Environmental Literacy and Transmedia curriculum by Julie Stratton

Environmental Literacy and Transmedia Education By Julie Stratton

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Course Title & Grade Levels: Environmental Literacy, grades 11 & 12 Content Area: Science, Technology, Social Studies Standards: 5.1, 5.2, 5.3, 5.4, 6.3, 8.1, 8.2, 9.1 Course Description: Students are part of a larger ecosystem and must consider multiple subsystems and factors when considering actions and their consequences. The environment consists of abiotic and biotic factors that interact. These factors drive the Earth systems (biosphere, hydrosphere, atmosphere, geosphere). The amount and type of energy flowing through a system controls the health and stability of that system. Students will work to answer the question, “How can a system's resources be managed to create a sustainable system?” using scientific investigation, transmedia navigation, and multiple forms of media and content delivery.

Purpose/ Rationale: The Earth consists of a series of integrated systems. The future of those systems depends on how active a role each person takes in sustaining, preserving and maintaining those systems. Students live in a global society and need to be aware of current issues and events and how their actions impact the environment. 21st-century digital learners need to be proficient in the 'new literacies' required in an innovation economy: the ability to effectively access, evaluate, and synthesize vast amounts of information; to apply knowledge and skills to personal, workplace, and global challenges; to work collaboratively in cross-cultural settings; to solve problems creatively; and to act ethically as citizens of the world community [from the 2009 NJ DOE Standards]

Unit Titles and Pacing Guide (Length of time in weeks): Unit 1 - Introduction to Environmental Science and Transmedia Education (three weeks) Unit 2 – Systems (two weeks) Unit 3 – Energy, Chemistry and Physics (four weeks) Unit 4 – Ecology and Population Dynamics (three weeks) Unit 5 – The Hydrosphere (four weeks) Unit 6 – Group Collaborative Learning Communities and Current Events (two weeks) Unit 7 – The Atmosphere (four weeks) Unit 8 – The Geosphere (four weeks) Unit 9 – Urbanization (three weeks) Unit 10 - Environmental Citizenship (final weeks of school year) Unit 11 – Group Collaborative Learning Communities, Current Events and Future Changes in the Environment - (final weeks of school year)

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Cape May County Technical School District Curriculum Unit Plan - 2010 Course: Environmental Literacy Unit Title: Unit 1 - Introduction to Environmental Science and Transmedia Education Unit Rationale: The environment consists of abiotic and biotic factors that interact. These factors drive the Earth systems (biosphere, hydrosphere, atmosphere, geosphere). Transmedia education is a method of learning that uses multiple platforms and entry points to reach a central question or topic. 21st century skills and digital skills are needed to complete these types of projects. Students will be introduced to concepts and develop tools and skills for this format. Time Line/ Pacing Guide

Unit Essential Questions & Content

NJCCC Standards

Week One, Two, Three and throughout semester

To understand and be able to apply the scientific method to study the principles of environmental science and scientific questions in general.

3.2.12.B.10, 11 3.2.12.C.all 3.2.12.D.4, 5, 7 4.4.12 A.1-6 4.5.12 A.1-6 4.5.12 E.1-3 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.D.1-3

Week One, Two, Three and throughout semester

How can multiple forms of media be used to deliver content and what skills are needed to navigate these tools and sources and work in collaborative communities.

3.2.12.B.10, 11 3.2.12.C.all 3.2.12.D.4, 5, 7 3.1.12.A.2 3.1.12.G.3,5 3.1.12.G 6 3.5.12.A.2-4 3.5.12.B.2, 3 3.5.12.B.4 3.5.12.C.3, 4,

Unit Instructional Objectives  Evaluate scientific information and arrive at defendable conclusions as to its validity and applicability  Validate data given in assorted forms (tables, graphs, charts, etc.) and determine sources of possible error  Identify patterns in data and infer possible relationships.  Information is delivered using digital tools and technology at an increasing rate in today's society. Knowledge of the tools is needed to be able to communicate, collaborate and collect information.  Develop and practice

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Unit Assessments

Unit Instructional Strategies

Unit Instructional Activities

 Science journal/blog entries  Class Discussion'  Lab reports  Unit test

 Hands-on Lab and research modules and simulations  Shared documents wiki entries and scaffolding documents

 What is science/What is environmental science  Introduction to the scientific method/How to conduct science studies  Writing a technical lab report  Keeping a science journal/blog  Calculating my Carbon Footprint

 Class Discussion  Digital Citizenship scenarios  Transmedia examples wiki/

 Transmedia and crossmedia delivery.  Multimedia delivery and oral presentation.  Group/collabora tive learning

 What is transmedia What does a transmedia project look like  How to work in collaborative learning communities  Using crossmedia tools and technology

Entire Course, will retake surveys at end of course

Unit Essential Questions & Content

What impact will environmental science have on my life?

