ITEC7480_UnitPlan_Davis_Callie

Name of Unit/Course: Unit 6 – Agriculture / AP Environmental Science

Overall Unit Information (Required for MOOC participants) Self-Check

Unit or Course Goal(s)

Unit 6 – Agriculture & Energy ResourcesStudents will work independently and collaboratively to understand the necessity of soil, sustainable farming practices, and pest management strategies to ensure a global food supply along with energy resources, renewable and nonrenewable, and their environmental consequences through a blended model of learning.

See A1

Standards Name of standards: College Board has determined 6 major themes and 7 course topics for AP Environmental Science (No standards)Link to standards: https://apstudent.collegeboard.org/apcourse/ap-environmental-science/course-details Location information:Grade/Year: 11-12th graders / 16-18 years oldSubject: AP Environmental ScienceStandard (as written):Themes:

1. Science is a process.2. Energy conversions underlie all ecological processes.3. The Earth itself is one interconnected system.4. Humans alter natural systems.5. Environmental problems have a cultural and social context.6. Human survival depends on developing practices that will achieve sustainable

systems.Topics:

1. Earth Systems and Resources2. The Living World3. Population4. Land and Water Use5. Energy Resources and Consumption6. Pollution7. Global Change

See A2

ITEC7480_UnitPlan_Davis_Callie

Learner Characteristics

These learners are 11-12th graders in a suburban Georgia high school.Non-native English speakers: 1.66% of studentsSpecial Education (504 or IEP): 8.41% of studentsPrerequisite: Completed two years of high school laboratory science – one year of life science and one year of physical science along with one year of algebra

See B1

Technology requirements

Internet connected computer with basic peripheral devices (mouse, keyboard, microphone)Webcam or video camera and cordTelephoneGmail accountPowerPoint or PowerPoint reader softwareWord (optional)

See D5

Prerequisite Skills

Completed two years of high school laboratory science – one year of life science and one year of physical science along with one year of algebraSafe and effective internet research and navigation (information literacy skill)PC computer useTelephone communication skillsEmail communication skills (Gmail)Google docs for independent & group projects

See A4 & D6

Introductory Communication Plans

Students are expected to participate in a discussion forum, daily, with peers. Weekly students will post a blog reflection and speak with the teacher directly during a face-to-face session or using a telephone or webcam to check on comprehension and progress toward learning goals. Netiquette (school appropriate language and speaking/responding nicely to others – no text language) should be used in all communication with peers and teacher. Students are expected to follow the communication rules outlined in the syllabus and taught at the beginning of the school year.

See A4 B9 & B10

Universal Design Principles Considered

Multiple forms of content presentation: webpage, video, transcript, textbook (eBook available)Multiple forms of expression: quizzes, blogs, and discussion forumsMultiple forms of engagement: phone, webcam, forums, video tutorials

See B4

ITEC7480_UnitPlan_Davis_Callie

Number of Modules or Weeks

This will be a six-week blended unit (online and face-to-face). Each Monday students will be given access to a new module. All module assignments will be due on the following Monday morning by 8 am.

See A3

ITEC7480_UnitPlan_Davis_Callie

Module 1 Plan: Soil Self-Check

Module Objective(s)

1. Describe what gives soil its texture?2. Explain how soils are being degraded and eroded and what can be done to reduce

these losses?3. Differentiate between waterlogging and salinization.4. Explain how repeated irrigation can reduce crop yields.

See A1 & A2

Module Assessment(s)

1. Quiz about soil basics including texture graded automatically (answer key)2. Discussion forum: Explain how soils are being degraded and eroded. What

strategies can be used to reduce the loss of soil? (rubric)

See A2 A3 C1 C2 & C5

Description of Learning Activities

1. Students will visit websites to discover soil basics such as texture and layers. Students will complete a Soil ABCs handout to focus their search efforts.

2. Students will read Chapter 13 of their textbook and complete chapter questions.3. Students will complete PowerPoint notes (from class website) using a guided note-

taking handout.4. Students will create a Google doc to collaboratively, with their respective groups,

answer the chapter questions.5. Students will participate in the module discussion forum.

