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Ecosystem Awareness Unit Plan 8th Grade Social Studies/Science by Meghan Trimaloff EED !"# S$ring !

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GENERAL UNIT INFORMATION Grade/Subject: Unit Name: Dates o Unit Im!"ementation:


8th Grade Social Studies/Science Ecosystem Awareness

10 days; March 10 March 21

UNIT STANDARD#S$ S&' ()' *O +' Describe the bene its o community ser!ice" S)' (&' *O +' Analy#e ris$ actors o and %ossible solutions to chemical and biolo&ical ha#ards" S)' (,' *O +' Describe how 'e"&"( de orestation( deserti ication) humans modi y ecosystems" Ari%ona Socia" Studies Standards S)' (,' *O -' Describe why 'e"&"( resources( economic li!elihood) humans modi y ecosystems" S)' (,' *O &' E*%lain how chan&es in the natural en!ironment can increase or diminish its ca%acity to su%%ort human acti!ities" S)' (,' *O )' E*%lain how technolo&y %ositi!ely and ne&ati!ely a ects the en!ironment" S)' (,' *O ,' Analy#e chan&in& ideas and !iew %oints on the best use o natural resources 'e"&"( !alue o oil( water use( orest mana&ement)" S&' (+' *O +' Analy#e the ris$ actors associated with natural( human induced( and/or biolo&ical ha#ards( includin&+ , waste dis%osal o industrial chemicals , &reenhouse &ases S&' (+' *O -' Analy#e %ossible solutions to address the en!ironmental ris$s associated with chemicals and biolo&ical systems"

Ari%ona Science Standards

Ari%ona Educationa" Tec.no"o/0 Standards

((SS'ELA1LITERA(2'3'4'5' -se technolo&y( includin& the .nternet( to %roduce and %ublish writin& and %resent the relationshi%s between in ormation and ideas e iciently as well as to interact and collaborate with others"

Readin/ (ommon (ore Standards

((SS'ELA1LITERA(2'RL'4'-' Determine a central idea o a te*t and analy#e its de!elo%ment o!er the course o the te*t( includin& its relationshi% to su%%ortin& ideas; %ro!ide an ob/ecti!e summary o the te*t" ((SS'ELA1LITERA(2'RL'4'6' Analy#e a case in which two or more te*ts %ro!ide con lictin& in ormation on the same to%ic and identi y where the te*ts disa&ree on matters o act or inter%retation" ((SS'ELA1LITERA(2'3'4'4' 0rite ar&uments to su%%ort claims with clear reasons and rele!ant e!idence" a" .ntroduce claim's)( ac$nowled&e and distin&uish the claim's) rom alternate or o%%osin& claims( and or&ani#e the reasons and e!idence lo&ically" b" Su%%ort claim's) with lo&ical reasonin& and rele!ant e!idence( usin& accurate( credible sources and demonstratin& an understandin& o the to%ic or te*t" c" -se words( %hrases( and clauses to create cohesion and clari y the relationshi%s amon& claim's)( counterclaims( reasons( and e!idence" d" Establish and maintain a ormal style" e" 1ro!ide a concludin& statement or section that ollows rom and su%%orts the ar&ument %resented"

3ritin/ (ommon (ore Standards

Literary Text 1" 2is$u%( A"( 3 Smith( 4" '2005)" Exploring ecosystems with Max Axiom, super scientist" Man$ato( Minn"+ 6a%stone 1ress" Students can ollow the ad!entures o Ma* A*iom( the su%er scientist star o the boo$( as he e*%lains the science behind ecosystems" 4his boo$ en&a&es students with its su%erhero ormat to learn about the conce%t behind what an ecosystem is( and what role humans %lay in it" 2" 7ose( E" '2008)" Human impact on the environment" 9ew :or$+ 7osen 1ub" Grou%;s 1ower<ids 1ress" 4his boo$ allows students to learn how %eo%le all o!er the world ha!e %ositi!e and ne&ati!e e ects on the natural en!ironment" .t also &i!es students ideas or ma$in& %ositi!e chan&es in their own li!es to hel% the en!ironment around them" =; Shaw( D" '2010)" Eco-tracking: on the trail of habitat change" Albu>uer>ue( 9M+ -ni!ersity o 9ew Me*ico 1ress" Daniel Shaw is a &reat author who tells students about the connections between human acti!ity and the natural %rocesses o the world" ?e also ma$es it easy to see the connections between the smaller ecosystems we li!e in( to the lar&e@scale ones our Earth is run by" A" Shaw( D" '201=)" Southwest a uatic habitats: on the trail of fish in a !esert" Albu>uer>ue+ -ni!ersity o 9ew Me*ico 1ress" Daniel Shaw( a science teacher( tells students about real %eo%le their a&e who actually study and ta$e care o the a>uatic ecosystem around them in the Southwest" ?e brin&s li&ht to the water ecosystem a!ailable in the Southwest( as most students do not thin$ o water when they thin$ o the desert" B" Co&el( 6" G" '200=)" Human impact" 9ew :or$+ D" 0atts" 2y readin& this trade boo$( students will learn about how human acti!ity e ects the natural en!ironment in a bi& way" More s%eci ically( it loo$s at the water cycle and how humans ha!e a lar&e im%rint on the oceanEs con!eyor belt"

