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Course Title: Sustaining the Environment
Subject: Science
Grade Level: 7
Duration: 16 weeks
Prerequisite: None
Elective or Required: Elective
Science Mission Statement:
The Glen Ridge Public School’s science curriculum seeks to develop
scientifically literate life-long learners. Our program fosters a spirit of
intellectual curiosity and collaborative problem solving that is authentic, handson, inquiry based and developmentally appropriate. This is done through the
study of Life, Physical, Earth and Environmental Science.
Our students will use the scientific method to understand and respond to
questions about science, technology and global issues. Students will be
challenged and encouraged to take risks and to develop critical thinking
Skills as they apply to real-world experiences.
Course Description:
This course is designed to promote student awareness of environmental issues
from a sustainability perspective. Students will gain an understanding of human
interactions with the ecosphere. They will learn about the causes of
environmental problems and about their role in developing solutions. An
appreciation for preserving the environment will be emphasized. Lessons will
be geared towards promoting interest in environmental issues and assisting
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students in developing an awareness of all aspects of human interactions with
the environment.
Author: Sean McLearie
Date Submitted: Summer 2014
TOPIC
SCIENCE STANDARDS
STANDARD NAME
The Environmental
Movement
5.1, 5.4
Science Practices
Earth Systems Science
Earth’s Ecosystems
5.3, 5.4
Life Science
Earth Systems Science
Human Population
5.1, 5.3
Science practices
Life Science
Water Resources & Pollution
5.1, 5.4
Science Practices
Earth Systems Science
Mineral Resources & Energy
5.1, 5.4
Science Practices
Earth Systems Science
The Atmosphere & Air
Pollution
5.1, 5.4
Science Practices
Earth Systems Science
2
Climate Change
5.1, 5.4
Science Practices
Earth Systems Science
Topic/Unit 1: The Environmental Movement
Approximate # of Weeks: 2
Essential Questions:
1. What does sustainability mean?
2. Who was John Muir and how did he help to promote the environmental movement?
3. When and where was the nation’s first national park established?
4. Who was Aldo Leopold and how did he help to promote the environmental movement?
5. What human activity began to permanently change the global environment in a way
that has offset the balance of nature and approximately how long ago did this activity
begin?
6. What are some threats to sustainability that have been caused by humans?
7. What are some renewable resources that are being over-consumed?
8. How is the burning of fossil fuels contributing to climate change?
9. How much longer are supplies of fossil fuels expected to last?
13. Which country is the greatest consumer of nonrenewable resources?
Student Learning Outcomes:
Upon completion of this unit, students will be able to:
1. Define “sustainability”. (NJCCC:5.1.8.C.3, NGSS.ESS3.A, ESS3.C)
2. Distinguish between conservation and preservation. (NJCCC:5.1.8.C.1, NGSS.ESS3.A,
ESS3.C)
3. Develop a chronology for the environmental movement. (NJCCC: 5.1.8.C.3, NGSS.ESS3.A,
ESS3.C)
4. Identify important figures in the environmental movement. (NJCCC: 5.1.8.C.3,
NGSS.ESS3.A, ESS3.C)
5. Relate the emergence of agriculture to adverse environmental changes. (NJCCC:5.1.8.A.2,
NGSS.ESS3.A, ESS3.C)
6. Identify some resources that are being consumed faster than they can be replenished.
(NJCCC:5.1.8.A.3, NGSS.ESS3.A, ESS3.C)
7.Describe the relationship between the burning of fossil fuels and global warming.