See A2 A3 B3 B4 & B10

Formative Evaluation & Feedback

1. Blog reflection: What is the most valuable thing(s) you learned about soil, and why do you believe this was important to learn?

2. Soil ABCs handout3. Chapter 13 questions using Google docs4. Face-to-face class on Tuesday and Thursday with all students and teacher to

discuss learning activities and review PowerPoint notes.

See A3 C1 C3 & C5

Physical Learning Materials

The district-approved textbook See A3, A9, B1, B4, & B6

ITEC7480_UnitPlan_Davis_Callie

Digital Learning Objects

Downloadable Handout (Soil ABCs)Downloadable PowerPoint Notes (Chapter 13 Notes)Downloadable Note-taking Handout (Guided Notes)

Websites including:http://en.wikipedia.org/wiki/Soilhttp://school.discoveryeducation.com/schooladventures/soil/https://www.soils.org/

See A3, A9, B1, B4, & B6

Plans for Differentiation

Students with limited English proficiency will be supported using a modified forum rubric and the option of participating in a VoiceThread for discussion forums and reflections.An outline of notes for the module will be provided according to IEP suggestions.Video tutorials, additional teacher phone calls, increased face-to-face meetings will be used to offer additional assistance and ongoing support to learners.Students will be carefully placed into collaborative Google doc groups that build on individual strengths and facilitate growth among weaknesses.

See B1 B4 & B6

Module 2 Plan: Food Production Self-Check

Module Objective(s)

1. Explain why farmers should use both inorganic and organic fertilizers.2. Explain how genetic engineering has helped developing countries fight the battle

against Vitamin A deficiency.3. How does providing food for humans threaten biodiversity?4. Why do some analysts say agriculture has a greater harmful environmental impact

than any human activity?

See A1 & A2

Module Assessment(s)

1. Quiz about farming practices including environmental degradation due to farming graded automatically (answer key)

2. Discussion forum: Explain how we can produce the food we need and protect our soil at the same time. Is it possible to have global food security? Why? (rubric)

See A2 A3 C1 C2 & C5

ITEC7480_UnitPlan_Davis_Callie

Description of Learning Activities

1. Students will watch a video on YouTube called “King Corn” and complete the King Corn video handout.

2. Students will read one of two articles and answer questions about the article. Article choices are Orchard Floor Management or Sustainable Farming.

3. Students will complete a Soil Analysis Lab during class (with lab groups).4. Students will read Chapter 13 of their textbook and complete chapter questions.5. Students will complete PowerPoint notes (from class website) using a guided note-

taking handout.6. Students will create a Google doc to collaboratively, with their respective groups,

answer the chapter questions.7. Students will participate in the module discussion forum.

See A2 A3 B3 B4 & B10

Formative Evaluation & Feedback

1. Blog reflection: What is the most valuable thing(s) you learned about farming, and why do you believe this was important to learn?

2. King Corn video handout3. Formal Lab Report for Soil Analysis Lab4. Chapter 13 questions using Google docs5. Face-to-face class on Tuesday for the Soil Analysis Lab and Thursday for writing

the Soil Analysis formal lab report and Friday to review PowerPoint notes with all students and teacher.

See A3 C1 C3 & C5

Physical Learning Materials

The district-approved textbook See A3, A9, B1, B4, & B6

Digital Learning Objects

Downloadable Handout (King Corn video) and YouTube video at https://www.youtube.com/watch?v=nvMxIEgbsIo

Downloadable PowerPoint Notes (Chapter 13 Notes) Downloadable Note-taking Handout (Guided Notes)Downloadable Articles and Handout (Orchard Floor Management or Sustainable Farming)

See A3, A9, B1, B4, & B6

ITEC7480_UnitPlan_Davis_Callie

Plans for Differentiation

Students with limited English proficiency will be supported using a modified forum rubric and the option of participating in a VoiceThread for discussion forums and reflections.An outline of notes for the module will be provided according to IEP suggestions.Video tutorials, additional teacher phone calls, increased face-to-face meetings will be used to offer additional assistance and ongoing support to learners.Students will be carefully placed into collaborative Google doc groups that build on individual strengths and facilitate growth among weaknesses. The soil analysis lab will be conducted with lab groups, however, it will be different groups than the Google doc groups for more variety, interpersonal skills, and strengths. There are 2 articles so students have a choice in reading about an orchard farm or sustainable farming in general.

