The Benefits and Consequences of The Benefits and Consequences of Dependency on Non-Renewable EnergyDependency on Non-Renewable Energy

Yvonne Alley, Colleen Simpson, Jessica Truett

Unit SummaryUnit Summary The British Petroleum Oil Spill in the Gulf of Mexico is of high interest to all, The British Petroleum Oil Spill in the Gulf of Mexico is of high interest to all,

especially those located in the Gulf Coast Region. This incident is a current event especially those located in the Gulf Coast Region. This incident is a current event that allows students the opportunity to explore the deeper issue of energy use and that allows students the opportunity to explore the deeper issue of energy use and the need to find alternative sources. Students will be able to analyze the disaster the need to find alternative sources. Students will be able to analyze the disaster from several different perspectives to include the economic, environmental, from several different perspectives to include the economic, environmental, political and social impact this disaster will have on the Gulf Coast Region. political and social impact this disaster will have on the Gulf Coast Region.

Students will gain a broader understanding of the financial, economic and Students will gain a broader understanding of the financial, economic and environmental issues related to energy use as well as how the consumption of oil environmental issues related to energy use as well as how the consumption of oil directly affects their lives and local communities. Students will also develop their directly affects their lives and local communities. Students will also develop their ability to work collaboratively to create alternative solutions for reducing the ability to work collaboratively to create alternative solutions for reducing the consumption of non- renewable resources that can satisfy demands whilst consumption of non- renewable resources that can satisfy demands whilst respecting the limits imposed by nature. Students will also develop their analytic, respecting the limits imposed by nature. Students will also develop their analytic, evaluative, and problem solving skills in accordance with Florida Sunshine State evaluative, and problem solving skills in accordance with Florida Sunshine State Standards and Blooms Taxonomy of thinking by investigating the consequences Standards and Blooms Taxonomy of thinking by investigating the consequences of depending on a non renewable resource such as oil and developing possible of depending on a non renewable resource such as oil and developing possible solutions to the problem. solutions to the problem.

There is an abundance of past and current resources that can be used for this There is an abundance of past and current resources that can be used for this thematic unit across several disciplines of study. The theme is sufficiently broad thematic unit across several disciplines of study. The theme is sufficiently broad enough to contain many subtopics and allow for student input for the selection of enough to contain many subtopics and allow for student input for the selection of topics relative to each discipline. Students are already motivated to get involved topics relative to each discipline. Students are already motivated to get involved and this thematic unit will allow them to become active participants in this current and this thematic unit will allow them to become active participants in this current event and learn that their efforts can make a difference. The unit will also allow event and learn that their efforts can make a difference. The unit will also allow students opportunity for introspective global thought as they learn through their students opportunity for introspective global thought as they learn through their research that each individual has a civic responsibility for stewardship of the research that each individual has a civic responsibility for stewardship of the environment. environment.

MajorMajor ConceptsConcepts

Social StudiesSocial StudiesSocial and Economic effects Social and Economic effects

Supply and Demand of Natural ResourcesSupply and Demand of Natural ResourcesSocial ResponsibilitySocial ResponsibilityEnergy AwarenessEnergy AwarenessGeographic dataGeographic dataConsequences of changing physical Consequences of changing physical environmentenvironment

MathMath• Data AnalysisData Analysis• EstimationEstimation• ProportionsProportions• ComputationsComputations• GeneralizationsGeneralizations

Language ArtsLanguage ArtsQuality of lifeQuality of life

Informational/Expository WritingGlobal WarmingElectronic TechnologyVocabulary BuildingVocabulary BuildingCompare/Contrast Compare/Contrast Inference/Generalizations:Inference/Generalizations:

ScienceScience• Oil cleanup methodsOil cleanup methods

– Aquatic, Terrestrial, AnimalsAquatic, Terrestrial, Animals

• Principles of EcologyPrinciples of Ecology– Food Webs, Energy Flow, Interdependence, Food Webs, Energy Flow, Interdependence,

Limiting FactorsLimiting Factors

• Non-Renewable EnergyNon-Renewable Energy– Benefits & ConsequencesBenefits & Consequences

• Renewable EnergyRenewable Energy– Technology & LimitationsTechnology & Limitations

Graphic Organizer

Energy Flow

Renewable Energy

Energy Awareness Benefits & Consequences of Dependency

on Non-Renewable

Energy

Mathematics

Science

Language Arts/Readin

g

Social Studies

Data Analysis

GeneralizationsEstimation

Computations

Oil Clean Up Methods

Principles of Ecology

Non-Renewable Energy

Geographic Data

Supply and Demand of Natural Resources

Consequences of Changing Physical

Environment

Social and Economic Effects

Informational/Expository Writing

Global Warming

Graphic Organizers

Electronic Technology

Vocabulary Building

Inference/Generalizations

What the Future Holds

Information Gathering/Analyze

Changing our Lifestyles

Food Webs

Interdependence

Benefits Consequences

On the Beach

On the Water

On Animals

Social Responsibility

Compare/Contrast

Non -renewable energy: the Human

Cost

Proportions

Limiting Factors

Limitations

Technology

Focus Questions1. What are renewable and non-renewable energy resources?

2. What are the environmental/economic and social consequences of depending on non-renewable resources such as oil?

3. What are the benefits of renewable energy and how could they help reduce oil dependency?

4. How has Gulf oil disaster influenced government responsibility and individual social responsibility relative to energy use?

5. How can disasters such as the Gulf Oil Spill be prevented in the future?

Math Learning GoalsMath Learning Goals

• To understand the economic and environmental To understand the economic and environmental impact of past and present oil spills.impact of past and present oil spills.

• To learn how to solve problems related to the use To learn how to solve problems related to the use of non-renewable energy resources.of non-renewable energy resources.

• To learn how to create various graphs.To learn how to create various graphs.

• To demonstrate how to collect and organize To demonstrate how to collect and organize information.information.

• To learn how to create a survey, analyze data, To learn how to create a survey, analyze data, and make generalizations.and make generalizations.

• To understand and explore the safety of oil rigs.To understand and explore the safety of oil rigs.

• To explore and create a renewable energy To explore and create a renewable energy source.source.

Social Studies Learning GoalsSocial Studies Learning Goals

• Extend and Refine use of various map forms and other Extend and Refine use of various map forms and other geographic representations to acquire, process, and report geographic representations to acquire, process, and report geographic information.geographic information.

• Know ways selected regions are interconnected and Know ways selected regions are interconnected and interdependent.interdependent.

• Extend and refine understanding of environmental Extend and refine understanding of environmental consequences of people changing the physical environment in consequences of people changing the physical environment in selected regions.selected regions.