(NJCCC:5.1.8.C.2, NGSS.ESS3.A, ESS3.C)
8. Compare the rate of resource consumption among different countries. (NJCCC:5.1.8.C.2,
NGSS.ESS3.A, ESS3.C)
9. Identify important variables that relate to human impacts on the environment.
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(NJCCC:5.1.8.C.1, NGSS.ESS3.A, ESS3.C)
Common Core Standards:
CCCS.ELA-Literacy.RST: 6-8.2, 6-8.5, 6-8.6, 6-8.8, 6-8.9
CCCS.ELA-Literacy.WHST: 6-8.1, 6-8.1d, 6-8.2b, 6-8.2c, 6-8.2d, 6-8.2e, 6-8.4, 6-8.6, 6-8.9
Interdisciplinary Standards (njcccs.org):
Standard 8.1- Computer and Information Literacy
Standard 6.3- Active Citizenship in the 21st Century
Activities:
-Determine which human activities pose the greatest threat to sustainability.
-Construct a list of renewable resources that are being threatened in order of most to least.
-Construct a diagram that summarizes the effect of burning fossil fuels on global climate.
-Construct a list of adverse human impacts on the environment.
Enrichment Activities:
Research the work of other conservationists/preservationists.
Texts, Resources, and/or Literature:
Video- Silent Spring
Online resources:
Teacher webpage
Google Earth
Earth Times
GEOLibrary
Methods of Evaluation:
Revisit essential questions
Weekly quiz
Unit test
Homework checks
Observations of group work
Laboratory activities and reports
Topic/Unit 2: Earth’s Ecosystems
Approximate # of Weeks: 2
Essential Questions:
1. What are the components of Earth’s life support system?
2. What component of the biosphere allows nutrients to be exchanged between the living
and non-living world?
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3. What are some factors that sustain Earth’s life?
4. How do autotrophs produce energy from sunlight and carbon dioxide?
5. What is a trophic level?
6. What is a producer?
7. What is a primary consumer?
8. What is a secondary consumer?
9. What is a tertiary consumer?
10. What is a decomposer?
11. Where does most of the phosphorus and sulfur that is absorbed by plants come from?
12. What is the primary factor that determines how much solar energy a region receives?
13. What layer of the atmosphere absorbs the majority of the Sun’s energy used by living
organisms?
14. What atmospheric gases absorb solar energy?
Student Learning Outcomes:
Upon completion of this unit, students will be able to:
1. Identify the components of Earth’s life support system. (NJCCC:5.3.8.C.1, NGSS:ESS2.E)
2. Describe the exchange of nutrients between the living and non-living world.
(NJCCC:5.3.8.B.2, NGSS:ESS2.E, LSS2.B)
3. Identify and describe important factors that sustain life on Earth.
(NJCCC:5.3.8.C.1, NGSS:ESS2.E, LSS2.B)
4. Describe the process of photosynthesis. (NJCCC:5.3.6.B.1, NGSS:ESS2.E, LSS2.B)
5. Identify trophic levels and provide an example of an organism from each trophic level.
(NJCCC:5.3.8.C.1, NGSS:ESS2.E, LSS2.A)
6. Explain the role of decomposers in the food chain and provide examples.
(NJCCC:5.3.8.C.1, NGSS:ESS2.E, LSS2.A, LSS2.B)
7. Explain the role of latitude in determining a region’s climate. (NJCCC:5.4.8.F.1,
NGSS:ESS2.D)
8. Describe the role of atmospheric gases in distributing solar energy. (NJCCC:
5.4.8.F.3, NGSS:ESS2.D)
Common Core Standards:
CCCS.ELA-Literacy.RST: 6-8.2, 6-8.5, 6-8.6, 6-8.8, 6-8.9
CCCS.ELA-Literacy.WHST: 6-8.1, 6-8.1d, 6-8.2b, 6-8.2c, 6-8.2d, 6-8.2e, 6-8.4, 6-8.6, 6-8.9
Interdisciplinary Standards (njcccs.org):
Standard 8.1- Computer and Information Literacy
Standard 8.2- Technology Education
Activities:
-Construct a food chain diagram.
-Construct an energy pyramid.
-Construct a diagram of atmospheric gases and their role in distributing solar energy.
-Diagram the nitrogen cycle.
-Diagram the carbon cycle.