NJCCC Standards

Unit Instructional Objectives

20, 22, 23 3.1.12.H.1, 5, 7, 8 8.1.12.A.1-3 8.1.12.C.1 8.1.12.F.1 8.2.12.B.3 8.2.12.C.3 8.2.12.F.1, 3 8.2.12.G.1 9.1.12.A.3, 4 9.1.12.B.1 9.1.12.C.5 9.1.12.E.1-5 9.1.12.F.1, 3 5.1.12.B.1-4 5.1.12.D.1-3 5.4.12.G.5, 6, 6.3.12.B.1 6.1.12.B.14.C 6.1.12.B.16.a

methods/skills for learning in collaborative communities

multimedia and oral presentation  Unit test

communities

 Digital citizenship scenarios

 Students relate environmental concepts to their own lives and debate how their life is influenced by these concepts.

 Biography  Home survey  Current event blog  Unit Test

 Debate/discussi on  Notetaking

 Biographies  Current events  Home evaluation  Environmental awareness survey

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Unit Assessments

Unit Instructional Strategies

Unit Instructional Activities

Cape May County Technical School District Curriculum Unit Plan - 2010 Course: Environmental Literacy Unit Title: Unit 2 - Systems Unit Rationale: A system is a group of interrelated components and energy sources that move and flow through a series of processes. The environment I composed of multiple systems that interact and are interdependent upon each other. Students will learn what system theory is and how to apply those concepts to environmental studies. Time Line/ Unit Essential Pacing Questions & Guide Content

NJCCC Standards

Week Four, Five and throughout semester

3.1.12.A.2 3.1.12.G.3, 5, 6, 20, 22, 23 3.1.12.H.1, 5, 7, 8 4.4.12 A.1-6 5.1.12.D.1-3 5.4.12.C.1 5.4.12.G.2 5.4.12.G.4 6.1.12.B.5.a 6.1.12.B.6.a 6.1.12.B.6.b 6.1.12.B.16.a 6.2.12.B.5.e

What is a system and how is this concept used to study the environment?

Unit Instructional Objectives

Unit Assessments

Unit Instructional Strategies

 Define system terminology including: compartments, internal and external variables, flow, open and closed systems  Discuss the limitations associated with systems  Draw and identify the parts of a system given an ecosystem/environment  Define the controls on the health and stability of a system and how the health of a system is measured  Determine what feedback is and how negative and positive feedback affects systems  Tragedy of the Commons illustrates how a system approach is needed to examine environmental concepts

 Science journal/blog entries  Class Discussion  Lab reports  System graphic organizers/dia grams  Feedback Loops lab/activity  Tragedy of the Commons debate  Unit test

 Hands-on Lab and research modules and simulations  Shared documents wiki entries and scaffolding documents  Videos  Graphic organizers  Group/collaborative learning communities  Debate/discussion  Notetaking

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Unit Instructional Activities  What is a system  Using graphic organizers  Tragedy of the Commons lab and debate  Keeping a science journal/blog

Cape May County Technical School District Curriculum Unit Plan - 2010 Course: Environmental Literacy Unit Title: Unit 3 – Energy, Chemistry and Physics Unit Rationale: The amount and type of energy flowing through a system control the health and stability of that system. Students will examine how energy flows through environmental systems, the chemical and physical processes driving the energy flow and discuss alternate forms of energy available for environmental systems.

Time Line/ Pacing Guide

Unit Essential Questions & Content

NJCCC Standards

Week Six, Seven, Eight, Nine and throughout semester

What types of energy are important to environmental systems and how will the amount, availability and flow of energy influence environmental systems?

4.4.12 A.1-6 4.5.12 A.1-6 4.5.12 E.1-3 5.1.12.D.1-3 5.2.12.A.2, 5 5.2.12.B.2 5.2.12.C.1 5.2.12.D.2,3 5.4.12.E.1 5.4.12.E.2 5.4.12.G.3, 4 8.1.12.A.1-4 8.1.12.B.1 8.1.12.C.1 8.1.12.E.2 8.1.12.F.1 8.2.12.C.1,3 8.2.12.D.1 8.2.12.G.1

Week Six, Seven, Eight, Nine

How can alternate energy forms provide energy for

3.2.12.B.10, 11 3.2.12.C.all 3.2.12.D.4, 5, 7 3.1.12.A.2 3.1.12.G.3,5 3.1.12.G 6

Unit Instructional Objectives  Describe and discuss the

environmental implications of how material cycles through an ecosystem (example: photosynthesis as a process of heat and energy flow in the environment)  Discuss the limitations placed on living systems by energy forms and transfer methods and how the laws of thermodynamics influence environmental systems  Identify the basic states of matter and how energy controls the state of matter using chemical concepts  Examine how energy controls the health of a system.  Alternate energy sources

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Unit Assessments

Unit Instructional Strategies

Unit Instructional Activities

 Science journal/blog entries  Class Discussion  Online Learning Module  Lab reports  Unit test

