Mike Hardwig mxh437 Capstone Lesson – EGEE 401

BORING CURRICULUM STUFFASSESSMENT ANCHORS8.D.1 Earth Features and Processes that Change Earth and Its ResourcesS8.D.1.2 Describe the potential impact of human made processes on changes to Earth’s resources and how they affect everyday life.S8.D.1.2.2 Describe potential impacts of human made processes (e.g., manufacturing, agriculture, transportation, mining) on Earth’s resources, both nonliving (i.e., air, water, or earth materials) and living (i.e., plants and animals).Source: http://www.pdesas.org/main/fileview/Science_Grade_8_Assessment_Anchors_and_Eligible_Content.pdf (Document Page 13 - Digital Page 14)(http://www.pdesas.org/standard/AnchorsDownloads)

Standards: It is worth looking at the Academic Standards for Science and Technology and Engineering Education Elementary and Secondary documents to see how this lesson “fits” into the state’s standards. Elementary – Page 25: 3.3.A.2Secondary – Page 33 3.3.A.2(http://www.pdesas.org/standard/StandardsDownloads)

[Not really part of the lesson but worth mentioning: In reality, as the state has it broken down, this lesson should probably be best placed in a 10th grade level. Also, the elementary (including 8th grade) does not have much mention of the topics covered in this lesson. While this may not qualify under the Earth Science umbrella, it does behoove any self-respecting Earth Science teacher to cover topics like climate change, green house effect, climate change, even though it may technically fall under the Ecology or Environmental class umbrella.]

5 E LESSON PLAN (Quick Reference) To be used in conjunction with the “Digital Handout” included below.

LESSON COMPONENTS SUGGESTED ACTIVITIES RESOURCESI. Engagement: This activity will capture the students thinking and help them access prior knowledge.

What is your definition of pollution? What forms of pollution do you create? How? What is a footprint (this is not a trick question)? What do you think is meant by the phrase ‘Carbon Footprint?’ (If it were called a Carbon Dioxide Footprint, would that help?) This should be a very thorough, thought out answer. Teacher Comment: This could/should probably be done before the students start the lesson. Allow them to think before they are exposed to the material and then have the paper returned to them and allowed to compare their before-after thoughts and ideas.

None

(Included in the section Miscellaneous Suggestions to the Teacher)

II. Exploration: Students are given time to think, plan, investigate, and organize collected information.

Students will calculate their footprint for themselves (Kids version) and for their family (Grown up version).

http://www.zerofootprintkids.com/kids_home.aspx

http://www.epa.gov/climatechange/emissions/ind_calculator2.html

III. Explanation: Students are involved in analysis of their exploration. Their understanding is clarified and modified by reflective activities.

Students are asked to reflect, compare, contrast, and analyze their scores.

Digital Handout - Attached

IV. Extension: Students have the opportunity to expand and solidify their understanding of the concept and/or apply it to a real world situation.

Having students identify the actions that increase and decrease their score(s) as well as identifying three other behaviors that they are currently not doing that could decrease their score.

Attached (Digital Handout)

V. Evaluation: The teacher should establish a grading system appropriate for their population considering that each student will have different answers. A rubric could be used and based on each section (What you know? Exploration? etc.) or it could be based on overall lesson quality. Samples provided at the end of this document.

EGEE 401 REQUIREMENTS

Title: What is a carbon footprint and how big is mine?

Audience o Grade level: 8th grade Earth & Space Science (probably appropriate for any middle

school level classroom – possibly 5 through 9?). This lesson is easily adaptable for students of various ability levels. Vera, I opted not to go into the detail of our proposal. I thought it would be funny to add that I can now add a canine to my population. I have a student that is training a service dog and brought the dog with her to school. Keeps me on my toes!

o Size of group: Each class is about 20 – 25 students and I have 6 classes.

o Setting and any other relevant specifics: the students will investigate and research the topic via the web – the teacher has the option to have the students do this during the school day or outside of class (if possible, it may be a good idea to do this completely electronically as to not use any paper – share this with the students).

Length of Lesson o Instructional time and independent work time: Students will explore the concept of

‘Carbon Footprint’ on their own, thus the instructional component will be done independently (this goes along with the 5 E format – “Explore” section. In reality, since the students are using information that only their parents may know, it is very likely that the students will have to do some portion of the lesson at home, in the presence of their parents. Students without internet access at home may be required to print out the necessary questions, answer them with their parents, and then come back to school to type the information. If this is to be done in the classroom, this could be done in 2-3 class periods of 40-45 minute lengths depending on if the teacher requires the students to write out their answers or type and submit them electronically. Other factors that should be taken into consideration: grade level, ability level, familiarity with the computer and internet, etc.