Enrichment Activities:
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Construct a food chain diagram for a marine ecosystem.
Texts, Resources, and/or Literature:
Handouts
Online resources:
Teacher webpage
Google Earth
Encyclopedia of Life Support Systems
Earth Times
GEOLibrary
Methods of Evaluation:
Revisit essential questions
Weekly quiz
Unit test
Homework checks
Observations of group work
Laboratory activities and reports
Topic/Unit 3: Human Population
Approximate # of Weeks: 2
Essential Questions:
1. Approximately how many people live on Earth today compared with 1900?
2. What are the three most populous countries in order from first to third?
3. Why has the human population experienced exponential growth during the past 100
years?
4. What are some threats to Earth’s life-support system caused by overpopulation?
5. What factors must be considered when determining a region’s population change?
6. Which countries have higher total fertility rates, developed or developing?
7. What is the primary reason for the high rate of population growth in the U.S.?
8. What are some factors that lead to high birth rates in developing countries?
9. What are some factors that lead to lower death rates globally?
10. Which region of the world has the highest life expectancy?
11. Which region of the world has the lowest life expectancy?
12. What is the primary reason that urbanization increases air pollution?
13. What are some advantages of urbanization?
14. What are some disadvantages of urbanization?
Student Learning Outcomes:
Upon completion of this unit, students will be able to:
1. Describe global population growth over the past century. (NJCCC:5.1.8.C.2,
NGSS:ESS3.C)
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2. Identify reasons for exponential population growth. (NJCCC:5.1.8.C.2,
NGSS:ESS3.C)
3. Identify and describe some environmental problems that have been caused by
exponential population growth. (NJCCC:5.1.8.C.2, NGSS:ESS3.C)
4. Compare and contrast fertility rates between developed and developing nations.
(NJCCC:5.1.8.C.2, NGSS:ESS3.C)
5. Identify and describe factors that determine fertility rates. (NJCCC:5.3D, ESS3.C)
6. Identify and describe the factors that affect birth rates and death rates.
(NJCCC:5.1.8.C.2, NGSS:ESS3.C)
7. Describe the variations in life expectancy for various regions of the world.
(NJCCC:5.1.8.C.3, NGSS:ESS3.C)
8. Identify and describe advantages and disadvantages of urbanization.
(NJCCC:5.1.8.C.3, NGSS: ESS3.C)
Common Core Standards:
CCCS.ELA-Literacy.RST: 6-8.2, 6-8.5, 6-8.6, 6-8.7, 6-8.8, 6-8.9
CCCS.ELA-Literacy.WHST: 6-8.1, 6-8.1a, 6-8.1b, 6-8.1c, 6-8.1d, 6-8.2b, 6-8.2c, 6-8.2d, 68.2e, 6-8.4, 6-8.6, 6-8.9
CCCS.MATH: 7.RP.2
Interdisciplinary Standards (njcccs.org):
Standard 8.1- Computer and Information Literacy
Standard 6.3- Active Citizenship in the 21st Century
Activities:
-Estimate future populations based on current growth rates.
-Model various population growth scenarios.
-Create a population graph.
Enrichment Activities:
Research the effects of overpopulation in a region that we studied.
Texts, Resources, and/or Literature:
Handouts
Online resources:
Teacher webpage
Google Earth
Earth Times
GEOLibrary
Methods of Evaluation:
Revisit essential questions
Weekly quiz
Unit test
Homework checks
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Observations of group work
Laboratory activities and reports
Topic/Unit 4: Water Resources & Pollution
Approximate # of Weeks: 2
Essential Questions:
1. What are the steps in the hydrologic cycle?
2. What percentage of Earth’s water is accessible as freshwater?
3. Why is most of the world’s water inaccessible as freshwater?
4. What is an aquifer?
5. What are some uses of freshwater?
6. Which region or regions of the United States regularly experience water shortages?
7. What do large dams provide for the regions they serve?
8. How do large dams damage the environment?
9. Which country consumes the greatest amount of water?
10. What is the greatest contributor to water waste?
11. How can we increase our freshwater supplies?
12. How do we convert seawater to freshwater?
13. What are some important water pollutants?
14. What are some important sources of groundwater contamination?
15. What are some ways that we can reduce our water consumption?
Student Learning Outcomes:
Upon completion of this unit, students will be able to:
1. Describe the processes that make up the hydrologic cycle. (NJCCC:5.4.8.E.1,
NGSS:ESS2.C, ESS3.A)
2. Explain why most of Earth’s water is inaccessible as freshwater. (NJCCC:5.4.8.E.1,
NGSS:ESS2.C, ESS3.A)
3. Identify and describe the various ways in which freshwater is used.
(NJCCC:5.1.8.C.2, NGSS:ESS2.C, ESS3.A, ESS3.C)
4. Discuss the challenges faced by the major geographic regions of the United States
in terms of water availability and usage. (NJCCC:5.1.8.C.2, NGSS:ESS2.A, ESS3.C)
5. Provide examples of how large dams help the regions they serve. (NJCCC:5.1.8.C.2,
NGSS:ESS2.C, ESS3.A, ESS3.C)
6. Provide examples of how large dams may damage the regions they serve.
(NJCCC:5.1.8.C.2, NGSS:ESS2.C, ESS3.C)
7. Identify and describe some ways that water is wasted. (NJCCC:5.1.8.C.2,
NGSS:ESS2.C, ESS3.A, ESS3.C)
8. Discuss the ways that we can increase freshwater supplies. (NJCCC:5.1.8.C.2,
NGSS:ESS3.A, ESS3.C)
9. Compare and contrast large-scale desalination methods. (NJCCC:5.1.8.C.2, NGSS:
ESS3.C)
10. Identify important water pollutants and describe how they infiltrate the groundwater
supply. (NJCCC:5.1.8.C.2, NGSS:ESS3.C)
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11. Discuss various approaches to water conservation. (NJCCC:5.1.8.C.3, NGSS:
ESS3.C)
Common Core Standards:
CCCS.ELA-Literacy.RST: 6-8.2, 6-8.5, 6-8.6, 6-8.8, 6-8.9
CCCS.ELA-Literacy.WHST: 6-8.1, 6-8.1d, 6-8.2b, 6-8.2c, 6-8.2d, 6-8.2e, 6-8.4, 6-8.6, 6-8.9
Interdisciplinary Standards (njcccs.org):
Standard 8.1- Computer and Information Literacy
Standard 8.2- Technology Education
Standard 6.3- Active Citizenship in the 21st Century
Activities:
-Diagram the water cycle.
-Construct a model of how an aquifer cleans the water.
-Complete a home water usage survey.
Enrichment Activities:
Construct a diagram of a water treatment facility.
Texts, Resources, and/or Literature:
Handouts
Online resources:
Teacher webpage
Google Earth
Earth Times
GEOLibrary
Methods of Evaluation:
Revisit essential questions
Weekly quiz
Unit test
Homework checks
Observations of group work
Laboratory activities and reports
Topic/Unit 5: Mineral Resources & Energy
Approximate # of Weeks: 3
Essential Questions:
1. How is a mineral resource different from a mineral?
2. What are some important metallic mineral ores?
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3. What are some harmful environmental effects of mineral mining?