Digital Resources/Multi-media 1" 2ill 9ye 4he Science Guy @ 1ollution Solutions 'Dull E%isode)" '201A( March 8)""ou#ube" 7etrie!ed A%ril 20( 201A( rom htt%s+//www"youtube"com/watchF!G!Cmm%Ge78n$" 4his 2ill 9ye !ideo is not only en&a&in& because o the un way the content is %resented( but it is also in ormational in that it tells students about water %ollution and the ways in which they can hel% alle!iate these %otential ha#ards" 2" Ecosystem 6han&e" 'n"d")" Scientific $acts" 7etrie!ed A%ril 20( 201A( rom htt%+//www"&reen acts"or&/en/ecosystems/inde*"htm" 4his interacti!e website allows students to clic$ around and ta$e >ui##es based on the Hle!elE theyE!e success ully learned about" 4his would be a nice alternati!e to the traditional direct instruction a%%roach" .tEs essentially a lesson online" =" Measurin& Ecosystem Ser!ices" '2012( May 18)" "ou#ube" 7etrie!ed A%ril 20( 201A( rom htt%s+//www"youtube"com/watchF!G@IwJd1:C4K:" This 'ideo $ro'ides students with an easy to understand# yet in(de$th e)$lanation of what e)actly ecosystem ser'ices are and how we as humans $lay a role in them* +t shows students that there are generally three categories of ecosystem ser'ices# and they can recogni,e that water falls under all three of those categories# but will $rimarily focus on regulating ser'ices and $ossibly recreational ser'ices* A" 4he -rban 0ater 6ycle" 'n"d")" %ational &eographic E!ucation" 7etrie!ed A%ril 20( 201A( rom htt%+//education"national&eo&ra%hic"com/education/media/urban@water@ cycle/FarKaG1" Cideo rom 9ational Geo&ra%hic that in orms students about the natural water cycle( but &oes e!en urther to e*%lain how urban cities %lay a role in causes in iltration and runo " .t shows students the e ect that li!in& in an urban city has on the water su%%ly they use and consume"

Annotated (urricu"ar Resources

Informational Text 1" Descri%tion o the Ecolo&y and 0ater Mana&ement in the 1hoeni* Metro%olitan Area( -SA"" 'n"d")" 'escription of the Ecology an! (ater Management in the )hoenix Metropolitan Area, *SA+" 7etrie!ed A%ril 20( 201A( rom htt%+//www"a>uatic"unesco"lod#"%l/inde*"%h%F%GcsK%honi*" 4his articles &i!es a descri%tion o the water mana&ement and use in the 1hoeni* area" .t shows the connection between the natural water cycle and the urban water cycle" 2" Groundwater de%letion" 'n"d")" *S&S water science" 7etrie!ed A%ril 15( 201A( rom htt%s+//water"us&s"&o!/edu/&wde%letion"html 4his articles comes rom the -SGS 0ater Science School" .t %ro!ides students with a clear idea o what &roundwater is( how we use it as a resource( and how our acti!ities e ect it" =" Marsale$( I" '2008)" *rban water cycle processes an! interactions" 1aris( Drance+ -9ES6L 1ub" 4his e*cer%t rom the boo$ tal$s about the %rocesses and com%onents o the urban water cycle" Essentially( students learn how it wor$s and what %arts &o into it" 4here are !ery hel% ul dia&rams and descri%tions or !isual learnin&" A" Solid 0aste" 'n"d")" E)A" 7etrie!ed A%ril 20( 201A( rom htt%+//www"e%a"&o!/re&ionJ/waste/solid/house"html" 4he -nites Stated En!ironmental 1rotection A&ency %ro!ides students with a list o household ha#ardous waste" .t tells them e*actly what it is( how it causes %otential ha#ards( and what action they can ta$e in their own li!es to alle!iate these %otential ha#ards" B" 4he -rban 0ater 6ycle+ Sustainin& Lur Modern 6ities" 'n"d")" %ews (atch" 7etrie!ed A%ril 20( 201A( rom htt%+//newswatch"national&eo&ra%hic"com/201A/0=/1J/the@urban@water@cycle@ sustainin&@our@modern@cities/" 9ational Geo&ra%hic %ro!ides students with a use ul article on the brea$down o the urban hydrolo&ic cycle" .t also %ro!ides students with data on city water usa&e( and the di erent ways in which we use water as a resource"