Learning Objectives: After completing this lesson, the student will be able to…o Describe what the phrase “Carbon Footprint” means. o Explain the importance of the concept “Carbon Footprint.”o State (calculate) their ‘Kids Carbon Footprint’

http://www.zerofootprintkids.com/kids_home.aspx o State (calculate) the ‘Carbon Footprint’ for their family

http://www.epa.gov/climatechange/emissions/ind_calculator2.htmlo Identify and List 3 possible ways to reduce the Carbon Footprint of themselves or

their family.

Connections to Other Subjects (Vera: do you mean to completely other classes in the cross-curricular sense like English, Social Students, Math, etc.?)

o Other topics in the curriculum: This could easily be tied into an assortment of units that are covered in a standard Earth & Space Science class such as global warming, greenhouse effect, natural resources, energy – renewable, alternative, non-renewable, etc.

o Personal Experience & Decision Making: This lesson allows students to evaluate their personal experience and analyze it to make informed decisions about their actions.

Lesson/Procedures/Tasks o Basic Idea: Students will explore the concept of Carbon Footprint and determine

what their “Kids” version as well as the “Grown-Up” version that they will determine with their family’s information. Students will then be asked to analyze their results: comparing to other scores, identifying actions that they do that are keeping their footprint score down, identifying actions that they do that are raising their footprint score, identifying 3 actions that they or their family is likely to do to decrease their footprint score.

o Students will use the following website to determine their “Kids Carbon Footprint Score” - http://www.zerofootprintkids.com/kids_home.aspx

o Students will use the following website to determine their “Grown-up Carbon Footprint Score” - http://www.epa.gov/climatechange/emissions/ind_calculator2.html

o How will you entice curiosity in the topic? (For example, opening with “big questions,” challenges, dilemmas or a thought-provoking scenario.) Vera: The “big questions” have been provided in the ‘Engage’ section of the 5 E template as well as in the student’s Digital Handout.

Name: Pd: Date:

CARBON FOOTPRINT(digital handout)

WHAT DO YOU KNOW? 1. What is your definition of pollution?

2. What forms of pollution do you create? How?

3. What is a footprint? (this is not a trick question)

4. What do you think is meant by the phrase ‘Carbon Footprint?’ (If it were called a Carbon Dioxide Footprint, would that help?) This should be a very thorough, thought out answer.

INVESTIGATIONKIDS CARBON FOOTPRINT

Visit the following website to calculate your “Kids” Carbon Footprint:http://www.zerofootprintkids.com/kids_home.aspx Please include a digital “Screen Capture” image at the end of the Kids Carbon Footprint as proof that you completed the activity. (To screen capture: Ctrl+Alt+Prnt Scrn, then Ctrl+V to paste)Replace the following image that is provided as an example:

5. How many “Earths” is required by your decisions?

6. What do you think is meant by the idea of “number of Earths?” (Stuck? Try this: http://www.consumerismcommentary.com/2007/09/25/how-many-earths-would-it-take-to-sustain-you/ Still stuck? That article is commenting on this page, read it over and feel free to play the game: http://sustainability.publicradio.org/consumerconsequences/ - the Frequently Asked Questions may be in your best interest too!)

Extra Credit: Play the game and include a screen capture of the final screen – an example has been provided:

[

7. Record your score and the score from another country as well as compare and contrast the scores (this should be from the zerofootprintkids score).

Category Your Score Other Country? Compare and Contrast

CarbonLandTreesWaterTotal

8. Identify and describe two decisions that you make that are increasing the number of Earths that you require?

9. Identify and describe two decisions that you make that are decreasing the number of Earths that you require?

FAMILY CARBON FOOTPRINT (Note: This may require some information from your family.)

Visit the following website to calculate your “Grown-up” or Family Carbon Footprint: http://www.epa.gov/climatechange/emissions/ind_calculator2.html Please include a digital “Screen Capture” image at the end of the “Grown-up” Carbon Footprint as proof that you completed the activity. (To screen capture: Ctrl+Alt+Prnt Scrn, then Ctrl+V to paste)Replace the following image that is provided as an example:

10.Compare the pounds of CO2 per household member to the average person in the United States. To do so, divide your value by the value of the average person in the United States. For example, if my value is 30,000 pounds of CO2 then I would divide that by 20,750, meaning I would produce about 1.5 times that of the average person. Conversely, if my value is 10,000 pounds of CO2 then I would produce about .5, or half, of the average person.

Your Value = =Average Value =(Show your work above and make a comparison statement below.)