4. What is the most important economic use of uranium?
5. What is the greatest danger associated with the mining/processing of uranium ore?
6. Where and approximately when was the world’s first oil well drilled?
7. How do petroleum and natural gas form?
8. What region of the world has the greatest oil reserves?
9. What are some nonmetallic mineral resources?
10. Which country consumes the greatest amount of the world’s nonrenewable minerals?
11. When is a mineral resource considered economically depleted?
12. What are some ways that we can sustain our nonrenewable mineral resources?
13. What is the primary source of energy used by humans throughout the world?
14. Approximately when/did worldwide oil production peak?
15. What are some advantages of using oil as an energy source?
16. What are some disadvantages of using oil as an energy source?
17. Approximately how long will global supplies of oil last?
18. What are some advantages of using coal as an energy source?
19. What are some disadvantages of using coal as an energy source?
20. What is the source of energy in a nuclear power plant?
21. What is the greatest potential danger of using nuclear fuel as an energy source?
22. What are some advantages of using nuclear as an energy source?
23. What are some disadvantages of using nuclear as an energy source?
24. What are some advantages of using solar as an energy source?
25. What are some disadvantages of using solar as an energy source?
26. What are some advantages of using wind as an energy source?
27. What are some disadvantages of using wind as an energy source?
28. What are some advantages of using biofuel as an energy source?
29. What are some disadvantages of using biofuel as an energy source?
30. What are some ways that we can reduce our overall energy consumption?
Student Learning Outcomes:
Upon completion of this unit, students will be able to:
1. Distinguish between mineral and mineral resource. (NJCCC:5.1.8.C.1,
NGSS:ESS3.A)
2. Identify some important metallic mineral ores. (NJCCC:5.1.8.C.1, NGSS:ESS3.A)
3. Discuss adverse environmental effects of mineral mining. (NJCCC:5.1.8.C.1,
NGSS:ESS3.A, ESS3.C)
4. Discuss the importance of uranium in the modern world and some dangers associated
with its extraction and processing. (NJCCC:5.1.8.C.1, NGSS:ESS3.A, ESS3.B,
ESS3.C)
5. Describe the process of petroleum formation. (NJCCC:5.1.8.C.1, NGSS:ESS3.A)
6. Discuss some ways that we can sustain our nonrenewable mineral resources.
(NJCCC:5.1.8.C.2, NGSS:ESS3.A, ESS3.C)
7. Describe global sources of energy production and consumption in terms of
relative abundances. (NJCCC:5.1.8.C.1, NGSS:ESS3.A, ESS3.C)
8. Identify regions with substantial oil reserves. (NJCCC:5.1.8.C.1, ESS3.A)
9. Predict how long fossil fuel reserves will continue to sustain human energy needs.
(NJCCC:5.1.8.C.2, NGSS: ESS3.A, ESS3.C)
10. Identify and describe advantages and disadvantages of fossil fuel usage.
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(NJCCC:5.1.8.C.2, NGSS:ESS3.A, ESS3.C)
11. Describe the process of obtaining energy from radioactive elements.
(NJCCC:5.1.8.C.3, NGSS:ESS3.A, ESS3.C)
12. Identify and describe advantages and disadvantages of nuclear energy.
(NJCCC:5.1.8.C.3, ESS3.A, ESS3.C)
13. Describe the process of obtaining energy from sunlight. (NJCCC:5.4.8.E.1,
NGSS:ESS3.A, ESS3.C)
14. Identify and describe advantages and disadvantages of solar energy.
(NJCCC:5.4.8.E.1, NGSS:ESS3.A, ESS3.C)
15. Describe the process of obtaining energy from wind. (NJCCC:5.4.8.E.1,
NGSS:ESS3.A, ESS3.C)