B" 4he 0ater 6ycle @ Dlash 1resentation" 'n"d")" #he (ater )ro,ect" 7etrie!ed A%ril 20( 201A( rom htt%+//thewater%ro/ect"or&/resources/theKwaterKcycleK%resentation" Another interacti!e website that allows students to clic$ on the &ra%hics and hear and see about the di erent com%onents o the water cycle" Students ha!e o%tions to choose where they would li$e to na!i&ate to ne*t( or they can &o throu&h the lesson on HAuto"E

Big goal, Assessment and Investment FORMATIVE & SUMMATIVE ASSESSMENTS


How will I measure PROGRESS in the unit? Ecosystem ser'ices -ui,# embedded -ui,,es in each .ear Pod lesson# formati'e chec/s throughout 0whole class and grou$ discussion -uestions# $artner and indi'idual a$$lication -uestions# A$$lication acti'ities1# summaries in interacti'e science noteboo/s# and re'iew wor/sheets* How will I measure final ACHIEVEMENT of the standards? 2om$leted indi'idual multimedia $ro3ect $resentation on one $ossible solution to alle'iate $otential ha,ards caused by human acti'ity on the water cycle*

Unit Plan

Big Ideas and End!"ing Unde"standings

-nderstand that humans interact with the natural en!ironment" 7eco&ni#e that natural resources come rom the en!ironment as a Hser!iceE to society( but can be de%leted" -nderstand the ris$ actors associated with human acti!ity on the EarthEs ecosystems more s%eci ically the water cycle"

#esson O$%e&tives
Standard S&' ()' PO *' Describe how 0e*g*# deforestation# desertification1 humans modify ecosystems* S&' ()' PO +' Describe why 0e*g*# resources# economic li'elihood1 humans modify ecosystems* S&' ()' PO ,' E)$lain how changes in the natural en'ironment can increase or diminish its ca$acity to su$$ort human acti'ities* S&' ()' PO )' Analy,e changing ideas and 'iew $oints on the best use of natural resources 0e*g*# 'alue of oil# water use# forest management1* S&' ()' PO *' Describe how 0e*g*# deforestation# desertification1 humans modify ecosystems* S45AT describe ways in which humans modify ecosystems by using a $eer teaching acti'ity*
60 min./1 day

Daily Lesson Objecti e!s" S45AT identify what an ecosystem is by reading an article and holding a whole class discussion*

#imin$ 60 min./1 day

Lesson Plan %otes Read Exploring Ecosystems with Max Axiom, S per Scientist! "y #is$ p and Smith. %ear &od presentation on what an ecosystem is, p tting emphasi'e on organisms (mostly h mans) interacting with the nat ral en*ironment. +lass reads article together a"o t what an ecosystem is, annotating and sing read alo d and thin$ alo d strategies thro gho t. ,hole class disc ssion o- what creates an ecosystem. St dents indi*id ally identi-y the components o- an ecosystem in their interacti*e note"oo$s.

Read . man /mpact (Restless Sea) "y 0ogel. %ear &od presentation on the di--erent ways that h mans modi-y ecosystems. St dents read and -ill o t Ecosystems1 2he . man 3actor! with a partner. /ndi*id ally s mmari'e -i*e ways that h mans modi-y ecosystems in interacti*e note"oo$.