See B1 B4 & B6

Module 3 Plan: Pest Management Self-Check

Module Objective(s)

1. How does modern agriculture violate the four principles of sustainability?2. Explain ways to protect our food resources.3. Discuss the advantages and disadvantages of biological control for pests.4. Describe an integrated pest management plan and why it is important for

sustainable agriculture?

See A1 & A2

Module Assessment(s)

1. Quiz about pest management strategies including the ideal pesticide graded automatically (answer key)

2. Discussion forum: Explain the advantages, short & long-term, to using an Integrated Pest Management plan. Is it possible to have an ideal pesticide? Why? (rubric)

See A2 A3 C1 C2 & C5

ITEC7480_UnitPlan_Davis_Callie

Description of Learning Activities

1. Students will watch 2 videos on YouTube called “Green Giant/Pest Management” and “Integrated Pest Management (IPM) Basics”

2. Students will read an article about the dwindling bee population from National Geographic.

3. Students will choose a local pest species for Georgia and create a basic Integrated Pest Management plan.

4. Students will read Chapter 13 of their textbook and complete chapter questions.5. Students will complete PowerPoint notes (from class website) using a guided note-

taking handout.6. Students will create a Google doc to collaboratively, with their respective groups,

answer the chapter questions.7. Students will participate in the module discussion forum.

See A2 A3 B3 B4 & B10

Formative Evaluation & Feedback

1. Blog reflection: What is the most valuable thing(s) you learned about pest management, and why do you believe this was important to learn?

2. Integrated Pest Management plan3. Chapter 13 questions using Google docs4. Face-to-face class on Tuesday and Thursday with all students and teacher to

discuss learning activities, read the Bee article, and review PowerPoint notes.

See A3 C1 C3 & C5

Physical Learning Materials

The district-approved textbook See A3, A9, B1, B4, & B6

Digital Learning Objects

Green Giant / Pest Management video at https://www.youtube.com/watch?v=3ZIpatTNOF4

Integrated Pest Management (IPM) Basics video at https://www.youtube.com/watch?v=GqjJg6KGOe4

Downloadable PowerPoint Notes (Chapter 13 Notes) Downloadable Note-taking Handout (Guided Notes)Downloadable Handout (IPM plan template)

See A3, A9, B1, B4, & B6

ITEC7480_UnitPlan_Davis_Callie

Plans for Differentiation

Students with limited English proficiency will be supported using a modified forum rubric and the option of participating in a VoiceThread for discussion forums and reflections.An outline of notes for the module will be provided according to IEP suggestions.Video tutorials, additional teacher phone calls, increased face-to-face meetings will be used to offer additional assistance and ongoing support to learners.Students will be carefully placed into collaborative Google doc groups that build on individual strengths and facilitate growth among weaknesses. The IPM assignment can be completed with a partner along with using the presentation feature of Google docs instead of typing out the plan.

See B1 B4 & B6

Module 4 Plan: Mining and Mineral Resources Self-Check

Module Objective(s)

1. Describe the 4 major types of mining. Which one do you think causes the most environmental damage and why?

2. How can nanotechnology help to protect Earth’s mineral resources?3. Describe some mineral resources we can possibly extract from the ocean. Why are

these resources not exploited at the moment?

See A1 & A2

Module Assessment(s)

1. Quiz about mining practices and mineral resources graded automatically (answer key)

2. Discussion forum: Which type of mining causes the least amount of environmental degradation? Explain. (rubric)

See A2 A3 C1 C2 & C5

Description of Learning Activities

1. Students will complete a Rock versus Mineral Handout using the provided textbook and/or an internet search.

2. Students will watch a video on YouTube called “How is coal mined? What is surface and subsurface mining?”

3. Students will complete a Cookie Mining Lab and Handout4. Students will read Chapter 15 of their textbook and complete chapter questions.5. Students will complete PowerPoint notes (from class website) using a guided note-

taking handout.6. Students will create a Google doc to collaboratively, with their respective groups,

answer the chapter questions.7. Students will participate in the module discussion forum.