16. Identify and describe advantages and disadvantages of wind energy.
(NJCCC:5.4.8.E.1, ESS3.A, ESS3.C)
17. Describe the process of obtaining energy from biofuel. (NJCCC:5.4.8.E.1,
NGSS:ESS3.A, ESS3.C)
18. Identify and describe advantages and disadvantages of biofuel. (NJCCC:5.4.8.E.1,
NGSS:ESS3.A, ESS3.C)
19. Discuss ways that we can reduce our overall energy consumption. (NJCCC:5.1.8.C.2,
NGSS:ESS3.A, ESS3.C)
Common Core Standards:
CCCS.ELA-Literacy.RST: 6-8.2, 6-8.5, 6-8.6, 6-8.7, 6-8.8, 6-8.9
CCCS.ELA-Literacy.WHST: 6-8.1, 6-8.1a, 6-8.1b, 6-8.1c, 6-8.1d, 6-8.2b, 6-8.2c, 6-8.2d, 68.2e, 6-8.4, 6-8.6, 6-8.9
CCCS.MATH: 7.NS.1
Interdisciplinary Standards (njcccs.org):
Standard 8.1- Computer and Information Literacy
Standard 8.2- Technology Education
Standard 6.3- Active Citizenship in the 21st Century
Activites:
-Construct a diagram of Earth’s interior and label its compositional layers.
-Examine and identify the characteristics of ore minerals.
-Construct a diagram of an electric power plant.
-Construct a diagram of a nuclear power plant.
-Make a presentation on alternative energy sources.
-Complete an energy usage survey and determine how you can reduce your energy consumption.
Enrichment Activities:
Make a presentation on an alternative energy source not covered in class.
Texts, Resources, and/or Literature:
Handouts
Online resources:
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Teacher webpage
Google Earth
Ecological Footprint website
Earth Times
GEOLibrary
Methods of Evaluation:
Revisit essential questions
Weekly quiz
Unit test
Homework checks
Observations of group work
Laboratory activities and reports
Poster presentation
Topic/Unit 6: The Atmosphere & Air pollution
Approximate # of Weeks: 3
Essential Questions:
1. What gases is the atmosphere composed of and what are their relative abundances?
2. Which layer of the atmosphere does weather occur in?
3. Which layer of the atmosphere contains the ozone layer and how does the ozone layer
protect life on Earth?
4. What are some important sources of air pollution?
5. What are some factors that increase air pollution?
6. What are some factors that decrease air pollution?
7. Where do the compounds that produce acid rain primarily come from?
8. How does acid deposition damage ecosystems?
9. What are some sources of indoor air pollution?
10. How can we reduce pollution caused by motor vehicles?
11. What compound is responsible for ozone destruction?
12. What are some adverse effects of ozone depletion?
13. What international treaty banned the production of ozone destroying chemicals and
when was it signed?
Student Learning Outcomes:
Upon completion of this unit, students will be able to:
1. Describe the composition of the atmosphere and identify the relative abundances
of atmospheric gases. (NJCCC:5.4.8.C.3, ESS3.A)
2. Distinguish between weather and climate and identify the atmospheric layer where
weather occurs. (NJCCC:5.4.8.F.3, NGSS: ESS2.D)
3. Discuss the importance of the ozone layer and identify the atmospheric layer where
the ozone layer exists. (NJCCC:5.4.8.C.3, NGSS: ESS3.A)
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4. Identify sources of air pollution and discuss factors that increase and decrease air
pollution. (NJCCC:5.1.8.C.2, NGSS: ESS3.C)
5. Describe the processes responsible for acid rain and the environmental damage it
causes. (NJCCC: 5.1.8.C.2, NGSS: ESS3.C)
6. Identify sources of indoor air pollution and discuss factors that increase and
decrease indoor air pollution. (NJCCC:5.1.8.C.2, NGSS: ESS3.C)
7. Discuss ways that we can we reduce pollution caused by motor vehicles.
(NJCCC:5.1.8.C.2, NGSS: ESS3.C)
8. Identify the compounds responsible for ozone destruction. (NJCCC:5.1.8.C.1,
NGSS:ESS3.C)
9. Describe the process of ozone destruction and the environmental problems it causes.
(NJCCC:5.1.8.C.2, NGSS:ESS3.C)
10. Discuss the effects of the Montreal Protocol on the ozone layer over the past 30 years.
(NJCCC:5.1.8.C.3, NGSS:ESS3.C)
Common Core Standards:
CCCS.ELA-Literacy.RST: 6-8.2, 6-8.5, 6-8.6, 6-8.7, 6-8.8, 6-8.9
CCCS.ELA-Literacy.WHST: 6-8.1, 6-8.1d, 6-8.2b, 6-8.2c, 6-8.2d, 6-8.2e, 6-8.4, 6-8.6, 6-8.9
Interdisciplinary Standards (njcccs.org):
Standard 8.1- Computer and Information Literacy
Standard 8.2- Technology Education
Standard 6.3- Active Citizenship in the 21st Century
Activities:
-Observe the effects of acid rain on ecosystems.