S&' ()' PO +' Describe why 0e*g*# resources# economic li'elihood1 humans modify ecosystems*

S45AT identify why humans modify ecosystems by reading articles and holding a Socratic seminar*

60 min./1 day

Read S staina"le 4i*ing! section -rom +hapter 1 o- Eco5trac$ing1 6ne the 2rail o.a"itat +hange! as whole class sing read alo d and thin$ alo d strategies. Explore the we"site http1//www.green-acts.org/en/ecosystems/i

Real-Time Calendar
(ALENDAR OF DAIL2 O78E(TI9ES Marc. -:+) Monda0
Day * S45AT identify what an ecosystem is by reading an article and holding a whole class discussion* Day + S45AT describe ways in which humans modify ecosystems by using a $eer teaching acti'ity*

Tuesda0
Day ,

3ednesda0
Day &

T.ursda0
Day )

Frida0

S45AT identify why humans modify ecosystems by reading articles and holding a Socratic seminar* Lesson Plan Read S staina"le 4i*ing! section -rom +hapter 1 oEco5trac$ing1 6ne the 2rail o- .a"itat +hange! as whole class sing read alo d and thin$ alo d strategies. Explore the we"site http1//www.green-acts.org /en/ecosystems/index.htm ! with a partner and

S45AT e)$lain what ecosystem ser'ices are through grou$ research*

S45AT summari,e what the urban water cycle loo/s li/e by researching and drawing their city6s own water cycle* Lesson Plan Read H1"2+ -rban 0ater 6ycle
6once%tE rom 6ha%ter 1 o H-rban 0ater 6ycle 1rocesses and .nteractionsE by Marsale$( Iimene#@6isneros( <aramou#( Malm>uist( Golden um( and 6hocat"

,atch 2he 7r"an ,ater +ycle! *ideo -rom %ational 8eographic. 7se i&ads with a partner

disc ss -i*e main reasons why h mans modi-y the en*ironment. 2ag5team with partner in a Socratic Seminar to "ring p the positi*es and negati*es o- each reason -or h man modi-ication othe en*ironment. Day S45AT describe what $otential ha,ards are by writing about human acti'ities in their own communities* Day . S45AT summari,e one $otential ha,ard $roduced by human acti'ity with landfills that effects the water cycle through a $artner acti'ity* Day / S45AT re$ort on the $otential ha,ards $roduced by human acti'ity that effect the water cycle through grou$ discussion* Day 0 S45AT identify ways in which humans can reduce the $otential ha,ards that effect our natural water cycle by watching a 'ideo and utili,ing whole class discussion*

to research the r"an water cycle in &hoenix, Ari'ona. Start with 2he 7r"an ,ater +ycle1 S staining 6 r Modern +ities! "y %ational 8eographic. /ndi*id ally s mmari'e the r"an water cycle in interacti*e note"oo$. Day *1 S45AT $resent one $otential ha,ard and one $ossible solution to hel$ alle'iate that $otential ha,ards through a multimedia $ro3ect*

Title of Lesson: What is an Ecosystem? Duration of lesson: 60 minutes

Teacher7 Meghan Trimaloff Standards 0Ari,ona Social Studies# 2ommon 2ore# .ETS(S17

Grade7 8th Grade Social Studies/Science

S&' ()' PO *' Describe how 0e*g*# deforestation# desertification1 humans modify ecosystems* S&' ()' PO +' Describe why 0e*g*# resources# economic li'elihood1 humans modify ecosystems* S&' ()' PO ,' E)$lain how changes in the natural en'ironment can increase or diminish its ca$acity to su$$ort human acti'ities* S&' ()' PO )' Analy,e changing ideas and 'iew $oints on the best use of natural resources 0e*g*# 'alue of oil# water use# forest management1* Summary/8'er'iew of the lesson7 Students will understand the basic conce$t of an ecosystem# as well as the im$act of humans to form urban ecology* 8b3ecti'es# S45AT7 +dentify what an ecosystem is by reading an article and holding a whole class discussion* Assessment/E'aluation/E'idence of Mastery 0Measurable17 2om$letion of summary e)$laining the com$onents of an ecosystem in interacti'e science noteboo/* Prere-uisite /nowledge7 Students need to understand how to obser'e# what li'ing things are 'ersus nonli'ing things# what organisms are# and what natural en'ironment means* 9ey 'ocabulary7 Ecosystem : An ecosystem is a community of li'ing organisms in con3unction with the nonli'ing com$onents of their en'ironment# interacting Materials7 (iPads

as a system* 2rban : in# relating to# or characteristic of a city or town* Ecolo$y : the branch of biology that deals with the relations of organisms to one another and to their $hysical surroundings*