 Hands-on Lab and research modules and simulations  Learning Management System (such as Moodle or http://theflowr.co m/) – with selfpaced modules  Demonstrations  Notetaking

 Using a Learning management system (online learning)  What are ARG (Alternate Reality Games)  What is energy, heat, temperature, work, forces  Photosynthesis and energy labs  Energy Log – How much energy do I use  Keeping a science journal/blog

 Class Discussion  World without Oil

 Transmedia and crossmedia delivery.  Group/collabora

 Renewable and nonrenewable energy sources  World Without Oil –

Time Line/ Pacing Guide

Unit Essential Questions & Content

NJCCC Standards

environmental systems?

3.5.12.A.2-4 3.5.12.B.2, 3 3.5.12.B.4 3.5.12.C.3, 4, 20, 22, 23 3.1.12.H.1, 5, 7, 8 4.4.12 A.1-6 5.1.12.D.1-3 5.2.12.A.4 5.2.12.D.3 5.4.12.F.2 6.3.12.B.1 9.1.12.A.1-4 9.1.12.B.1-3 9.1.12.C.4,5 9.1.12.E.1-5 9.1.12.F.1,3 9.4.12.B.(2).13

Unit Instructional Objectives

can provide needed resources and provide renewable alternatives to traditional nonrenewable sources

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Unit Assessments

Transmedia project  Current event blog  Unit test

Unit Instructional Strategies tive learning communities  Community Link  ARG roleplaying

Unit Instructional Activities

transmedia and ARG lesson/experience  Field trip if possible to wind farm or alternate energy place  Current energy events  Guest speaker if possible (associated with alternative energy)

Cape May County Technical School District Curriculum Unit Plan - 2010 Course: Environmental Literacy Unit Title: Unit 4 – Ecology and Population Dynamics Unit Rationale: The Earth consists of a series of integrated systems. Students will examine the structure of the biosphere including what matter is important, what energies drive the system, how ecosystems are structured, population dynamics, how carrying capacity affects the health of a system and future changes in the biosphere.

Time Line/ Pacing Guide

Unit Essential Questions & Content

NJCCC Standards

Unit Instructional Objectives

Unit Assessments

Unit Instructional Strategies

Week Ten, Eleven, Twelve

What are the physical and biological processes that shape the Earth's biosphere?

3.2.12.B.10, 11 3.2.12.C.all 3.2.12.D.4, 5, 7 3.1.12.A.2 3.1.12.G.3,5 3.1.12.G 6 3.5.12.A.2-4 3.5.12.B.2, 3 3.5.12.B.4 3.5.12.C.3, 4, 20, 22, 23 3.1.12.H.1, 5, 7, 8 4.4.12 A.1-6 4.5.12 A.1-6 4.5.12 E.1-3 5.1.12.D.1-3 5.3.12.B.2-6 5.3.12.C.1,2 5.3.12.E.4 5.4.12.G.3,7 6.1.12.B.9.a 9.4.12.A.(2).25

 Identify the components of an ecosystem (habitat and organisms) and categorize biotic and abiotic factors found in ecosystems  Measure and apply ecosystem concepts used to define ecosystems, communities and populations including trophic levels found in ecosystems and how energy transfer affects organisms at any given tropic level.  There are controls on populations such as carrying capacity and all systems have a carrying capacity.

 Science journal/blog entries  Class Discussion'  Lab reports  Video Logs  GIS Lab  Ecosystem graphic organizer and multimedia project  Unit test

 Lectures/notetaking  GIS system  Hands-on Lab and research modules and simulations  Group/collaborative learning communities  Transmedia and crossmedia delivery.  Videos  Graphic organizers  Community Link

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Unit Instructional Activities  What is an ecosystem?  Successional lab  GIS Lab  Evolution Lab  Ecosystem crossmedia/ transmedia project  Guest speaker if possible (biologist, ecologist)

Cape May County Technical School District Curriculum Unit Plan - 2010 Course: Environmental Literacy Unit Title: Unit 5 – The Hydrosphere Unit Rationale: The Earth consists of a series of integrated systems. Students will examine the structure of the hydrosphere including what matter is important, what energies drive the system, groundwater and fluvial systems, water pollution and future changes in the system.

Time Line/ Pacing Guide

Unit Essential Questions & Content

NJCCC Standards

Unit Instructional Objectives

Unit Assessments

Unit Instructional Strategies

Unit Instructional Activities

Week Thirteen, Fourteen, Fifteen, Sixteen

How does H2O circulate through environmental systems?