-Construct a diagram of atmospheric layers, including important gases.
-Construct a list of indoor and outdoor air pollutants.
-Construct a list of air pollutants produced by automobile emissions.
-Complete a research project on climate change.
-Make a presentation on climate change.
Enrichment Activities:
Research the effects of acid rain on the forests of North America.
Texts, Resources, and/or Literature:
Handouts
Online resources:
Teacher webpage
Google Earth
Earth Times
GEOLibrary
Methods of Evaluation:
13
Revisit essential questions
Weekly quiz
Unit test
Homework checks
Observations of group work
Laboratory activities and reports
Unit project- Climate change
Topic/Unit 7: Climate Change
Approximate # of Weeks: 2
Essential Questions:
1. How are Milankovitch cycles believed to trigger ice ages?
2. How do climatologists learn about past climates?
3. Approximately how often have ice ages occurred during the Pleistocene Epoch?
4. How does the burning of fossil fuels contribute to global warming?
5. What are some adverse effects of global warming?
6. Which country produces the greatest amount of atmospheric CO2?
7. How can we reduce our greenhouse gas emissions?
Student Learning Outcomes:
Upon completion of this unit, students will be able to:
1. Relate Milankovitch cycles to ice ages. (NJCCC:5.1.8.C.1, NGSS:ESS3.D)
2. Describe some methods that climatologists use to study past climates.
(NJCCC:5.1.8.C.1, NGSS:ESS3.D)
3. Describe how the burning of fossil fuels contributes to global warming.
(NJCCC:5.1.8.C.2, 5.4.8.G.2, 5.4.12.F.2, NGSS:ESS3.C, ESS3.D)
4. Describe adverse effects of global warming. (NJCCC:5.1.8.C.2, 5.4.8.G.2,
NGSS:ESS3.C, ESS3.D)
5. Discuss ways that we can reduce our greenhouse gas emissions. (NJCCC:5.1.8.C.3,
5.4.8.G.2, NGSS:ESS3.C, ESS3.D)
6. Discuss the effects of CFCs on stratospheric ozone. (NJCCC:5.1.8.C.1, 5.4.8.G.2,
NGSS:ESS3.A, ESS3.C)
Common Core Standards:
CCCS.ELA-Literacy.RST: 6-8.2, 6-8.5, 6-8.6, 6-8.8, 6-8.9
CCCS.ELA-Literacy.WHST: 6-8.1, 6-8.1a, 6-8.1b, 6-8.1c, 6-8.1d, 6-8.2b, 6-8.2c, 6-8.2d, 68.2e, 6-8.4, 6-8.6, 6-8.9
Interdisciplinary Standards (njcccs.org):
Standard 8.1- Computer and Information Literacy
Standard 8.2- Technology Education
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Standard 6.3- Active Citizenship in the 21st Century
Activities:
-Complete research project on ozone depletion.
-Make a presentation on ozone depletion.
-Construct a diagram of how Milankovitch cycles may trigger ice ages.
Enrichment Activities:
Diagram the greenhouse effect.
Texts, Resources, and/or Literature:
Handouts
Video- An Inconvenient Truth
Online resources:
Teacher webpage
Google Earth
Earth Times
GEOLibrary
Methods of Evaluation:
Revisit essential questions
Weekly quiz
Unit test
Homework checks
Observations of group work
Laboratory activities and reports
Unit project- Ozone depletion
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