(.ear Pod A$$ (+nteracti'e science noteboo/s ($encils (;Ecosystems7 The <uman =actor6 article co$ies (colored $encils (mar/ers

8$ening 0state ob3ecti'es# connect to $re'ious learning# and ma/e rele'ant to real life# antici$atory set1 Have any of you ever been on a hike? Have you swam in the ocean? Been fishing? What about had a drink of water? These are all ways in which we interact with the natural environment. Today were going to learn about what this interaction between humans and the natural world is called. +nstructional +n$ut Teacher 4ill7 Teacher reads ;E)$loring Ecosystems with Ma) A)iom# Su$er Scientist6 by 5is/u$ and Smith* Teacher $erforms Thin/ Aloud for students to hel$ them become comfortable with ma/ing obser'ations* Im look at the cover and Im thinking that this guy is a super hero. He also looks like a scientist though because hes wearing a lab coat and goggles. Hes e ploring the natural environment! so he must be interacting with the natural world. Teacher $asses out iPads for students to use with their shoulder $artners* Teacher $resents Power Point $resentation on .ear Pod and incor$orates embedded -ui,,es throughout the $resentation using the iPad Add* Students 4ill7 Students listen to teacher read and gain understanding of how to $erform a Thin/ Aloud for becoming a good obser'er*

Students log into the .ear Pod $resentation with their $artners on the iPads and ta/e notes in their interacti'e science noteboo/*

Differentiation 0E>>1

Pro'ide 'isuals for E>> students that highlight /ey terms and conce$ts of what an ecosystem is# and what an urban ecosystem is* Guided Practice Teacher 4ill7 ?ead ;Ecosystems7 The <uman =actor6 with the students in a read aloud* Tell students to annotate as they read* "nderline the main topic. #ut a bo around key vocabulary. #ut a $uestions mark by a statement you dont understand or have a $uestion about. #ut a sticky note every time you can make a te t%self connection. Use inde) cards with students6 names on them to randomi,e read aloud during whole class* As/ students to model using Thin/ Aloud strategies while reading aloud in order to ma/e obser'ations and hel$ their $eers understand the content about humans interacting with the natural world to form an ecosystem : or urban ecology* Differentiation 0E>>1 Teacher provides visuals for '&& students and vocabulary terms to accompany the article te t. +nde$endent Practice Teacher 4ill7 &ets talk about the article. Were going to go around the room to each one of you and I want you to tell us something you learned from this te t. Teacher writes on board and orally e)$lains the e)$ectations for Students 4ill7 Students go around the room and say one $iece of information they learned from the te)t* Students annotate their article by underlining the main to$ic# $utting a bo) around /ey 'ocabulary# $utting a -uestions mar/ by a statement they don6t understand or ha'e a -uestion about# and $utting a stic/y note e'ery time you can ma/e a te)t(self connection* Students 4ill7 Students read aloud when their name is called or they 'olunteer*

&isten for name to be called from inde card.

Use Thin/ Aloud strategies to model ma/ing good obser'ations while reading aloud for $eers*

Students listen to e)$ectations of summary in their interacti'e

the summary in their interacti'e science noteboo/s* I want you to include pictures! diagrams! and phrases that summari(e what an ecosystem is! and what urban ecology means.

science noteboo/s* Students indi'idually com$lete a summary in their interacti'e science noteboo/s using $ictures# diagrams# and $hrases to e)$lain the com$onents of an ecosystem# what urban ecology means# and one te)t(self connection they made form reading the article in the guided $ractice $ortion*

)lso put one te t%self connection that you made from the article in your summary.