4.5.12 A.1-6 4.4.12 E.1-3 5.1.12.D.1-3 5.4.12.F.3 5.4.12.G.3

 Examine the hydrologic cycle and how infiltration, runoff, precipitation and evaporation move H2O through environments and the controls on these processes

 Science journal/blog entries  Class Discussion  Graphic Organizer or model  Lab reports  Unit test

 Hands-on Lab and research modules and simulations  Shared documents wiki entries and scaffolding documents  Group/collaborative learning communities

 Hydrologic Cycle Lectures, Labs, simulations, models  http://education.mit. edu/ED/intro/index.ht m - Environ. Detective Water scenerio  Field trip to desalination plant or guest speaker or similar activity

Week Thirteen, Fourteen, Fifteen, Sixteen

What effect do fluvial and groundwater systems have on the environment?

4.4.12 A.1-6 5.1.12.D.1-3 5.4.12.C.1 5.4.12.G.1-5 6.1.12.B.10.a 6.1.12.B.13.B 6.3.12.B.1 8.1.12.F.1 8.2.12.A.1 9.4.12.B.(2).13 9.4.12.P.(6).1 9.4.12.P.(6).2

 Define the major parts of a fluvial and groundwater system  Diagram and identify fluvial and groundwater systems in New Jersey.  Examine fluvial and groundwater sources to determine: factors affecting recharge, the

 Class Discussion  GIS NJ Water Usage Map Project  Unit test

 GIS  Multimedia delivery and oral presentation.  Videos  Graphic organizers

 How has water influenced historical events, culture and society?  GIS NJ Water Usage Map Project

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Time Line/ Pacing Guide

Week Thirteen, Fourteen, Fifteen, Sixteen

Unit Essential Questions & Content

What pollutes the hydrologic cycle, can this pollution be prevented and how can a system be cleaned once polluted?

NJCCC Standards

3.2.12.B.10, 11 3.2.12.C.all 3.2.12.D.4, 5, 7 3.1.12.A.2 3.1.12.G.3,5 3.1.12.G 6 3.4.12.A.1 3.5.12.A.2-4 3.5.12.B.2, 3 3.5.12.B.4 3.5.12.C.3, 4,

Unit Instructional Objectives

relationship between geologic processes and groundwater/running water and how the hydrologic cycle influences fluvial and groundwater systems  Discuss current water management issues and their impact on the environment such as: how is water used, dam building, recreation water use, legal water rights and water conservation  Propose mitigation for preventing pollution of fluvial and groundwater systems  Analyze current polluted systems and propose cleanup procedures for difference

Unit Assessments

Unit Instructional Strategies

 Lab Reports  Water Debates  Unit test

 Hands-on Lab and research modules and simulations  Shared documents wiki entries and scaffolding documents  Debate/Discussion

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Unit Instructional Activities

 Water Pollution Lab  Water Debates  Guest Speakers if available

Cape May County Technical School District Curriculum Unit Plan - 2010 Course: Environmental Literacy Unit Title: Unit 5 â&#x20AC;&#x201C; The Hydrosphere Unit Rationale: The Earth consists of a series of integrated systems. Students will examine the structure of the hydrosphere including what matter is important, what energies drive the system, groundwater and fluvial systems, water pollution and future changes in the system.

Time Line/ Pacing Guide

Unit Essential Questions & Content

NJCCC Standards

20, 22, 23 3.1.12.H.1, 5, 7, 8 5.1.12.D.1-3 5.4.12.G.1-2, 3, 6, 7 5.4.12.F.3 6.1.12.B.13.b 6.1.12.B.16.a

Unit Instructional Objectives

scenarios. ď&#x201A;ˇ Debate existing political and legal recourse for contamination of hydrologic systems

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Unit Assessments

Unit Instructional Strategies

Unit Instructional Activities

Cape May County Technical School District Curriculum Unit Plan - 2010 Course: Environmental Literacy Unit Title: Unit 6 – Group Collaborative Learning Communities and Current Events Unit Rationale: Students live in a global society and need to be aware of current issues and events. Students will use a transmedia project format to further explore current topics and develop a project that requires students to use 21st century skills while integrating environmental concepts with other subjects and classes. Time Line/ Pacing Guide Week Seventeen, Eighteen

Unit Essential Questions & Content How can multiple sources of information be integrated to address a central theme/essential question?

NJCCC Standards

Unit Instructional Objectives

Unit Assessments

Unit Instructional Strategies

Unit Instructional Activities

3.1.12.A.2 3.1.12.G.3, 5, 6, 20, 22, 23 3.1.12.H.1, 5, 7, 8 3.2.12.B.10, 11 3.2.12.C.all 3.2.12.D.4, 5, 7 3.5.12.A.2-4 3.5.12.B.2, 3 4 3.5.12.C.3, 4 5.1.12.C.1-3 5.1.12.D.1-3 5.4.12.G.5, 6 8.1.12.a.1-3 8.1.12.C.1 8.1.12.F.1 8.2.12.C.1, 2 8.2.12.B.3 8.2.12.C.3 8.2.12.F.1, 3 8.2.12.G.1 9.1.12.A.3, 4 9.1.12.B.1 9.1.12.C.5 9.4.12.A.(6)1,2 9.4.12.B.(2).13