• Understands the basic principles of economic supply and Understands the basic principles of economic supply and demand and how they apply to various economic systems in demand and how they apply to various economic systems in selected regions.selected regions.

• Extend and refine knowledge of ways current issues affect Extend and refine knowledge of ways current issues affect political, social, and economic systems in selected regions.political, social, and economic systems in selected regions.

Science Learning Goals• Differentiate non-renewable energy and renewable

energy.

• Understand how non-renewable energy sources are harmful to the environment.

• Differentiate the different types of renewable energy and their limitations.

• Build a hydrogen fuel cell model.

• Understand the different methods for cleaning up and oil spill in aquatic and terrestrial habitats.

• Identify basic principles of ecology, specifically the structure and energy flow of food web.

• Understand how all living organism are effected by each other and the limiting factors that exist in that ecosystem.

Language Arts Learning Goals

• The student uses multiple strategies to develop grade appropriate vocabularyThe student uses multiple strategies to develop grade appropriate vocabulary

• The student uses a variety of strategies to comprehend grade level textThe student uses a variety of strategies to comprehend grade level text

• The student identifies, analyzes, and applies knowledge of a variety of nonfiction, The student identifies, analyzes, and applies knowledge of a variety of nonfiction, informational and expository texts to demonstrate an understanding of informational and expository texts to demonstrate an understanding of information presented.information presented.

• The student will use prewriting strategiesThe student will use prewriting strategies

• The student will write a draft appropriate to topic, audience, and purpose.The student will write a draft appropriate to topic, audience, and purpose.

• The student will write a final product for the intended audienceThe student will write a final product for the intended audience

• The student develops and demonstrates technical writing that provides The student develops and demonstrates technical writing that provides information relative to real-world tasks.information relative to real-world tasks.

• The student effectively applies listening and speaking strategiesThe student effectively applies listening and speaking strategies

• The student comprehends the wide array of informational text that is part of our The student comprehends the wide array of informational text that is part of our day to day experiencesday to day experiences

• The student uses a systematic process for the collection, processing, and The student uses a systematic process for the collection, processing, and presentation of informationpresentation of information

• The student develops and demonstrates an understanding of media literacy as a The student develops and demonstrates an understanding of media literacy as a life skill that is integral to informed decision makinglife skill that is integral to informed decision making

• The student develops the essential technology skills for using and understanding The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes.conventional and current tools, materials and processes.

Student Learning OutcomesStudent Learning OutcomesLanguage Arts Language Arts • Students working in pairs will be able to find 8 of 10 meanings for assigned using the internet.Students working in pairs will be able to find 8 of 10 meanings for assigned using the internet.

Student working in pairs will be able to locate 8 out of 10 real world visual examples of the context vocabulary Student working in pairs will be able to locate 8 out of 10 real world visual examples of the context vocabulary words are used.words are used.

• Students working in pairs and using assigned materials will create a chart that shows each word’s meaning and Students working in pairs and using assigned materials will create a chart that shows each word’s meaning and

• Students will each read assigned newspaper article on gulf oil spill and highlight minimum of 80% lesson Students will each read assigned newspaper article on gulf oil spill and highlight minimum of 80% lesson vocabulary words.vocabulary words.

• Students will each identify 80% of organizational text features used in assigned article.Students will each identify 80% of organizational text features used in assigned article.Each student will write a1 paragraph explaining why these organizational features are used and how they help Each student will write a1 paragraph explaining why these organizational features are used and how they help the reader. the reader.

• Students working in pairs will use the internet to locate 3 primary and 4 secondary resources on the Exxon Valdez Students working in pairs will use the internet to locate 3 primary and 4 secondary resources on the Exxon Valdez and Gulf Coast oil disaster and Gulf Coast oil disaster Students will each read their primary and secondary sources and identify a minimum of 4 main ideas about the Students will each read their primary and secondary sources and identify a minimum of 4 main ideas about the human cost of each disaster from each source and record on assigned graphic organizer. human cost of each disaster from each source and record on assigned graphic organizer.

• Students working in pairs will create a front page newspaper article using power point, primary and secondary Students working in pairs will create a front page newspaper article using power point, primary and secondary source main points that describes the human cost of oil dependency. source main points that describes the human cost of oil dependency.

• Students will incorporate a minimum of 4 organizational text features in their article.Students will incorporate a minimum of 4 organizational text features in their article.

• Students working in pairs and using assigned internet sources will gather research information on 4 causes and 4 Students working in pairs and using assigned internet sources will gather research information on 4 causes and 4 effects of global warming.effects of global warming.

• Students will each select articles that illustrate 4 different types of text format and write 1 paragraph that Students will each select articles that illustrate 4 different types of text format and write 1 paragraph that explains the difference in the characteristics of each format explains the difference in the characteristics of each format

Student Learning Outcomes Student Learning Outcomes (continued)(continued)

Language ArtsLanguage Arts• Using internet resources and working in pairs students will find 10 possible solutions to help reduce Using internet resources and working in pairs students will find 10 possible solutions to help reduce

global warming, 1 solution will included reducing carbon footprint and 1 solution will include information global warming, 1 solution will included reducing carbon footprint and 1 solution will include information on “going green.” on “going green.”

• Students working in pairs will create a technical booklet that explains 8 steps to take to convert to Students working in pairs will create a technical booklet that explains 8 steps to take to convert to “going green.”“going green.”

• Students working in groups of four and using previous internet research and previous activities will Students working in groups of four and using previous internet research and previous activities will develop an informational documentary report on how non renewable energy use is contributing to global develop an informational documentary report on how non renewable energy use is contributing to global warming.warming.

• Students in their groups will be able to select correct prewriting strategy to develop documentary main Students in their groups will be able to select correct prewriting strategy to develop documentary main ideas using their primary and secondary sources. ideas using their primary and secondary sources.

• Students in their groups will use a minimum of 2 graphic organizers to organize their main ideas and Students in their groups will use a minimum of 2 graphic organizers to organize their main ideas and supporting details relevant to their topic.supporting details relevant to their topic.

• Students in their groups will be able to draft scripts for documentary presentation by organizing Students in their groups will be able to draft scripts for documentary presentation by organizing information into a logical sequence that divides documentary into 4 distinct segments. information into a logical sequence that divides documentary into 4 distinct segments.