See A2 A3 B3 B4 & B10

ITEC7480_UnitPlan_Davis_Callie

Formative Evaluation & Feedback

1. Blog reflection: What is the most valuable thing(s) you learned about mining, and why do you believe this was important to learn?

2. Cookie Mining Lab3. Chapter 15 questions using Google docs4. Face-to-face class on Tuesday and Thursday with all students and teacher to

discuss learning activities and review PowerPoint notes.

See A3 C1 C3 & C5

Physical Learning Materials

The district-approved textbook See A3, A9, B1, B4, & B6

Digital Learning Objects

How is coal mined? – What is surface and subsurface mining? Video at https://www.youtube.com/watch?v=nr7JImmQIjg

Downloadable PowerPoint Notes (Chapter 15 Notes) Downloadable Note-taking Handout (Guided Notes)Downloadable Handout (Cookie Mining Lab)

See A3, A9, B1, B4, & B6

Plans for Differentiation

Students with limited English proficiency will be supported using a modified forum rubric and the option of participating in a VoiceThread for discussion forums and reflections.An outline of notes for the module will be provided according to IEP suggestions.Video tutorials, additional teacher phone calls, increased face-to-face meetings will be used to offer additional assistance and ongoing support to learners.Students will be carefully placed into collaborative Google doc groups that build on individual strengths and facilitate growth among weaknesses. Cookie Mining lab is done individually, however, the handout and math can be done with a partner if needed.

See B1 B4 & B6

Module 5 Plan: Nonrenewable Energy Sources Self-Check

Module Objective(s)

1. Explain how oil is extracted from the Earth’s surface.2. Describe the environmental problems associated with the rapid growth of coal-bed

methane production in the western U.S.3. Compare the risks of using nuclear power and coal-burning plants to produce

electricity.

See A1 & A2

ITEC7480_UnitPlan_Davis_Callie

Module Assessment(s)

1. Quiz about nonrenewable energy sources graded automatically (answer key)2. Discussion forum: Which has the largest environmental impact and why, coal or oil

production? Is natural gas a better alternative? Explain. (rubric)

See A2 A3 C1 C2 & C5

Description of Learning Activities

1. Students will read an article about Coal and complete a handout.2. Students will watch a TED-Ed video from YouTube called “A guide to the energy of

the Earth” by Joshua M. Sneideman.3. Students will complete CO2 Emissions from burning fossil fuels activity.4. Students will use their home gas and/or electric bill to complete an Energy Use

Audit handout.5. Students will watch a video about Nuclear Energy from the U.S. Dept. of Energy.6. Students will write a position paper about Nuclear Energy.7. Students will read Chapter 16 of their textbook and complete chapter questions.8. Students will complete PowerPoint notes (from class website) using a guided note-

taking handout.9. Students will create a Google doc to collaboratively, with their respective groups,

answer the chapter questions.10.Students will participate in the module discussion forum.

See A2 A3 B3 B4 & B10

Formative Evaluation & Feedback

1. Blog reflection: What is the most valuable thing(s) you learned about nonrenewable energy, and why do you believe this was important to learn?

2. CO2 Emissions from burning fossil fuels activity3. Energy Use Audit handout4. Nuclear Energy position paper5. Chapter 16 questions using Google docs6. Face-to-face class on Tuesday and Thursday with all students and teacher to

discuss learning activities and review PowerPoint notes.

See A3 C1 C3 & C5

Physical Learning Materials

The district-approved textbook See A3, A9, B1, B4, & B6

ITEC7480_UnitPlan_Davis_Callie

Digital Learning Objects

A guide to the energy of the Earth video from TED-Ed at http://ed.ted.com/lessons/a-guide-to-the-energy-of-the-earth-joshua-m-sneideman

Nuclear Energy video from U.S. Dept. of Energy at http://energy.gov/science-innovation/energy-sources/nuclear

Resources for Nuclear Energy position paper:

Yucca Mountain fact sheet http://ogoapes.weebly.com/uploads/3/2/3/9/3239894/epafactsheet1v3.pdf

Dept. of Energy pamphlet on Nuclear Energy and an article about the Future of Nuclear Energy will be provided as a pdf file on the ItsLearning platform (LMS).