Comparison Statement:

11.With your family, identify and describe two actions that are probably the BIGGEST impact on how HIGH your value is.

12.With your family, identify and describe two actions that are probably having the BIGGEST impact on keeping your value LOWER than it would be.

13.With your family, identify 3 actions that you could take, and implement in about a month, that would decrease your score.

Having trouble with ideas? Try these sites:o http://www.epa.gov/climatechange/wycd/actionsteps.html o http://www.motherearthnews.com/Renewable-Energy/2008-02-

01/Easy-Projects-for-Instant-Energy-Savings.aspxStill can’t find anything? Feel free to search around the internet to find your own practical actions!]

Action 1: Reason you chose that action:Likelihood: Would it change your daily routine? Why? Source:

Action 2: Reason you chose that action:Likelihood: Would it change your daily routine? Why? Source:

Action 3: Reason you chose that action:Likelihood: Would it change your daily routine? Why? Source:

[ END OF STUDENT HANDOUT ]

Miscellaneous Suggestions to the Teacher:

It may be in the best interest of the teacher and students to include a before/after/working ideas page for students to take notes or journal as they go: An example has been include below:

Question 1: What is pollution?Before:

After:

Question 2: What forms of pollution do you create?Before:

After:

Question 3: What is a Carbon Footprint? Before: After:

Question 4: ????Before: After:

It may be in the teachers best interest to have the students keep a journal of questions that the students don’t know the answer to (meaning, they have to ask somebody at home) or words or phrases that they may not know the meaning of to investigate later.

Resources Discussion

Zerofootprint KidsCalulator – students may be required to answer portions to the best of their ability if they are not aware of the true answer – example, they may not know how many loads of laundry are done each week in their house or if their parents compost. It is also worth noting that this website is a bit “sketchy.” It works well on my home computers and most school computers. It may be worth the instructor’s best interest to check the website on all computers and/or have a backup plan. (http://www.zerofootprintkids.com/kids_home.aspx)

Household Emissions Calculator – students may be required to answer portions to the best of their ability if they are not aware of the true answer – example, they may not know the amount of money on utilities and mileage of their parent’s vehicles. Standard/average values are provided. (http://www.epa.gov/climatechange/emissions/index.html)

Miscellaneous Resources (back up plans and such) http://www.meetthegreens.org/

o Targeted for a younger age group (4th – 6th grade). Carbon Calculator and 23 page activity packet under the ‘Special Features’

http://www.arcticclimatemodeling.org/lessons/acmp/ acmp_912_GreenhouseEffect_Carbon_Footprint.pdf

o A very quick and dirty version of my lesson in hard copy (once you print in out). I strongly recommend looking at the “root” site for more lesson ideas (take off the end until you get something).

http://www.kidsfootprint.org/lessons/Social%20Studies/What%20is%20Sustainability-ES.pdf o Sustainability lesson. Goes along with Bobbie Bigfoot Quiz (another carbon

calculator). Again, check out the root site. http://www.myfootprint.org/

o Another carbon calculator. I didn’t find this very useful other than the FAQ section. I think it may be asking for money to follow through. Once I had to enter personal identify information, I stopped.

http://www.state.ct.us/OTT/policyandeducation/ydyw2008/workshophandouts/the%20abc %E2%80%99s%20of%20measuring%20and%20reducing%20your%20carbon%20and%20ecological%20footprints/ecological%20footprint%20lesson.pdf

o 6 page .pdf packet. Pretty cool stuff. Footprint, Earth were an apple, cap and trade with stickers, pretty cool stuff. Check out http://www.ctenergyeducation.com/ for others, worth the time if you have the time.

http://kathleensf.files.wordpress.com/2008/06/13a-carbon-footprint-worksheet.pdf o Very basic carbon footprint for hardcopy (again, once you print it out). More math

based but would be good for students with limited language capacity.

http://streetseducation.org/wp-content/uploads/2009/08/lse_elem_the-air-that-i- breath_sample_lesson2.pdf

o VERY BASIC – 4th grade. Good in terms of conveying the basic idea, part of a larger series.

Evaluations: Vera, more than likely, I would make each question worth a set amount of points. Credit would be provided on basic criteria – thoroughness, accuracy, relevancy, etc. I hate to steal from under your nose but the explanation that you gave us for grading is great.

“You will be graded on the correctness and quality of your answers. Thinking is good! Try to make your answers as orderly and clear as possible. Short is good, as long as you fully answer the question. Help me understand what you are thinking and include data where relevant. Numbers should ALWAYS be accompanied by units of measure (not "300" but "300 kW"). Proofread and spell check your work.  Thank you!”https://www.e-education.psu.edu/egee401/p2_p11.html

The following rubric format could be used for each section: This rubric was used for another assignment that had four questions. Adjustments could be made as necessary.