• Students in their groups will be able to prepare 4 scripts using assigned media technology in a format Students in their groups will be able to prepare 4 scripts using assigned media technology in a format appropriate to communicate their message to the audience appropriate to communicate their message to the audience

• Students in their groups will be able to present a thesis statement, introduction to the problem, Students in their groups will be able to present a thesis statement, introduction to the problem, examples of effects on human and environment, and concluding predictions of what the future may look examples of effects on human and environment, and concluding predictions of what the future may look like if global warming continues.LA.7.4.2.3like if global warming continues.LA.7.4.2.3

• Students in their groups will be able to effectively deliver their speech to inform audience, using Students in their groups will be able to effectively deliver their speech to inform audience, using appropriate language eye contact, gestures la7.5.2.3 appropriate language eye contact, gestures la7.5.2.3

• Students in their groups will develop a concluding statement based on their research by making 2 Students in their groups will develop a concluding statement based on their research by making 2 predictions on how continuing dependency on non renewable energy and reluctance to alter lifestyle will predictions on how continuing dependency on non renewable energy and reluctance to alter lifestyle will affect global warming outcomes for the future. affect global warming outcomes for the future.

StudentStudent Learning Outcomes Learning OutcomesScienceScience• The students will be able to differentiate between renewable energy resources and The students will be able to differentiate between renewable energy resources and

non-renewable energy resources.non-renewable energy resources.

• With the application of ecological principles, the students will be able to create a With the application of ecological principles, the students will be able to create a specific ecological food web with all the basic components identified.specific ecological food web with all the basic components identified.

• Using their constructed food webs, students will be able to predict how an oil spill will Using their constructed food webs, students will be able to predict how an oil spill will effect their ecosystems.effect their ecosystems.

• Using knowledge of the environmental impacts that oil has on ecosystems, the Using knowledge of the environmental impacts that oil has on ecosystems, the students will be able to display how our local ecosystem will be effected by the students will be able to display how our local ecosystem will be effected by the Deepwater Horizon oil spill.Deepwater Horizon oil spill.

• With the aid of CNN's website, the students will be able to create a timeline on the With the aid of CNN's website, the students will be able to create a timeline on the Deepwater Horizon Oil Spill.Deepwater Horizon Oil Spill.

• The students will be able to explain the different techniques used to clean oil spills.The students will be able to explain the different techniques used to clean oil spills.

• Using knowledge of oil spill clean up methods, the students will be able create a Using knowledge of oil spill clean up methods, the students will be able create a controlled oil spill and test cleanup techniques on a controlled oil spill.controlled oil spill and test cleanup techniques on a controlled oil spill.

• The students will be able to invent new techniques to clean up and prevent future oil The students will be able to invent new techniques to clean up and prevent future oil spills.spills.

• The students will be able to compare and contrast the benefits and limitations of The students will be able to compare and contrast the benefits and limitations of alternative energy.alternative energy.

• Using knowledge of alternative energy, the students will be able to build a model that Using knowledge of alternative energy, the students will be able to build a model that uses alternative energy.uses alternative energy.

• Applying all learning experiences from the unit, the students will be able to develop & Applying all learning experiences from the unit, the students will be able to develop & write a R.A.F.T. to persuade the public to convert to alternative energy resources.write a R.A.F.T. to persuade the public to convert to alternative energy resources.

Student Learning OutcomesStudent Learning Outcomes

MathMath

• The students will identify renewable and non renewable energy, The students will identify renewable and non renewable energy, and use this data to create a survey.and use this data to create a survey.

• Students will interpret, explain, and create displays of data in a Students will interpret, explain, and create displays of data in a graph or table with 80% accuracy.graph or table with 80% accuracy.

• Using the information from the graph or table, students will Using the information from the graph or table, students will present findings and make generalizations about the general present findings and make generalizations about the general populations. populations.

• Using collected data, students will calculate with 80% accuracy, Using collected data, students will calculate with 80% accuracy, the amount of oil spilled in the Valdez oil spill compared to the the amount of oil spilled in the Valdez oil spill compared to the Gulf oil spill.Gulf oil spill.

• Students will calculate, compare, and report an estimation of the Students will calculate, compare, and report an estimation of the cost to clean up each oil spill.cost to clean up each oil spill.

• The students will research and record facts about solar power.The students will research and record facts about solar power.• Given material and plans, students will calculate and build a solar Given material and plans, students will calculate and build a solar

power oven and cook something in their oven. power oven and cook something in their oven. • Students will collect, and analyze information about oil rig safety Students will collect, and analyze information about oil rig safety

systems.systems.• Using oil rig data, students will design a prototype of an Using oil rig data, students will design a prototype of an

emergency cutoff system.emergency cutoff system.

StudentStudent Learning Outcomes Learning OutcomesSocial StudiesSocial Studies• Students working in pairs will be able to identify all the states and capitals of the Gulf Coast Students working in pairs will be able to identify all the states and capitals of the Gulf Coast

region using an atlas. region using an atlas.

• Students working in pairs will be able to label and color each of the states on a blank Students working in pairs will be able to label and color each of the states on a blank political map correctly, using colored pencils.political map correctly, using colored pencils.

• Students working in pairs will identify a minimum of 5 resources associated with the gulf Students working in pairs will identify a minimum of 5 resources associated with the gulf coast region.coast region.

• Students working in pairs will be able to label correctly the physical characteristics and Students working in pairs will be able to label correctly the physical characteristics and natural resources of the Gulf Coast region on a blank physical map from an overhead list natural resources of the Gulf Coast region on a blank physical map from an overhead list using colored pencils. using colored pencils.

• Students will each be able to identify 8 of 10 Physical and Human characteristics of a Students will each be able to identify 8 of 10 Physical and Human characteristics of a place, by grouping them into respective categories on a worksheet, from overhead visual place, by grouping them into respective categories on a worksheet, from overhead visual examples of characteristics.examples of characteristics.

• Students will each be able to write 3 inferences using the information from their categories Students will each be able to write 3 inferences using the information from their categories worksheet on how a way of life may be affected as a result of changing the physical worksheet on how a way of life may be affected as a result of changing the physical environment. environment.

• Students will each be able to use their assigned internet resources to locate a minimum of Students will each be able to use their assigned internet resources to locate a minimum of 4 articles and 1 graph on economic development along the gulf coast over the past five 4 articles and 1 graph on economic development along the gulf coast over the past five years. years.

Student Learning Outcomes Social Student Learning Outcomes Social Studies (continuedStudies (continued) )

• Students working in pairs will be able to create 1 power point comparison chart using their research Students working in pairs will be able to create 1 power point comparison chart using their research information that illustrates the economic effects of the Gulf Oil Spill on the economy of the Gulf Coast information that illustrates the economic effects of the Gulf Oil Spill on the economy of the Gulf Coast Region. Region.