Differentiation 0E>>1 Teacher wor/s with small grou$ to hel$ them create their summaries using $ictures# diagrams# and 'ocabulary words* 2losing/Student ?eflection/?eal(life connections7 Weve all interacting with the natural world in one way or another. Think about what other ways you interact with the natural environment in your daily lives. What do you get from the environment? What does the environment get from you? Additional Accommodations which might be made7 Students with gifts/talents7 As/ students to write their daily acti'ities where they interact with the natural en'ironment in their summary* Students with s$ecial needs7 <a'e students draw and list the com$onents of an ecosystem*

Title of Lesson: Urban Water Cycle in Arizona Duration of lesson: 60 minutes

Teacher7 Meghan Trimaloff Standards 0Ari,ona Social Studies# 2ommon 2ore# .ETS(S17

Grade7 8th Grade Social Studies/Science

S&' ()' PO *' Describe how 0e*g*# deforestation# desertification1 humans modify ecosystems* S&' ()' PO &' E)$lain how technology $ositi'ely and negati'ely affects the en'ironment* S&' ()' PO )' Analy,e changing ideas and 'iew $oints on the best use of natural resources 0e*g*# 'alue of oil# water use# forest management1* Summary/8'er'iew of the lesson7 Students learn about the natural water cycle and how Phoeni)# Ari,ona6s urbani,ation influences it* 8b3ecti'es# S45AT7 Summari,e what the urban water cycle loo/s li/e by researching and drawing their city6s own water cycle* Assessment/E'aluation/E'idence of Mastery 0Measurable17 Students will identify their own water consum$tion at home through obser'ation of 'arious daily acti'ities* Prere-uisite /nowledge7 Students should ha'e an understanding of the natural water cycle $rior to this lesson* Students need to /now how to thin/ with e'idence in mind# communicate orally# wor/ with $eers# and use -uantitati'e data* 9ey 'ocabulary7 Consumption: using a resource for eating! drinking! or other necessities Conservation: using natural resources carefully! as not to deplete or waste them. Materials7 @ 2onsum$tion 2hart 4or/sheet $df(one $er grou$ @ 4ater 5ottle 4or/sheet $df(one $er grou$ @ &(gallon $lastic bottle filled with water

Water Cycle: the continuous movement of water on! above and below the surface of 'arth.

@ 2alculator : one $er grou$ @ &!(inch ruler with centimeter measurements : one $er grou$ @ 4riting utensils 0$encil and mar/ers or dry(erase mar/ers1 @ AA 4ater 2onsum$tion slides $df 0or $re$ared consum$tion cards1

8$ening 0state ob3ecti'es# connect to $re'ious learning# and ma/e rele'ant to real life# antici$atory set1 We all know by now that living things need water in order to survive. Why do you think its so hard to find water in the desert? *ince we live in the desert! its often hard to find water as it becomes very dry here sometimes. When water is not available for us! it become known as a drought. &ets look at how we get water in )ri(ona! and how we use it as part of our way of living in the city. +nstructional +n$ut Teacher 4ill7 ?ead Section &*! of 2ha$ter & from ;Urban 4ater 2ycle Processes and +nteractions*6 )s Im reading this! Im thinking about the different ways in which I consume water in my own daily life. I brush my teeth! I take a shower! I wash the dishes! I water the plants! and I drink water. The book says that in order to get water! we need to use technology to transport it throughout our city and into our homes. Im thinking that Id like to know more about where my water comes from and how it gets to my house. After reading the boo/# the teacher $uts on the 'ideo from .ational Geogra$hic entitled ;The Urban 4ater 2ycle*6 Were going to watch this film about how humans interrupt the natural cycle of water in order to consume and use it for our every Students watch ;The Urban 4ater 2ycle6 'ideo and ta/e notes* Students 4ill7 >isten to ?ead Aloud and Thin/ Aloud by the teacher*

day lives. I want you to be thinking about your own daily activities that re$uire you to use water. Differentiation 0E>>1 Pro'ide E>> students with 'isuals to go along with the ?ead Aloud in the form of a Power Point on the Smart 5oard* Guided Practice Teacher 4ill7 Pass out iPads to each $air at each table* +oure going to be working with your shoulder partner to research the urban water cycle in #hoeni ! )ri(ona. To start! I want you to go to ,The "rban Water -ycle. *ustaining /ur 0odern -ities 1ational 2eographic webpage and navigate around. /nce you have clicked on all of the topics and taken some notes in your interactive science notebook! feel free to use 2oogle for more information. +ou need to collect ten important pieces of information on how our urban water cycle works in #hoeni ! including the components and more specifically how it gets to your houses. Differentiation 0E>>1 Teacher $ulls grou$ aside and wor/s with E>>s to $erform tas/ of researching ten im$ortant $ieces of information on how our urban water cycle wor/s in Phoeni)# including the com$onents and more s$ecifically how it gets to your houses* Bisuals are used by the teacher to su$$ort language /ey terms and conce$ts for the urban water cycle* +nde$endent Practice Teacher 4ill7 1ow that youve found all of your necessary information! youre going to individually summari(e the urban water cycle in your interactive science notebook. "se pictures! diagrams! and words to represent all of the components. Students 4ill7 Students summari,e the information that they researched using $ictures# diagrams# and words in their indi'idual interacti'e science noteboo/s* Students 4ill7 Students $artner u$ with shoulder $artner at table* Students listen to instructions and e)$ectations set by teacher