 To analyze and research a topic and determine the best methods and tools for delivery of information  Knowledge of the tools is needed to be able to communicate, collaborate and collect information  Develop methods/skills for working in collaborative communities

 Science journal/blog entries  Class Discussion  Online search tools and validating digital information  Group activities  Unit test

 Hands-on research  Transmedia and crossmedia delivery.  Multimedia delivery and oral presentation  Online Learning Management system  Debate/discussion  Notetaking

 Using Search Tools to find and validate environmental information  How to work in collaborative learning communities  Groups pick an environmental topic and create a transmedia project

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Cape May County Technical School District Curriculum Unit Plan - 2010 Course: Environmental Literacy Unit Title: Unit 7 - Atmosphere Unit Rationale: The Earth consists of a series of integrated systems. Students will examine the structure of the atmospheric system including what matter is important and what energies drive the system, the impact of weather and climate, air pollution and heat transfer on the environment and future changes in the system. Time Line/ Pacing Guide

Unit Essential Questions & Content

NJCCC Standards

Unit Instructional Objectives

Week Nineteen Twenty, Twentyone, Twenty-two

How does the structure of the atmosphere, composition and energy budget influence weather, and climate?

3.1.12.H.1, 5, 7, 8 3.2.12.B.10, 11 3.2.12.C.all 3.2.12.D.4, 5, 7 4.4.12 A.1-6 4.5.12 A.1-6 4.5.12 E.1-3 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.D.1-3 5.4.12.B.1 5.4.12.F.1-3

 Examine the atmosphere in terms of its structure and composition  Diagram and calculate the energy budget for the atmosphere using the greenhouse Effect concept  Compare and contrast how heat energy moves through the atmosphere and is transferred from one point to another

Week Nineteen Twenty, Twentyone, Twenty-two

What effect do atmospheric systems have on the environment?

5.1.12.A.1-3 5.1.12.B.1-4 5.4.12.C.1 5.4.12.C.2 5.4.12.E.1, 2 5.4.12.G.5-7 8.1.12.A.1-3 8.1.12.C.1 8.1.12.F.1 8.2.12.B.3 8.2.12.C.3 8.2.12.F.1, 3 8.2.12.G.1

 Diagram basic weather patterns and analyze how they influence the geosphere, hydrosphere and biosphere  Reconstruct how atmospheric natural hazards form and what mitigation exists for these

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Unit Assessments

Unit Instructional Strategies

Unit Instructional Activities

 Science journal/blog entries  Class Discussion  Graphic Organizer or model  Lab reports  Unit test

 Hands-on Lab and research modules and simulations  Shared documents wiki entries and scaffolding documents  Group/collabora tive learning communities

 What is the atmosphere made of? lectures, labs, simulations and models  Greenhouse Effect Energy Budget  Where's the heat go? Videos and online modules

 Class Discussion  Weather Map/Hazard Project  Truth in Media evaluations  Labs

 Multimedia delivery and oral presentation.  Group/collabora tive learning communities  ARG roleplaying  Hands-on Lab

 Making Rain Lab  Atmospheric Pollution lectures and labs - Black Cloud ARG revisited  Truth in Hollywood – how accurate are these movies (evaluating media for scientific accuracy)  Weather Map and Storm

Week Twenty, Twentyone, Twenty-two and Twentythree

Unit Essential Questions & Content

What pollutes the atmosphere, can this pollution be prevented and how can a system be cleaned once polluted?

NJCCC Standards

Unit Instructional Objectives

Unit Assessments

Unit Instructional Strategies

Unit Instructional Activities

9.1.12.A.3, 4 9.1.12.B.1 9.1.12.C.5 9.1.12.E.1-5 9.1.12.F.1, 3

events

 Unit test

and research modules and simulations

Hazards Activity

5.1.12.D.1-3 5.4.12.G.1-2, 3, 6, 7 5.4.12.F.3 6.1.12.B.13.b 6.1.12.B.16.a

 Diagram the carbon cycle and identify carbon sources and sinks  Define and debate the meaning of global warming  Define atmospheric pollution and trace sources of pollution  Propose solutions for altering the atmospheric carbon budget and evaluate the impact of those solutions

 Carbon cycle diagrams  Black Cloud ARG  Carbon Wedge Project  Unit Test

 Diagrams  ARG  Video  Graphic organizers  Problem-based projects

 Carbon Cycle  http://www.blackcloud.o rg/ - Air pollution ARG and monitoring  Global warming and the Carbon Wedge Project http://cmi.princeton.edu/w edges/

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Cape May County Technical School District Curriculum Unit Plan - 2010 Course: Environmental Literacy Unit Title: Unit 8 - Geosphere and Natural Hazards Unit Rationale: The Earth consists of a series of integrated systems. Students will examine the structure of the geosphere including: soil, mineral and rock resources and materials and how plate tectonics drives natural hazards such as volcanism, earthquakes and tsunamis.