Downloadable PowerPoint Notes (Chapter 16 Notes) Downloadable Note-taking Handout (Guided Notes)Downloadable Handout (Coal article and questions)Downloadable Handout (CO2 Emissions from burning fossil fuels activity)Downloadable Handout (Energy Use Audit)

See A3, A9, B1, B4, & B6

Plans for Differentiation

Students with limited English proficiency will be supported using a modified forum rubric and the option of participating in a VoiceThread for discussion forums and reflections.An outline of notes for the module will be provided according to IEP suggestions.Video tutorials, additional teacher phone calls, increased face-to-face meetings will be used to offer additional assistance and ongoing support to learners.Students will be carefully placed into collaborative Google doc groups that build on individual strengths and facilitate growth among weaknesses. Each student will vary in their responses to the Energy Use Audit based on the energy source present in their home and how much they use each month. Nuclear power papers must be typed, however, if needed a student can have an extension for the due date, as well as, using assistive technology to help the student write the paper.

See B1 B4 & B6

ITEC7480_UnitPlan_Davis_Callie

Module 6 Plan: Renewable Energy Sources and Energy Efficiency Self-Check

Module Objective(s)

1. Explain why we cannot recycle energy.2. Create a solar water heater and explain how this technology can be used to reduce

the fuelwood crisis in developing countries.3. Analyze the challenges our society must overcome if hydrogen fuel use is to

become a reality.

See A1 & A2

Module Assessment(s)

1. Quiz about renewable energy sources and energy efficiency graded automatically (answer key)

2. Discussion forum: Explain why the gasoline that is put in our cars cannot be used as a continual source of energy. Decide on 1 alternative energy source for your city and explain why this is the best choice. Discuss any environmental problems associated with your decision. (rubric)

See A2 A3 C1 C2 & C5

Description of Learning Activities

1. Students will design, build, and test a solar water heater.2. Students will watch a TED-Ed video from YouTube called “Planning for the end of

oil” by Richard Sears.3. Students will read Chapter 17 of their textbook and complete chapter questions.4. Students will complete PowerPoint notes (from class website) using a guided note-

taking handout.5. Students will create a Google doc to collaboratively, with their respective groups,

answer the chapter questions.6. Students will participate in the module discussion forum.

See A2 A3 B3 B4 & B10

Formative Evaluation & Feedback

1. Blog reflection: What is the most valuable thing(s) you learned about nonrenewable energy, and why do you believe this was important to learn?

2. Solar water heater3. Chapter 17 questions using Google docs4. Face-to-face class on Tuesday and Thursday with all students and teacher to

discuss learning activities, test solar water heaters as a class, and review PowerPoint notes.

See A3 C1 C3 & C5

ITEC7480_UnitPlan_Davis_Callie

Physical Learning Materials

The district-approved textbook See A3, A9, B1, B4, & B6

Digital Learning Objects

Planning for the end of oil video from TED-Ed at http://ed.ted.com/lessons/planning-for-the-end-of-oil-richard-sears

Downloadable PowerPoint Notes (Chapter 17 Notes) Downloadable Note-taking Handout (Guided Notes)Downloadable Handout (Solar water heater lab)

See A3, A9, B1, B4, & B6

Plans for Differentiation

Students with limited English proficiency will be supported using a modified forum rubric and the option of participating in a VoiceThread for discussion forums and reflections.An outline of notes for the module will be provided according to IEP suggestions.Video tutorials, additional teacher phone calls, increased face-to-face meetings will be used to offer additional assistance and ongoing support to learners.Students will be carefully placed into collaborative Google doc groups that build on individual strengths and facilitate growth among weaknesses. Solar water heater can be completed individually or with 1 partner if needed. Students will have differentiation in their prototypes’ design for the solar water heater, but every student is limited to the approved materials only to minimize variance so we can compare results of the lab.

See B1 B4 & B6