Students get out their interacti'e science noteboo/s*

Students research with $artner to find ten im$ortant $ieces of information on how our urban water cycle wor/s in Phoeni)# including the com$onents and more s$ecifically how it gets to your houses

Differentiation 0E>>1 4or/ with grou$ of E>> students to hel$ them draw $ictures and use short $hrases to summari,e their researched information on the urban water cycle* 2losing/Student ?eflection/?eal(life connections7 Weve learned about how the city of #hoeni modifies! uses! and consumes water from the natural water cycle in order to create what we call and urban water cycle. 3ecall those daily activities that I asked you to think about at the beginning of the lesson. Think about this. What are some ways that you can reduce your water usage and consumption in your daily life? Additional Accommodations which might be made7 Students with gifts/talents7 As/ students to thin/ of ways that Phoeni) can reduce its usage and consum$tion in order to conser'e water in its urban water cycle* Students with s$ecial needs7 As/ students to find C crucial $ieces of information to summari,e about the urban water cycle in Phoeni)* ?esources7 Ari,ona State Uni'ersity# School of Sustainability course

Title of Lesson: Household Waste as a Potential Hazard Duration of lesson: 60 minutes

Teacher7 Meghan Trimaloff Standards 0Ari,ona Social Studies# 2ommon 2ore# .ETS(S17

Grade7 8th Grade Social Studies/Science

S&' (,' PO *' Analy,e ris/ factors of and $ossible solutions to chemical and biological ha,ards* S&' ()' PO &' E)$lain how technology $ositi'ely and negati'ely affects the en'ironment* S,' (*' PO*' Analy,e the ris/ factors associated with natural# human induced# and/or biological ha,ards# including waste dis$osal of industrial chemicals and greenhouse gases* Summary/8'er'iew of the lesson7 Students will use /inesthetic models to understand the ris/ factors associated with dis$osing of household waste in landfills* /b4ective 5' plicit6. The students will be able to identify the $ossible ris/s that affect groundwater when dis$osing of industrial chemicals in landfills by creating a model* *tudent%7riendly. + can identify the ris/ factors associated with dis$osing of ha,ardous chemicals in landfills* Assessment/E'aluation/E'idence of Mastery 0Measurable17 Exceeds : Students will analy,e their created landfill models to identify three ma3or affects that a chemical lea/ can ha'e on groundwater* Meets : Students will analy,e their created landfill models to identify one ma3or affect that a chemical lea/ can ha'e on groundwater* Falls Far Belo groundwater* : Students will analy,e a $re(constructed landfill model to identify one ma3or affect that a chemical lea/ can ha'e on

Prere-uisite /nowledge7 *tudents will discuss how landfills are created. *tudents will be able to create the components of a landfill.

*tudents will be able to identify the relationship between a disposal risk factor and groundwater. *tudents will be able to make connections between their own lives and the environment. 9ey 'ocabulary7 !isposal 8 the action or $rocess of throwing away or getting rid of something* "and#ill % a $lace to dis$ose of refuse and other waste material by burying it and co'ering it o'er with soil# es$* as a method of filling in or e)tending usable land* Ha$ardous 8 something that is dangerous %is& #actor % something that is li/ely to increase the chances that a $articular e'ent will occur* Materials7 %#ieces of a landfill 5made out of paper6 %*ee%through plastic cups %7ruit roll ups %090s %/reos %Water %Worksheet %Interactive *cience 1otebook %#encil