• Students using their comparison chart information will each be able to write an expository essay Students using their comparison chart information will each be able to write an expository essay describing in their own words 3 possible social or economic consequences of how dependency on non describing in their own words 3 possible social or economic consequences of how dependency on non renewable energy resources can affect a way of life of any region. renewable energy resources can affect a way of life of any region.

• Students will each be able to locate research information on the social and economic benefits of 3 Students will each be able to locate research information on the social and economic benefits of 3 renewable energy resources from their assigned internet websites. renewable energy resources from their assigned internet websites.

• In pairs students will be able to analyze their research and select a minimum of 6 main points and In pairs students will be able to analyze their research and select a minimum of 6 main points and supporting details to prepare a 5 minute persuasive debate on the economic and social benefits of using supporting details to prepare a 5 minute persuasive debate on the economic and social benefits of using renewable energy resources. renewable energy resources.

• In pairs students will present their debates to their peers and will be able to defend their argument by In pairs students will present their debates to their peers and will be able to defend their argument by answering all questions made by their class peers in a 1 minute question response session. answering all questions made by their class peers in a 1 minute question response session.

• Students using materials provided by teacher will each be able to visually show the relationship between Students using materials provided by teacher will each be able to visually show the relationship between supply and demand by creating 1 cartoon that illustrates one or more examples of how an economy is supply and demand by creating 1 cartoon that illustrates one or more examples of how an economy is either supported or diminished by economic supply and demand principles. either supported or diminished by economic supply and demand principles.

• Students in groups of four will design an energy awareness school wide campaign using computer Students in groups of four will design an energy awareness school wide campaign using computer graphics and software to create posters that show a minimum of 5 ways everyone can conserve energy.graphics and software to create posters that show a minimum of 5 ways everyone can conserve energy.

• Students in groups of four will include at least 2 examples of how renewable energy resources can be used Students in groups of four will include at least 2 examples of how renewable energy resources can be used to decrease the demand for non renewable energy consumption. to decrease the demand for non renewable energy consumption.

• Students will each write a persuasive letter to the Governor using their research information to justify Students will each write a persuasive letter to the Governor using their research information to justify their argument or case either for or against off shore drilling. their argument or case either for or against off shore drilling.

StandardsStandardsLanguage ArtsLanguage Arts• LA.7.1.6.1 The student will use new vocabulary that is introduced and taught directly; LA.7.1.6.1 The student will use new vocabulary that is introduced and taught directly;

LA.7.1.6.5 The student will relate new vocabulary to familiar words; LA.7.1.6.5 The student will relate new vocabulary to familiar words; LA.7.1.6.3 The student will use context clues to determine meanings of unfamiliar wordsLA.7.1.6.3 The student will use context clues to determine meanings of unfamiliar words

• LA.7.2.2.1 The student will locate, use, and analyze specific information from organizational text features LA.7.2.2.1 The student will locate, use, and analyze specific information from organizational text features (table contents, headings, captions, italics, glossaries, indices, key words).(table contents, headings, captions, italics, glossaries, indices, key words).

• LA.7.2.2.2 The Student will use information from the text to state the main idea or provide relevant detailsLA.7.2.2.2 The Student will use information from the text to state the main idea or provide relevant details

• LA.7.2.2.3 The student will organize information to show understanding (representing main idea within text LA.7.2.2.3 The student will organize information to show understanding (representing main idea within text through charting, mapping, paraphrasing, summarizing or comparing/contrasting)through charting, mapping, paraphrasing, summarizing or comparing/contrasting)

• LA.7.4.2.1 The student will write in a variety of informational/expository forms (e.g., summaries, LA.7.4.2.1 The student will write in a variety of informational/expository forms (e.g., summaries, procedures, instructions, experiments, rubrics, how-to manuals, assembly instructions);procedures, instructions, experiments, rubrics, how-to manuals, assembly instructions);

• LA.7.6.4.1. The student will select and use appropriate available technologies to enhance communication.LA.7.6.4.1. The student will select and use appropriate available technologies to enhance communication.

• LA. 7.3.5.1 The Student will prepare writing using technology in a format appropriate to audience and LA. 7.3.5.1 The Student will prepare writing using technology in a format appropriate to audience and purposepurposeLA. 7.3.5.2 The student will use elements of spacing and design for graphics (tables, drawings, charts, LA. 7.3.5.2 The student will use elements of spacing and design for graphics (tables, drawings, charts, graphics) when applicable to enhance the appearance of the document graphics) when applicable to enhance the appearance of the document

• LA. 7.6.2.1 The student will select a topic, develop a prioritized search plan, and evaluative criteria to select LA. 7.6.2.1 The student will select a topic, develop a prioritized search plan, and evaluative criteria to select appropriate resources for research.appropriate resources for research.LA. 7.6.2.3 Student will write an informational report that includes a focused topic, appropriate facts and LA. 7.6.2.3 Student will write an informational report that includes a focused topic, appropriate facts and relevant details, a logical sequence, a concluding statement, and a list of sources used.relevant details, a logical sequence, a concluding statement, and a list of sources used.LA.7.3.1.3 The students will prewritten by using organizational strategies and tools (e.g., technology, LA.7.3.1.3 The students will prewritten by using organizational strategies and tools (e.g., technology, outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a personal outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style. organizational style. LA.7.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts LA.7.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details.through inferring, paraphrasing, summarizing, and identifying relevant details.

StandardsStandards

ScienceScience

• SC.7.E.6.6 Identify the impact that humans have had on SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, Earth, such as deforestation, urbanization, desertification, erosion, air and water qualify, changing the flow of water.erosion, air and water qualify, changing the flow of water.

• SC.7.E.6.Pa.d Distinguish between clean and dirty waterSC.7.E.6.Pa.d Distinguish between clean and dirty water

• SC.7.L.12.1 Explain and illustrate the roles of and SC.7.L.12.1 Explain and illustrate the roles of and relationships among producers, consumers, and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.decomposers in the process of energy transfer in a food web.

• SC.7.L.17.3 Describe and investigate various limiting factors SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sitesparasitism, predation, and nesting sites..

StandardsStandardsMathMath

• MA.7.S.6.1 Evaluate the reasonableness of a sample to MA.7.S.6.1 Evaluate the reasonableness of a sample to determine the appropriateness of generalization made determine the appropriateness of generalization made about the populations. about the populations.

• M.A.7.A.3.3- Formulate and use different strategies to solve M.A.7.A.3.3- Formulate and use different strategies to solve one-step and two-step linear equations, including equations one-step and two-step linear equations, including equations with rational coefficients. with rational coefficients.

• MA.7.S.6.2: Construct and analyze histograms, stem-and-MA.7.S.6.2: Construct and analyze histograms, stem-and-leaf plots, and circle graphs.leaf plots, and circle graphs.

