environment. You can mention innovations already in place, but try to find new already in place, but try to find new methods we can consider.methods we can consider.

THE PROCESS (Cont.)THE PROCESS (Cont.)

DAYDAY 2 2 3.3. Using the information you gathered Using the information you gathered

in the previous class, design a brochure to in the previous class, design a brochure to inform your community about pollution, inform your community about pollution, the types of pollution, causes, effects on the types of pollution, causes, effects on living organisms, and prevention or living organisms, and prevention or reversal measures.reversal measures.

THE PROCESS (Cont.)THE PROCESS (Cont.)

DAY 3DAY 3Design a community action plan/project Design a community action plan/project to identify, analyze and alleviate to identify, analyze and alleviate negative impacts of humans on the negative impacts of humans on the environment in environment in your communityyour community. Your . Your plan should include, but is not limited to plan should include, but is not limited to the following:the following:

– The methods you will use to identify, The methods you will use to identify, measure and document the different measure and document the different types of pollution in your community.types of pollution in your community.

THE PROCESS (Cont.) THE PROCESS (Cont.)

DAY 3DAY 3– Immediate causes of the various types Immediate causes of the various types

of pollution identified, for example, of pollution identified, for example, people who picnic on the edge of the people who picnic on the edge of the pond toss garbage into the water.pond toss garbage into the water.

– Ways the members of your community Ways the members of your community can work together to clean up the can work together to clean up the current pollution.current pollution.

– Ways your community can prevent Ways your community can prevent further pollution.further pollution.

THE PROCESS (Cont.) THE PROCESS (Cont.)

DAY 3DAY 3 In addition, it should be clear how you In addition, it should be clear how you

would accomplish the following:would accomplish the following:– How you will first disseminate How you will first disseminate

information to the community to inform information to the community to inform them of the problem faced with them of the problem faced with pollution.pollution.

THE PROCESS (Cont.)THE PROCESS (Cont.)

DAY 3DAY 3– How you will organize the community to How you will organize the community to

conduct your research, come up with a conduct your research, come up with a plan to prevent additional pollution and plan to prevent additional pollution and implement the plan to keep your implement the plan to keep your community as pollution free as possible. community as pollution free as possible. (Would the entire community be (Would the entire community be involved the entire plan from identifying involved the entire plan from identifying and documenting the information, or and documenting the information, or would you use a committee for this would you use a committee for this stage and then involve the rest of the stage and then involve the rest of the community in the clean up and community in the clean up and prevention processes)?prevention processes)?

THE PROCESS (Cont.)THE PROCESS (Cont.)

DAY 3DAY 3 After you have completed your plan, After you have completed your plan,

brainstorm with your group to formulate brainstorm with your group to formulate anan additional plan to address a similar additional plan to address a similar situation in another community in another situation in another community in another state. You should take into consideration state. You should take into consideration things such as the physical location of things such as the physical location of the community. For example, is it in a the community. For example, is it in a rural area, or an industrialized city?rural area, or an industrialized city?

THE PROCESS (Cont.)THE PROCESS (Cont.)

Day 4Day 4 Create a PowerPoint presentation to Create a PowerPoint presentation to

present your community action plan to the present your community action plan to the class. Make sure all members of the group class. Make sure all members of the group participate in the planning and eventual participate in the planning and eventual presentation of this plan. You should also presentation of this plan. You should also use this time to fine-tune any necessary use this time to fine-tune any necessary details on your brochure if necessary.details on your brochure if necessary.

THE PROCESS (Cont.)THE PROCESS (Cont.)

Day 5Day 5 You will present your community action You will present your community action

plan to the class in a multimedia plan to the class in a multimedia presentation (using PowerPoint, an LCD presentation (using PowerPoint, an LCD projector, etc). You may also display projector, etc). You may also display posters that you would include in your posters that you would include in your community action plan. You should also community action plan. You should also present your brochure to the class at this present your brochure to the class at this point.point.

RESOURCES

• Air Pollution: http://www.lbl.gov/Education/ELSI/pollution-main.html• http://edugreen.teri.res.in/explore/air/air.htm• Water Pollution:

http://www.soest.hawaii.edu/GG/ASK/waterpol3.html• Water Pollution: Click on each of the links within this link:

http://www.epa.gov/owow/nps/whatis.html • Soil pollution:

http://cse.cosm.sc.edu/env_sci/Impacts/Pollution/Soil/Header.htm• http://www.pat-med.k12.ny.us/Schools/hs/

departments/science/coveney/3SoilPollution.htm• Preventing pollution:

http://www.dec.state.ny.us/website/ppu/p2tips.html• http://dep.state.ct.us/wst/P2/• Noise pollution: http://www.nonoise.org/aboutno.htm• Click through the five links on this page

http://www.epa.nsw.gov.au/soe/97/ch1/15.htm

EVALUATIONEVALUATION

The brochure and PowerPoint presentation The brochure and PowerPoint presentation of the community action plan will be of the community action plan will be graded using the rubrics provided.graded using the rubrics provided.

RUBRICSRUBRICS

Making A Brochure : PollutionMaking A Brochure : Pollution    

(See rubric handouts)  (See rubric handouts)  

CONCLUSIONCONCLUSION

Reflect on the activity you have Reflect on the activity you have completed. How easy or difficult was it for completed. How easy or difficult was it for you to work together as a team? How you to work together as a team? How useful was the knowledge you gained? useful was the knowledge you gained? (This includes knowledge of how to use the (This includes knowledge of how to use the Internet, PowerPoint, etc.)Internet, PowerPoint, etc.)

What additional questions can you pose What additional questions can you pose pertaining to organisms and their pertaining to organisms and their environments and how humans affect environments and how humans affect them? How might we expand this activity them? How might we expand this activity to include knowledge or skills learned in to include knowledge or skills learned in other subject areas?other subject areas?

EXTENSIONEXTENSION

If you could design a perfect If you could design a perfect environment, what would some of its environment, what would some of its key features be? How would the key features be? How would the interactions of humans with other interactions of humans with other organisms be different from what organisms be different from what they are now?they are now?

TEACHER’S PAGETEACHER’S PAGE

Grade Level: nineSkills necessary: Basic Word processing skills

Classroom Resources: computers, Internet access, printer, paper, LCD projector,

construction paper, markersLearning theories: Constructivism, multiple intelligences

This lesson is designed to span at least five days (90 minutes each class).Day 1: The students will brainstorm the answers to the initial questions,

they will read the links provided and make notes. They should divide the reading and have each person read a different

section. Day 2: They will collaborate to put together the information for the brochure.

Day 3: They will design the community action plan.Day 4: They will put together the PowerPoint presentation.

Day 5: The groups will present their brochures and community action plans to the class.

TEACHER’S PAGETEACHER’S PAGE

STANDARDSSTANDARDS

The following is the link to the New York The following is the link to the New York State Learning Standards addressed.State Learning Standards addressed.

Standard 4; Key Idea 7; Performance Standard 4; Key Idea 7; Performance Indicators 7.1, 7.2, and 7.3Indicators 7.1, 7.2, and 7.3

http://www.emsc.nysed.gov/ciai/mst/pub/http://www.emsc.nysed.gov/ciai/mst/pub/livingen.pdflivingen.pdf