Time Line/ Pacing Guide

Unit Essential Questions & Content

NJCCC Standards

Unit Instructional Objectives

Unit Assessments

Week Twentythree, Twentyfour, Twenty-five and Twenty-six

How does the structure of the geosphere, composition and energy budget influence geologic and environmental processes?

4.4.12 A.1-6 4.5.12 A.1-6 4.5.12 E.1-3 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.D.1-3 5.4.12.A 5.4.12.C.1 5.4.12.D.1 5.4.12.E.1

 Examine the geosphere in terms of its structure and composition  Identify patterns of earthquakes and volcanic activity and how that relates to the forces generating this activity  Compare and contrast the types of plate boundaries and what features occur at these boundaries

 Science journal/blog entries  Class Discussion  Truth in Media evaluations  Lab reports  Unit test

Week Twentythree, Twentyfour, Twenty-five and Twenty-six

What effect do geologic systems have on the environment?

5.4.12.C.1 5.4.12.G.1-7 6.1.12.C.3.B 6.1.12.B.6.a,b 6.1.12.B.9.a 6.1.12.B.13.b 6.1.12.B.16.a 9.4.12.A.(2).2-3

 Assess how the availability of land and natural resources promoted the growth of a nationwide economy and the movement of populations in response to changes in the acquisition and use of natural resources  Analyze how geologic natural hazards such as

 Class Discussion  The Dust Bowl Effect  Scenario and lab reports  GIS maps and report  Unit test

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Unit Instructional Strategies

Unit Instructional Activities

 Hands-on Lab and research modules and simulations  Shared documents wiki entries and scaffolding documents  Group/collabora tive learning communities  Self-paced modules  Scenarios  Group/collabora tive learning communities  GIS mapping

 Rocks, minerals and natural resources Lab and activity  Plate tectonics Lectures, Labs, simulations and models  Truth in Hollywood – how accurate are these movies (evaluating media for scientific accuracy)  Earthquake Scenario  Volcanic Labs and insurance scenario  The Dust Bowl  Reacting to natural Hazards multimedia project  Homeland Security GIS Unit

Time Line/ Pacing Guide

Week Twentythree, Twentyfour, Twenty-five and Twenty-six

Unit Essential Questions & Content

What pollutes the geosphere, can this pollution be prevented and how can a system be cleaned once polluted?

NJCCC Standards

3.2.12.B.10, 11 3.2.12.C.all 3.2.12.D.4, 5, 7 3.5.12.A.2-4 3.5.12.B.2, 3 3.5.12.B.4 3.5.12.C.3, 4, 20, 22, 23 5.2.12.A.5 5.2.12.B.2 5.4.12.G.2, 3, 7 6.1.12.B.16.a 8.1.12.A.1-3 8.1.12.C.1 8.1.12.F.1 8.2.12.B.3 8.2.12.C.3 8.2.12.F.1, 3 8.2.12.G.1

Unit Instructional Objectives

earthquakes and volcanic activity occur and what mitigation exists for these events  Compare and contrast different forms of mining and their impact on the environment  Define and debate the use of fossil fuels versus alternative resources  Locate and trace sources of pollution, propose solutions for cleaning up pollutants and evaluate the impact of those solutions.

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Unit Assessments

Unit Instructional Strategies

 Mining posters  GIS Map and Inforgraphic  ARG project  Unit Test

 Diagrams  Video  ARG roleplaying  Problem-based projects  Mapping and infographics

Unit Instructional Activities

 Mining posters  ARG – Not in My backyard  GIS and Infographic Mapping Project – natural resources in NJ – creating reliable infographics

Cape May County Technical School District Curriculum Unit Plan - 2010 Course: Environmental Literacy Unit Title: Unit 9 - Urbanization Unit Rationale: Urban centers are growing worldwide. There are unique environmental issues that need to be considered in an urban center. This unit will look at the concept of urbanization, how urban centers develop, the effect urbanization has on an ecosystem and how sustainability concepts can help in urban planning Time Line/ Pacing Guide

Unit Essential Questions & Content

Week Twentyseven, Twentyeight, and Twentynine

What is urbanization and what impact does an urbanized society have on the environment?

Week Twentyseven, Twentyeight, and Twentynine

Can you build/design a city that is environmentally friendly and sustainable?