Category 0 1 2 3 4 ScoreCompletion 4 questions

were not answered.

3 questions were not answered.

2 questions were not answered.

1 question was not answered.

All questions were answered.

Thoroughness of Answers (based on the answers that are submitted)

4 of the questions do not have thorough answers.

3 of the questions do not have thorough answers.

2 of the questions do not have thorough answers.

1 question does not have thorough answers.

All answers are thorough.

Total /8

OR

Interesting way to approach a Science assignment – using the “PENNSYLVANIA WRITING ASSESSMENT DOMAIN SCORING GUIDE”https://www.mtwp.net/index2.php?option=com_docman2&task=down&bid=144/SampleRubric.pdf

Other, general rubric ideas have been collected and included below.

STOLEN (yes, bold faced, underlined, italicized stolen) from Dr. Eliza Richardsonhttps://www.e-education.psu.edu/earth501/content/p2_p8.html

Grading rubric An "A" paper is well organized and coherent, with a thesis statement at the beginning of the essay,

topic statements at the beginning of every paragraph, smooth transitions between paragraphs and ideas, no or few grammatical errors, and meets the assignment's length requirement. Additionally, an "A" paper includes several detailed examples that clearly explain the results of other scientists' work on the topic, as well as examples from your own work on the topic. Any included figures have appropriate captions, legends and axes, and they support the arguments made in the paper.

A "B" paper is like that of an "A" paper except that it may refer to scientific studies to back up most but not all of its assertions OR its assertions may only rely on the work of others and not on your own work. Additionally, a "B" paper may be an "A" paper content-wise, but it has minor grammatical errors or minor organizational problems. A "B" paper meets the length requirement.

A "C" paper may have organization, coherence, or grammatical problems that hinder a smooth reading of the paper, but not to the extent that the paper is incomprehensible. A "C" paper may also not meet the assignment length requirement. NOTE ON ASSIGNMENT LENGTH: Papers that significantly deviate from the length assignment by being too short (half as long as the assignment length requirement or less) OR too long (twice as long as the assignment length requirement or more) will receive a "C." A paper that has excellent organization and content, but fails to address the topic of the assignment will receive a "C."

A "D" paper has severe organizational, coherence, or grammatical problems so that the reader has trouble comprehending what is being communicated. A "D" paper may significantly deviate from the length requirement. A paper that does not refer to the results of any specific scientific studies at all will receive a "D" no matter how well-written it is or how good its argument is.

STOLEN from Dr. Eliza Richardson

https://www.e-education.psu.edu/earth501/node/1666

General Expectations If an activity worksheet has been provided, then you need to submit that document, along with any

other analyses, plots, or calculations you made to arrive at the answers in your worksheet. I should be able to follow your calculations so that I can provide feedback if you have made a

mistake. Responses to follow-up questions should be in complete sentences and demonstrate your ability to

interpret the results of the analysis. If you are submitting a scanned, hand-drawn plot, chart, or drawing as part of a data analysis activity,

then please double check to make sure everything on the electronic version of it is legible.

Grading Rubric

All the data analysis activities, regardless of length or difficulty, are worth 100 points because that makes my life easier. I make each numbered problem worth the same number of points also. So, if there are 10 problems, they are each worth 10 points. If there are 8 problems they are each worth 12 points (and I spot you the other 4 points because I’m just that benevolent).

My grading procedure is as follows:

Fully correct responses receive full credit Blank responses receive no credit Assigning partial credit for partially correct responses is always a subjective process, but I try my

best to be consistent. o In the case of a partially correct calculation, I follow along with the work you’ve shown in

order to figure out where your error is. If you don’t show your work, then I can’t give as much partial credit.

o In the case of partially correct responses to open-ended discussion questions, I try to assign partial credit based on how close you were to the thoroughly correct answer that I was aiming for. Please proofread all answers to discussion questions so that you can make sure your answers make grammatical and logical sense. I can’t give as much partial credit if I can’t figure out what you are trying to say!

o In the case of a partially correct plot or graph, I assign partial credit based on the number of correct elements including: data points, labels on axes, legends, and general legibility

o In the case where an error you have made early on in a problem set affects later answers, I strive only to deduct points for the first mistake. This is also a case in which showing your work is helpful because then I can find the original source of your error, track it through your later calculations, and you will not have to lose points more than once because of it!

STOLEN from Dr. Christopher Palmahttps://www.e-education.psu.edu/astro801/files/astro801/astro801labrubric.pdf