• MA.7.A.1.4: Graph proportional relationships and identify MA.7.A.1.4: Graph proportional relationships and identify the unit rate as the slope of the related linear function. the unit rate as the slope of the related linear function.

• MA.7.A.1.1: Distinguish between situations that are MA.7.A.1.1: Distinguish between situations that are proportional or not proportional, and use proportions to proportional or not proportional, and use proportions to solve problems solve problems

StandardsStandardsSocial StudiesSocial Studies

• Standard 1 Geography: Understand how to use maps and other geographic Standard 1 Geography: Understand how to use maps and other geographic representations, tools, and technology to report Information.representations, tools, and technology to report Information.

SS.7.G.1.1 Locate the states that constitute the Gulf Coast RegionSS.7.G.1.1 Locate the states that constitute the Gulf Coast Region

• Standard 2 Geography: Understands physical and cultural characteristics of places.Standard 2 Geography: Understands physical and cultural characteristics of places.

SS.7.G.2.3 Explain how major physical characteristics, natural resources and climate have SS.7.G.2.3 Explain how major physical characteristics, natural resources and climate have influenced settlement and economy of Gulf Coast regioninfluenced settlement and economy of Gulf Coast region

• Standard 3 Geography: Understands the relationship between the Earth’s Ecosystems and Standard 3 Geography: Understands the relationship between the Earth’s Ecosystems and the populations that dwell within them.the populations that dwell within them.

SS.7.G.3.1 Use maps to identify location and abundance of natural resources in Gulf Coast SS.7.G.3.1 Use maps to identify location and abundance of natural resources in Gulf Coast regionregion

• Standard 5 Geography: Understand how human actions can impact the environment. Standard 5 Geography: Understand how human actions can impact the environment.

SS.7.G.5.1 Use a choropleth or other map to geographically represent current information SS.7.G.5.1 Use a choropleth or other map to geographically represent current information about issues of conservation or ecology in the local community about issues of conservation or ecology in the local community 

• Standard 1 Economics: understand the fundamental concepts relevant to the development Standard 1 Economics: understand the fundamental concepts relevant to the development of a market economy.of a market economy.

SS.7.E.1.3. Review the concepts of supply and demand as they relate to the development SS.7.E.1.3. Review the concepts of supply and demand as they relate to the development of a mixed market economy in the United Statesof a mixed market economy in the United States   

• Standard 2 Civics and Government: evaluate the roles rights and responsibilities of United Standard 2 Civics and Government: evaluate the roles rights and responsibilities of United States citizens and determine methods of active participation in society, government, and States citizens and determine methods of active participation in society, government, and the political system.the political system.

SS.7.C.2.12 Develop a plan to resolve a state or local problem by researching public policy SS.7.C.2.12 Develop a plan to resolve a state or local problem by researching public policy alternatives, identifying appropriate government agencies to address the issue to. alternatives, identifying appropriate government agencies to address the issue to.

MondayMonday TuesdayTuesday WednesdayWednesday ThursdayThursday FridayFriday

MathMath • Compile Compile renewable/non-renewable/non-renewable renewable energy data energy data presented in presented in the power pointthe power point

• Create a Create a survey based survey based on compiled on compiled data data

• Complete Complete survey in survey in classroom and classroom and around school around school campuscampus

• Graphing Graphing Lesson-Circle Lesson-Circle GraphGraph

• Graphing Graphing Lesson-Stem-n-Lesson-Stem-n-Leaf Graph Leaf Graph using an using an estimated estimated number of birds number of birds effected by oileffected by oil

ScienceScience •PowerPoint - PowerPoint - Renewable Renewable (brief) & Non-(brief) & Non-renewable renewable energy (in energy (in detail).detail).

•Video: Bill Video: Bill Nye: Energy Nye: Energy (Segments 1 & (Segments 1 & 2)2)

•LAB – Density LAB – Density of Oilof Oil

•PowerPoint - PowerPoint - Ch. 16.1 & 16/3 Ch. 16.1 & 16/3 (ecological (ecological principles & principles & energy flow)energy flow)

• Video: Video: Oceans Alive – Oceans Alive – Food WebFood Web

•Food Web Food Web ProjectsProjects

• Limiting Limiting Factors & Factors & RelationshipsRelationships

•PowerPoint – PowerPoint – Environmental Environmental ImpactsImpacts

• Present ideas Present ideas of how the local of how the local ecosystem is ecosystem is effected by oil. effected by oil.

Social StudiesSocial Studies Intro to unitIntro to unit

Lesson on Lesson on Regions and Regions and resourcesresources

Political map Political map

Identify Identify resourcesresources

Physical map Physical map

Location of Location of resources in resources in Gulf Coast Gulf Coast RegionRegion

quizquiz

Direct Direct Instruction Instruction LessonLesson

Physical& Physical& Human Human CharacteristicsCharacteristics

Category Category worksheetworksheet

Internet Internet research research Economic Economic development development Gulf CoastGulf Coast

Power point Power point comparison comparison chart economic chart economic effects Gulf Oil effects Gulf Oil Spill Spill

Language ArtsLanguage Arts Intro to ITUEnergy resources Internet Vocabulary

Vocabulary Application chart

Discussion on disasters Newspaper articleOrganizational features

Primary and secondary resources

Internet Internet research Exxon research Exxon Valdez & Gulf Valdez & Gulf Oil SpillOil Spill

Prepare power Prepare power point point Newspaper Newspaper article on the article on the human cost of human cost of oil disastersoil disasters

Unit Schedule—Week 1

MondayMonday TuesdayTuesday WednesdayWednesday ThursdayThursday FridayFriday

MathMath • Graphing Graphing Lesson-Lesson-Histograms Histograms using the using the number of sea number of sea life animals life animals effected by the effected by the oil.oil.

• Create graph Create graph using data from using data from survey-share survey-share results results

• Quiz on Quiz on graphsgraphs

• Research Research Valdez oil spill Valdez oil spill and Gulf oil spilland Gulf oil spill

• Calculate Calculate amount spilled amount spilled in each oil spill in each oil spill and and compare/contracompare/contrast amount and st amount and cost of clean up cost of clean up

• Incorporate Incorporate your findings your findings into the oil into the oil cleanup cleanup methods methods PowerPoint that PowerPoint that you will create you will create in science in science

ScienceScience • Food Web Food Web Presentations Presentations (simulated with (simulated with oil spill)oil spill)

•PowerPoint – PowerPoint – Oil cleanup Oil cleanup methods.methods.

•LAB – Oily Bird LAB – Oily Bird

• PowerPoint - PowerPoint - Alternative Alternative Energy Sources Energy Sources and their and their limitations. limitations.