8$ening 0state ob3ecti'es# connect to $re'ious learning# and ma/e rele'ant to real life# antici$atory set1 Have you ever though about where your grabage goes after you put it in the trash? Were going to be able to identify the risks that occur when we put dangerous chemicals in the trash. Where do they go? Where do they end up? Well be able to answer these $uestions. Think about the water cycle we learned about earlier in the year and make connections. +nstructional +n$ut Teacher 4ill7 Teacher discusses that a landfill is used for dis3osal of items that cannot be recycled or reused* 2hec/ for understanding7 4hat /ind of items can be recycledD 5ac/ground /nowledge is accessed when tal/ing about the $re'ious lesson on recycling* Teacher $ieces together a diagram on the board of the com$onents of a landfill* Teacher ma/es a list ne)t to the diagram of materials that are ty$ically thrown away* Students recall and gi'e teacher e)am$les of items that can be recycled* Students follow along by drawing the diagram on their indi'idual wor/sheets* Students hel$ teacher create a list of materials that are thrown away and dis$osed of at landfills* Students 4ill7

Teacher discusses which materials are ha4ardous# including household and industrial chemicals* 2hec/ for understanding7 4hat other materials are ha,ardousD <a,ardous materials in landfills cause ris5 factors to our society# or increased chances for an e'ent to occur* These e'ents are usually harmful to society* Differentiation 0E>>1 <a'e E>> students or students who ==5 wor/ together to draw diagram* Guided Practice Teacher 4ill7 ?ecall7 4hich $art of the water cycle interacts with the groundD Thin/* Pair* Share* +f a landfill is created in the ground# then it $robably interacts with the water in the ground* 4hat ris/ factors could occur if our ha,ardous materials li/e household and industrial chemicals are sitting in landfills right nowD Teacher creates a list of ris/ factors that could occur* 4e are going to focus on what ha$$ens when household and industrial chemicals lea/ out of a landfill and into the groundwater* Tell students their challenge is to recreate a landfill that will reduce the ris/ of a chemical lea/ with the hel$ of the diagram they drew on their wor/sheet* Pair u$ students and gi'e each one a cu$ to re$resent a hole in the earth# a fruit roll u$ to re$resent the $lastic lining# some oreo crumbs to re$resent the ground 0dirt1# and mEms to re$resent different chemicals* They can only use these materials to build their landfills* Gi'e students &C minutes to com$lete this acti'ity* Teacher $ours water in each cu$# one at a time# to re$resent rain water* Students create a landfill with a $artner using only the gi'en materials* Students share out their ideas for ris/ factors that could occur* Students 4ill7 Students answer that groundwater interacts with the ground* Students discuss -uestion with $artners* Students res$ond with e)am$les of other ha,ardous materials*

8bser'e which cu$s were able to a'oid chemical lea/s into the groundwater* The MEMs will bleed into the water# and if there is a lea/ you will see this colored water underneath the $lastic lining in the dirt 0oreos1* Differentiation 0E>>1

8ne student from each $air lines u$ at the front of the room and holds their cu$ u$ for e'eryone to obser'e* 8bser'e which cu$s were able to a'oid chemical lea/s into the groundwater*

Su$$ort( Teacher wor/s with a grou$ of students who need e)tra hel$ $iecing together the com$onents of the landfill* E)tension( <a'e students orally re$ort on their chosen techni-ues for building their landfill* +nde$endent Practice Teacher 4ill7 Pro'ide two short $rom$ts on the board for students to answer indi'idually in their +nteracti'e Science .oteboo/s 0+S.17 4hat ris/s factors are associated with dis$osing of ha,ardous materials in landfillsD <ow can we $re'ent these ris/ factorsD Students 4ill7 Students indi'idually answer the $rom$ts on the board according to what they learned throughout the lesson*

Differentiation 0E>>1 2hallenge( Answer another $rom$t7 <ow does dis$osing of chemicals in landfills affect our drin/ing waterD Su$$ort( Discuss with a small grou$ the answers to the $rom$ts* E)tension( 4rite about a solution to a'oid chemical lea/s in landfills* 2losing/Student ?eflection/?eal(life connections7 4hen we throw away ha,ardous materials li/e chemicals# they end u$ in landfills* These chemicals can cause many ris/ factors to our society# including contamination of groundwater* Fuestion to $ose7 <ow can we reduce ris/ factorsD Additional Accommodations which might be made7 Students with gifts/talents7 Pro'ide additional $rom$ts for students to answer* Students with s$ecial needs7 Discuss with a small grou$ the answers to the $rom$ts*