NJCCC Standards

2.1.12.C.1 2.2.12.D.1 3.1.12.A.2 3.1.12.G.3,5 3.1.12.G 6 3.2.12.B.10, 11 3.2.12.C.all 3.2.12.D.4, 5, 7 4.4.12 A.1-6 4.5.12 A.1-6 4.5.12 E.1-3 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.D.1-3 5.3.12.C.2 5.4.12.C.2 5.4.12.G.1-7 6.1.12.B.6 6.1.12.B.13.a,b 6.2.12.B.3.b 6.2.12.B.6.a 3.5.12.A.2-4 3.5.12.B.2, 3 3.5.12.B.4 3.5.12.C.3, 4, 20, 22, 23 3.1.12.H.1,5, 7, 8 6.1.12.C.3 8.1.12.A.1-3 8.1.12.C.1 8.1.12.F.1

Unit Instructional Objectives

Unit Assessments

Unit Instructional Strategies

Unit Instructional Activities

 Define urbanization and debate factors that drive urbanization  Evaluate the impact urbanization has on environmental systems

 Science journal/blog entries  Class Discussion  Current Events blog  Urbanization Wiki and module activities  Self paced modules  Unit test

 Hands-on Lab and research modules and simulations  Self-paced modules  Shared documents wiki entries and scaffolding documents  Debate/discussi on  Notetaking

 What is urbanization?  Urbanization and the hydrologic cycle Wiki – waste and sewage management, conservation of water  Urbanization and the atmosphere Wiki – heat island and smog  Urbanization and the geosphere Wiki – urban Sprawl and recycling  Urbanization and ecosystems Wiki – disease and toxicology

 Compare current use

 Local Urban Plans  Transmedia examples wiki/ multimedia and oral presentation –

 Transmedia and crossmedia delivery  Multimedia delivery and oral presentation.  Group/collabora

 Locate your local city sustainability and urban design plan  Green themes in city planning  Design a "Green" city

of resources and develop alternate plans for resource use and management  Propose mitigation for impacts

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Unit Essential Questions & Content

NJCCC Standards

8.2.12.A.1 8.2.12.B.1, 3 8.2.12.C.1-3 8.2.12.D.18.2.12.F. 1, 3 8.2.12.G.1 9.1.12.A.3, 4 9.1.12.B.1.3,5,13 9.1.12.C.5 9.1.12.E.1-5 9.1.12.F.1, 3 9.4.12.A.(6).1-6 9.4.12.B.(1).3, 5 9.4.12.G(1,2,3).2,4 9.4.12.P.(5).3

Unit Instructional Objectives

urbanization has on ecosystems

Unit Assessments

Design a city

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Unit Instructional Strategies tive learning communities

Unit Instructional Activities

Cape May County Technical School District Curriculum Unit Plan - 2010 Course: Environmental Literacy Unit Title: Unit 10 – Environmental Citizenship Unit Rationale: Students are part of a larger ecosystem. The future of that ecosystem depends on how active a role each person takes in sustaining, preserving and maintaining that ecosystem. This unit will focus on methods, programs and steps a student can take to sustain, preserve and maintain the environment. Time Line/ Pacing Guide

Unit Essential Questions & Content

NJCCC Standards

Unit Instructional Objectives

 Examine the concept of carrying capacity and how it influences the health and sustainability of environmental systems  Define and explain the basic issues concerning the ability of the human community to interact in a sustainable way with the environment and how the influences the quality of life of individuals  To examine environmental processes that would affect someone living in New Jersey and be able to place these events in the larger global system  Propose mitigation for impacts urbanization has

From Week Thirty Through End of Year

What are the costs and benefits of sustaining needed resources and can alternate plans be developed for resource use and management?

4.5.12 A.1-6 4.4.12 E.1-3 5.1.12.D.1-3 5.4.12.G.5, 6 6.1.12.B.5.b 6.1.12.B.13.a 6.1.12.C.3.b 6.2.12.B.5.e 8.2.12.C.2 8.2.12.A.1 8.2.12.B.1 8.2.12.C.1, 2 9.4.12.B.(1).3,5 9.4.12.G.(1).4 9.4.12.G.(2).4 9.4.12.G.(3)2

From Week Thirty Through End of Year

How can a student identify local

3.2.12.B.10, 11 3.2.12.C.all 3.2.12.D.4, 5, 7 3.1.12.A.2 3.1.12.H.1, 5, 7, 8 3.1.12.G.3,5 3.1.12.G 6 3.5.12.A.2-4 3.5.12.B.2, 3 3.5.12.B.4 3.5.12.C.3, 4,

systems and resources a person living in a certain area will encounter, prioritize resources based

Unit Assessments

Unit Instructional Strategies

Unit Instructional Activities

 Science journal/blog entries  Class Discussion  Online modules  Lab reports  Debate sustainability  Unit test

 Hands-on Lab and research modules and simulations  Learning management system online modules  Shared documents wiki entries and scaffolding documents  Group/collaborative learning communities and debate

 What is sustainability?  What is mitigation?  What's it mean to be green? Lab  The Earth's carrying capacity 2 or 40 billion?  Urbanization Lab

 Class Discussion  PSA Transmedia project  GIS Map Project  Unit test

 Transmedia and crossmedia delivery.  Multimedia delivery and oral presentation.  Videos  Community Link