• Video: Bill Video: Bill Nye: Energy Nye: Energy (segments 3-(segments 3-11)11)

• LAB - LAB - Alternative Alternative Energy Lab : Energy Lab : Build a Build a Hydrogen Fuel Hydrogen Fuel Cell Model.Cell Model.

Social StudiesSocial Studies Presentation Presentation power point power point chartchart

Assessment: Assessment: Expository Expository essay economic essay economic effects non effects non renewable renewable energy energy resourcesresources

Internet Internet research research benefits benefits renewable renewable energy energy resourcesresources

Start preparing Start preparing debatedebate

Finish Finish persuasive persuasive economic economic debate debate preparation preparation

PracticePractice

Debate Debate presentationspresentations

Economic Economic consequencesconsequences

Lesson, supply Lesson, supply & demand & demand

Create cartoon Create cartoon showing supply showing supply & demand & demand relationshiprelationship

(finish at home)(finish at home)

Language ArtsLanguage Arts Presentation of Presentation of newspaper newspaper articlearticle

How non renewable energy contributes to global warming Internet researchCauses & Effects

Continue Continue Internet Internet researchresearch

Cause and Cause and effectseffects

Internet researchsolutions to global warming

Create “how to” bookletReduce energy consumption

Unit Schedule—Week 2

MondayMonday TuesdayTuesday WednesdayWednesday ThursdayThursday FridayFriday

MathMath • Video about Video about renewable renewable energy energy resources resources

• Calculate Calculate materials and materials and build a solar build a solar ovenoven

• QuizQuiz

• Collect, Collect, organize, and organize, and analyze oil rig analyze oil rig safety safety informationinformation

• Design and Design and sketch a sketch a prototype of an prototype of an emergency emergency cutoff systemcutoff system

• Presentations Presentations and Test and Test

ScienceScience • Explore Explore CNN’s Oil Spill CNN’s Oil Spill Web PageWeb Page

•Homework – Homework – Create Create Deepwater Deepwater Horizon Oil Spill Horizon Oil Spill TimelineTimeline

•Field Trip – Field Trip – Beach/BayBeach/Bay

•Homework – Homework – Persuasive Persuasive RAFT paper.RAFT paper.

Present RAFT’s Present RAFT’s Persuasive Persuasive speech. speech.

•Student’s Student’s were assigned were assigned to be an to be an advocate “for” advocate “for” or “against” or “against” clean energy.clean energy.

•Teacher led Teacher led debate on debate on the benefits and consequences of dependency on non-renewable energy.

• Jeopardy Jeopardy Review GameReview Game

• Unit TestUnit Test

Social StudiesSocial Studies Introduce Introduce Energy Energy Awareness Awareness campaigncampaign

Internet Internet researchresearch

Energy Energy awareness awareness campaign campaign

internet internet researchresearch

Start preparing Start preparing postersposters

Energy Energy awareness awareness campaigncampaign

Finish posters Finish posters

Energy Energy awareness awareness poster poster presentationspresentations

Peer Peer evaluationsevaluations

Review what has Review what has been learnedbeen learned

Explain Explain government government responsibilitiesresponsibilities

Assessment: Assessment: Persuasive letter Persuasive letter to Governor on to Governor on off shore drillingoff shore drilling

Language ArtsLanguage Arts Start preparing Informational Documentary on Global warming develop outline main points

Write scripts and introduction

Develop point

of view

Continue Continue working on working on Documentary Documentary start video start video taping taping segments of segments of documentarydocumentary

Finish video Finish video taping taping segments of segments of documentary documentary

Presentations of Presentations of informational informational documentarydocumentary

Unit Schedule—Week 3

Daily ScheduleDaily Schedule

• First Bell: 9:04 A.M.First Bell: 9:04 A.M.

• HR/First Period: 9:10 – 10:04HR/First Period: 9:10 – 10:04

• Second Period: 10:07 – 10:56Second Period: 10:07 – 10:56

• Third Period: 10:59 – 11:48Third Period: 10:59 – 11:48

• 77thth Grade Lunch: 11:48 – 12:17 Grade Lunch: 11:48 – 12:17

• Fourth Period: 12:20 – 1:09Fourth Period: 12:20 – 1:09

• Fifth Period: 1:12 – 2:01Fifth Period: 1:12 – 2:01

• Sixth Period: 2:04 – 2:53Sixth Period: 2:04 – 2:53

• Seventh Period: 2:56 – 3:45Seventh Period: 2:56 – 3:45

Media ListMedia List

• LCD Projector & LCD Projector & ScreenScreen

• Laptop ComputerLaptop Computer

• Internet AccessInternet Access

• DVD PlayerDVD Player

• Computer Computer SpeakersSpeakers

• LAB equipmentLAB equipment

• Computer Lab AccessComputer Lab Access

• TextbooksTextbooks

• Microsoft ProgramsMicrosoft Programs

• Document CameraDocument Camera

• Auditorium AccessAuditorium Access

• Stage PropsStage Props

Lesson Plan OverviewLesson Plan Overview• Language ArtsLanguage Arts• The focus of the theme for students is to develop their literary skills through real world application by taking The focus of the theme for students is to develop their literary skills through real world application by taking

on the role of investigative Journalists reporting on how energy use contributes to the problem of global on the role of investigative Journalists reporting on how energy use contributes to the problem of global warming. In week one students will be working on the vocabulary associated with energy use to establish warming. In week one students will be working on the vocabulary associated with energy use to establish basic knowledge and contexts in which the words apply. They will be applying reading and analysis skills to basic knowledge and contexts in which the words apply. They will be applying reading and analysis skills to a variety of different text formats in their research to develop inferring paraphrasing and summarizing skills a variety of different text formats in their research to develop inferring paraphrasing and summarizing skills as well as understand how text structure affects overall meaning. They will focus their investigation on the as well as understand how text structure affects overall meaning. They will focus their investigation on the human tragedy resulting from dependency on non renewable energy by examining the Exxon Valdez and human tragedy resulting from dependency on non renewable energy by examining the Exxon Valdez and Gulf Oil disasters and presenting their opinions in a front page news article.Gulf Oil disasters and presenting their opinions in a front page news article.

  

• Week two they will focus on causes and effects, analysis of text, development of point of view, and possible Week two they will focus on causes and effects, analysis of text, development of point of view, and possible solutions. Students will be using the topic of global warming to investigate how non renewable energy solutions. Students will be using the topic of global warming to investigate how non renewable energy contributes to the problem and investigate the ways in which individuals can help alleviate global warming contributes to the problem and investigate the ways in which individuals can help alleviate global warming through simple modifications in energy habits. Students will demonstrate and develop their writing skills by through simple modifications in energy habits. Students will demonstrate and develop their writing skills by creating an informational “how to” booklet that addresses ways in which individuals can become good creating an informational “how to” booklet that addresses ways in which individuals can become good consumers of energy.consumers of energy.

