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Grade 9; Environmental Science;

What causes global warming and what can you do as an individual to mitigate the problem?

Goal 6 Environmental Science: The student will demonstrate the ability to use the scientific skills and processes (Core Learning Goal 1) and major environmental science concepts to understand interrelationships of the natural world and to analyze environmental issues and their solutions.

Expectation 6.3: The student will analyze the relationships between humans and the earth’s resources.

Indicator 6.3.1: The student will evaluate the interrelationship between humans and air quality.

At least—

ozone
greenhouse gases
volatile organic compounds (smog)
acid rain
indoor air
human health

Expectation 6.4: The student will develop and apply knowledge and skills gained from an environmental issue investigation to an action project which protects and sustains the environment.

Indicator 6.4.1: Identify an environmental issue and formulate related research questions. Methods of gathering information may include:

writing letters
performing a literature search
using the internet
interviewing experts

Indicator 6.4.2: Design and conduct the research.

Methods of data collection may include

field or laboratory
questionnaire/opinionnaire

Indicator 6.4.3: Interpret the findings to draw conclusions and make recommendations to help resolve the issue.

Indicator 6.4.4: Apply the conclusions to develop and implement an action project.

Methods of implementation may include

physical action
persuasion
consumer action
political action

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
1.1.6 Read, view, and listen for information presented in any format (e.g. textual visual, media, digital) in order to make inferences and gather meaning.
2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
3.1.6 Use information and technology ethically and responsibly.
4.1.8 Use creative and artistic formats to express personal learning.

Grade Level/Content Area/Unit:	Grade 9; Environmental Science;
Focus: Enduring Understanding or Essential Question	What causes global warming and what can you do as an individual to mitigate the problem?
MSDE Voluntary State Curriculum: Environmental Science Content Standards/ Core LearningGoals	Goal 6 Environmental Science: The student will demonstrate the ability to use the scientific skills and processes (Core Learning Goal 1) and major environmental science concepts to understand interrelationships of the natural world and to analyze environmental issues and their solutions. Expectation 6.3: The student will analyze the relationships between humans and the earth’s resources. Indicator 6.3.1: The student will evaluate the interrelationship between humans and air quality. At least— ozone greenhouse gases volatile organic compounds (smog) acid rain indoor air human health Expectation 6.4: The student will develop and apply knowledge and skills gained from an environmental issue investigation to an action project which protects and sustains the environment. Indicator 6.4.1: Identify an environmental issue and formulate related research questions. Methods of gathering information may include: writing letters performing a literature search using the internet interviewing experts Indicator 6.4.2: Design and conduct the research. Methods of data collection may include field or laboratory questionnaire/opinionnaire Indicator 6.4.3: Interpret the findings to draw conclusions and make recommendations to help resolve the issue. Indicator 6.4.4: Apply the conclusions to develop and implement an action project. Methods of implementation may include physical action persuasion consumer action political action
Library Media Standards AASL Standards for the 21st Century Learner	1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. 1.1.6 Read, view, and listen for information presented in any format (e.g. textual visual, media, digital) in order to make inferences and gather meaning. 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 Organize knowledge so that it is useful. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.6 Use information and technology ethically and responsibly. 4.1.8 Use creative and artistic formats to express personal learning.
National Technology Education Standards for Students (International Society for Technology in Education)	Standard 3: Technology productivity tools Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. Standard 4: Technology communications tools Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. Standard 5: Technology research tools Students use technology to locate, evaluate, and collect information from a variety of sources. Students use technology tools to process data and report results. Standard 6: Technology problem-solving and decision-making tools Students use technology resources for solving problems and making informed decisions.
21st Century Skills	*Students Who Are Scientifically Literate:* Have the knowledge and understanding of scientific concepts and processes required for participation in a Digital Age society. Can ask, find, or determine answers to questions derived from curiosity about everyday experiences. Have the ability to describe, explain, and predict natural phenomena. Are able to read with understanding articles about science in the popular press and to engage in social conversation about the validity of the conclusions. Can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed. Are able to evaluate the quality of scientific information on the basis of its source and the methods used to generate it. Have the capacity to pose and evaluate arguments based on evidence and to apply conclusions from such arguments appropriately
	Teacher Guide to Socratic Seminar Teacher Guide to the One-Minute Paper

Global Warming : Teacher Resources

Indicator 6.3.1: The student will evaluate the interrelationship between humans and air quality.

Indicator 6.4.1: Identify an environmental issue and formulate related research questions. Methods of gathering information may include:

Indicator 6.4.2: Design and conduct the research.

Indicator 6.4.3: Interpret the findings to draw conclusions and make recommendations to help resolve the issue.

Indicator 6.4.4: Apply the conclusions to develop and implement an action project.

Global Warming :
Teacher Resources