 NJ superfund sites  GIS Lab  Guest speaker if possible (local environmental laws)  Environmental Public Service Announcement

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Cape May County Technical School District Curriculum Unit Plan - 2010 Course: Environmental Literacy Unit Title: Unit 10 â&#x20AC;&#x201C; Environmental Citizenship Unit Rationale: Students are part of a larger ecosystem. The future of that ecosystem depends on how active a role each person takes in sustaining, preserving and maintaining that ecosystem. This unit will focus on methods, programs and steps a student can take to sustain, preserve and maintain the environment. Time Line/ Pacing Guide

Unit Essential Questions & Content

on system concepts, and propose conservation methods that can be influenced by an individual?

NJCCC Standards

20, 22, 23 4.4.12 A.1-6 5.1.12.D.1-3 5.4.12.G.5, 6 6.1.12.B.10.a 6.1.12.B.13.B 6.1.12.C.3 6.3.12.B.1 8.1.12.F.1 8.2.12.A.1 9.4.12.B.(2).13 9.4.12.P.(6).1 9.4.12.P.(6).2

Unit Instructional Objectives

on ecosystems

Unit Assessments

Unit Instructional Strategies

Unit Instructional Activities

transmedia project

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Cape May County Technical School District Curriculum Unit Plan - 2010 Course: Environmental Literacy Unit Title: Unit 11 – Group Collaborative Learning Communities, Current Events and Future Changes in the Environment Unit Rationale: Students live in a global society and need to be aware of current issues and events. Students will create a transmedia research project format tied to one of the Career Technical Education Programs offered at the school that requires students to use 21st century skills while integrating environmental concepts with other subjects and classes. They will be involved in all aspects of a research project: developing a hypothesis/identifying a need; writing a proposal; conducting the needed research/experiment/project development; synthesizing the collected data and reporting the final outcomes of the project. Time Line/ Pacing Guide

From Week Thirty Through End of Year

Unit Essential Questions & Content How can multiple sources of information be integrated to address a central theme/essential question?

NJCCC Standards

3.1.12.A.2 3.1.12.G. 3.1.12.H.1, 5, 7, 8 3.2.12.B.10, 11 3.2.12.C.all 3.2.12.D.4, 5, 7 3.5.12.A.2-4 3.5.12.B.2, 3 4 3.5.12.C.3, 4 5.1.12.C.1-3 5.1.12.D.1-3 5.4.12.G.5, 6 8.1.12.a.1-3 8.1.12.C.1 8.1.12.F.1 8.2.12.C.1, 2 8.2.12.B.3 8.2.12.C.3 8.2.12.F.1, 3 8.2.12.G.1 9.1.12.A.3, 4 9.1.12.B.1 9.1.12.C.5 9.4.12.A.(6).1-6 9.4.12.B.(1).3, 5 9.4.12.G(1,2,3).2,4 9.4.12.P.(5).3

Unit Instructional Objectives

Unit Assessments

Unit Instructional Strategies

Unit Instructional Activities

 To analyze and research a topic and determine the best methods and tools for delivery of information  Knowledge of the tools is needed to be able to communicate, collaborate and collect information.  Students will develop methods/skills for learning in collaborative communities

 Science journal/blog entries  Class Discussion  ARG participation  Group activities  Unit test

 Hands-on research  Transmedia and crossmedia delivery.  Multimedia delivery and oral presentation  ARG roleplaying  Videos  Debate/discussion  Notetaking

 Future Changes in the Environment  www.education.ed. ac.uk/elearning/gallery/sides _wolff_tomorrow_cal ling.pdf, www.abc.net.au/inno vation/bluebird/, urgentinvoke.com/ab out/ and other ARG examples  Revisiting the Carbon Footprint  Group environmental transmedia project  How to work in collaborative learning communities

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From Week Thirty Through End of Year

Unit Essential Questions & Content How do current environmental issues impact me and how will future environmental issues affect me?

NJCCC Standards

5.1.12.B.1-4 5.1.12.D.1-3 5.4.12.G.5, 6, 6.3.12.B.1 6.1.12.B.14.C 6.1.12.B.16.a 8.1.12.C.1 8.2.12.A.1 8.2.12.C.1,3 8.2.12.D.1

Unit Instructional Objectives

Unit Assessments

Unit Instructional Strategies

Unit Instructional Activities

 Examine environmental processes that would affect someone living in New Jersey and be able to place these events in the larger global system  Research current environmental issues and be place them in a global as well as individual context for future assessment and application  Integrate environmental themes in other content areas and subjects

 Class Discussion  Final transmedia project/oral presentation  Unit test

 Group/collaborative learning communities  Transmedia and crossmedia/delivery

 Revisit Carbon Footprint  Using crossmedia tools and technology  Current events  Transmedia Final Project

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