  

• Week three is a culminating activity in which students will create an informative documentary from their Week three is a culminating activity in which students will create an informative documentary from their research in week one and two that demonstrate their comprehension, analysis, perspective, inferring and research in week one and two that demonstrate their comprehension, analysis, perspective, inferring and communication skills relative to energy use and why it is important for society to alter lifestyles now to communication skills relative to energy use and why it is important for society to alter lifestyles now to secure their quality of life in the future. secure their quality of life in the future.

  

  

Lesson Plan OverviewLesson Plan Overview• ScienceScience• The first week of the ITU will start off with the introduction of the topic, which would be non-The first week of the ITU will start off with the introduction of the topic, which would be non-

renewable energy. They students will learn about the properties of oil through a PowerPoint renewable energy. They students will learn about the properties of oil through a PowerPoint presentation, Bill Nye video, & Oil Density Lab. The focus will shift in order to obtain more presentation, Bill Nye video, & Oil Density Lab. The focus will shift in order to obtain more background information that will all be applied at the end of the unit. The basic principles of background information that will all be applied at the end of the unit. The basic principles of ecology will be taught, specifically food webs, limiting factors, interdependence, and energy ecology will be taught, specifically food webs, limiting factors, interdependence, and energy flow. Students will construct a Food Web on poster board. The Environmental Impacts of an oil flow. Students will construct a Food Web on poster board. The Environmental Impacts of an oil spill will be discussed and ideas will be presented on how our local ecosystem will be effected.spill will be discussed and ideas will be presented on how our local ecosystem will be effected.

• The second week, the students will present their food web projects and simulate how their The second week, the students will present their food web projects and simulate how their ecosystem might be effected by and oil spill. Oil clean-up methods will be discussed and ecosystem might be effected by and oil spill. Oil clean-up methods will be discussed and simulated through the oily bird lab. Renewable Energy and its limitation will be presented simulated through the oily bird lab. Renewable Energy and its limitation will be presented through PowerPoint, a Bill Nye video, and the construction of a hydrogen fuel cell model.through PowerPoint, a Bill Nye video, and the construction of a hydrogen fuel cell model.

• The final week, we will explore the CNN website on the oil spill and create a timeline. The final week, we will explore the CNN website on the oil spill and create a timeline. Everything to this point was background information that will be used for the final activities. Everything to this point was background information that will be used for the final activities. The class will take a field trip to the Beach/Bay of a affected area in order get that “personal” The class will take a field trip to the Beach/Bay of a affected area in order get that “personal” experience of how the oil is effecting their local environment. Using all accumulated experience of how the oil is effecting their local environment. Using all accumulated knowledge, students will write a persuasive RAFT speech. They will choose to be and knowledge, students will write a persuasive RAFT speech. They will choose to be and advocate for or against non-renewable energy. Students will present speeches and the next advocate for or against non-renewable energy. Students will present speeches and the next day the class will have a debate based on the RAFTs. The debate will argue the benefits and day the class will have a debate based on the RAFTs. The debate will argue the benefits and consequences of non-renewable energy. A unit exam will be used as an assessment tool on consequences of non-renewable energy. A unit exam will be used as an assessment tool on the last day. the last day.

Lesson Plan OverviewLesson Plan Overview

• MathMath• Survey SaysSurvey Says

Students will learn about renewable and non-renewable energy sources. Using the collected Students will learn about renewable and non-renewable energy sources. Using the collected information, students will create a survey that will be conducted in the classroom and throughout the information, students will create a survey that will be conducted in the classroom and throughout the school. Survey results will be used to make generalizations about the population.school. Survey results will be used to make generalizations about the population.

• GraphingGraphing

Students will learn how to create and read three different types of graphs. Students will learn how to Students will learn how to create and read three different types of graphs. Students will learn how to create a circle graph, stem-n-leaf graph and histogram. Using the data compiled from the survey and create a circle graph, stem-n-leaf graph and histogram. Using the data compiled from the survey and two science lessons, student will use the graphs to display and present their findings to the rest of the two science lessons, student will use the graphs to display and present their findings to the rest of the class and make generalizations based on their findings. class and make generalizations based on their findings.

• Valdez vs. GulfValdez vs. Gulf

Students will collect and organize information pertaining to the Valdez and Gulf oil spill. Student will Students will collect and organize information pertaining to the Valdez and Gulf oil spill. Student will then use the collected information to calculate, compare, and report an estimation of the cost to clean then use the collected information to calculate, compare, and report an estimation of the cost to clean up each oil spill.up each oil spill.

• Soak up the SunSoak up the Sun

Students will research and learn about solar power. Students will further their understanding by Students will research and learn about solar power. Students will further their understanding by planning and calculating the amount of materials needed to build a solar oven. Students will build a planning and calculating the amount of materials needed to build a solar oven. Students will build a solar oven that can be used to warm cookies. solar oven that can be used to warm cookies.

• Safety First Safety First

Students will learn how to compile information about oil rig safety systems. Using the compiled Students will learn how to compile information about oil rig safety systems. Using the compiled information, students will work in groups to design and sketch an emergency cutoff system for an oil information, students will work in groups to design and sketch an emergency cutoff system for an oil rig.rig.

Lesson Plan OverviewLesson Plan Overview

• Social StudiesSocial Studies• In week one of the unit students will be focusing on learning about In week one of the unit students will be focusing on learning about

the physical geography of the Gulf Coast Region, which includes a the physical geography of the Gulf Coast Region, which includes a direct lesson on the interdependent relationship between people direct lesson on the interdependent relationship between people and the physical environment; they will also begin research on the and the physical environment; they will also begin research on the economic consequences of depending on non renewable energy.economic consequences of depending on non renewable energy.

• In week two students will be comparing and contrasting the In week two students will be comparing and contrasting the economic benefits of alternative forms of renewable energy with economic benefits of alternative forms of renewable energy with the economic consequences of the Gulf Oil Spill and presenting the economic consequences of the Gulf Oil Spill and presenting their findings in a debate. Students will also learn about the their findings in a debate. Students will also learn about the principles of supply and demand and how it reinforces dependency principles of supply and demand and how it reinforces dependency on non renewable energy.on non renewable energy.

• In week three students will focus on individual responsibility In week three students will focus on individual responsibility through their culminating activity of developing an energy through their culminating activity of developing an energy awareness campaign to highlight the long term economic benefits awareness campaign to highlight the long term economic benefits of using renewable energy. They will conclude their study by of using renewable energy. They will conclude their study by writing a letter to the Governor addressing their concerns, based on writing a letter to the Governor addressing their concerns, based on their research, on off shore drilling. their research, on off shore drilling.

GALA NIGHT

“Go Green”-Act 1

Students will create short skits to inform the audience about the importance of going green. The

entire student body and their parents will be invited.

Scene 1: Students will act out energy conservation based on their awareness campaign and share their documentary.

Scene 2: What causes Global Warming? – Greenhouse Gases

Scene 3: Mad Scientist Talks Environmental Concerns

CULMINATING ACTIVITY

AssessmentsAssessments

• Product Rubrics

• Test

• Quizzes

• Worksheets

• Oral Presentations

• Self Evaluations

• Peer Evaluations

• Internet Logs

• Pretests

• Video Worksheets

• Writing Rubrics

• LABS

• R.A.F.T. Paper

ReferencesReferences ScienceScience• http://edition.cnn.com/SPECIALS/2010/gulf.coast.oil.spill/

Science, (Print, Audio, Video), (Verbal, Visual, Vicarious, Simulation)Science, (Print, Audio, Video), (Verbal, Visual, Vicarious, Simulation)

• http://www.the-scientist.com/blog/display/57448/Science, Print, Visual, VerbalScience, Print, Visual, Verbal

• Biggs, Alton, et al. (2006). Glencoe / McGraw Hill Companies, Inc.Biggs, Alton, et al. (2006). Glencoe / McGraw Hill Companies, Inc.Science, Print, Verbal, Visual, Direct (Ch. 16, Sec. 1-3 & Ch.19, Sec. 1)Science, Print, Verbal, Visual, Direct (Ch. 16, Sec. 1-3 & Ch.19, Sec. 1)

• *http://www.huffingtonpost.com/2010/05/26/gulf-oil-spill-cleanup-*http://www.huffingtonpost.com/2010/05/26/gulf-oil-spill-cleanup-wo_n_591346.html**wo_n_591346.html**Science, Print, Visual, Verbal Science, Print, Visual, Verbal

• http://www.nytimes.com/2010/05/02/us/02oil.htmlScience, Print ,Visual, VerbalScience, Print ,Visual, Verbal

• http://library.thinkquest.org/10867/cleanup/methods/index.shtmlScience, Print, Visual, VerbalScience, Print, Visual, Verbal

• Dr. Richard Snyder, director of UWF's Center for Environmental Diagnostics and Dr. Richard Snyder, director of UWF's Center for Environmental Diagnostics and BioremediationBioremediationScience, Audio, Verbal, SimulatedScience, Audio, Verbal, Simulated

• *http://streaming.discoveryeducation.com/index.cfm***http://streaming.discoveryeducation.com/index.cfm**Science, Audio, Visual, Vicarious, Simulated, DirectScience, Audio, Visual, Vicarious, Simulated, Direct

• *http://news.discovery.com/animals/gulf-dead-zone-oil-spill.html***http://news.discovery.com/animals/gulf-dead-zone-oil-spill.html**Science, Print, Visual, VerbalScience, Print, Visual, Verbal

• http://www.scientificamerican.com/article.cfm?id=spill-clean-up-chemicalsScience, Print, VisualScience, Print, Visual

• http://www.altenergy.org/Science, Print, Visual, VerbalScience, Print, Visual, Verbal

References References

Language ArtsLanguage Arts

• http://www.acoolerclimate.com/causes-of-global-warming.html• http://www.worldviewofglobalwarming.org/• http://www.economywatch.com/fossil-fuels-dependency/dependen

cy-in-america.html• http://www.umich.edu/~gs265/society/fossilfuels.htm• http://globalwarming-facts.info/50-tips.html• http://www.associatedcontent.com/article/665455/effects_of_globa

l_warming_on_society.html• http://environment.nationalgeographic.com/environment/global-w

arming/gw-effects/• http://www.epa.gov/climatechange/

• http://globalwarming.com/2010/04/global-warming-for-kids/  

ReferencesReferences MathMath

• Brooks, C. & Dickerson, L. (n.d). Brooks, C. & Dickerson, L. (n.d). Statistics. Statistics. Retrieved June 16, 2010, from Retrieved June 16, 2010, from http://jwilson.coe.uga.edu/emt668/EMAT6680.Folders/Brooks/6690stuff/Statistics/Statistics.html#anchor322474

• Forcefield.Forcefield. (2010). (2010). Wind Power. Wind Power. Retrieved June 20, 2010, from Retrieved June 20, 2010, from http://www.otherpower.com/otherpower_wind.shtml

• Home Science Tools. Home Science Tools. (2010). Retrieved June 20, 2010, from (2010). Retrieved June 20, 2010, from http://www.hometrainingtools.com/build-a-solar-oven-project/a/1237/

• Martinello, M. L. & Gillian, C. E. (2000). Martinello, M. L. & Gillian, C. E. (2000). Interdisciplinary Inquiry in Teaching and LearningInterdisciplinary Inquiry in Teaching and Learning. Upper Saddle . Upper Saddle River, New Jersey: Prentice HallRiver, New Jersey: Prentice Hall

• Non-Renewable Resources. Non-Renewable Resources. (2006). Retrieved June 20, 2010, from (2006). Retrieved June 20, 2010, from http://www.eco-pros.com/non-renew.htm

• Perez, J. (2007). Perez, J. (2007). Dale Resources. Dale Resources. Retrieved June 17, 2010, from Retrieved June 17, 2010, from http://www.dale-energy.com/flash/fromdale/index.html

• Powell, C.S. (n.d). Powell, C.S. (n.d). We Did the Math: BP Oil Spill is Worse Than the Exxon Valdez. We Did the Math: BP Oil Spill is Worse Than the Exxon Valdez. Retrieved June 17, 2010, Retrieved June 17, 2010, from from http://blogs.discovermagazine.com/80beats/2010/05/27/we-did-the-math-bp-oil-spill-is-now-worse-than-the-exxon-valdez

• Roberts, P.L. & Kellough, R. D. (2008). Roberts, P.L. & Kellough, R. D. (2008). A Guide For Developing Interdisplinary Thematic Units. A Guide For Developing Interdisplinary Thematic Units. Upper Saddle Upper Saddle River, New Jersey: Prentice HallRiver, New Jersey: Prentice Hall

• State of Oregon. State of Oregon. (2009). Retrieved June 20, 2010, from (2009). Retrieved June 20, 2010, from http://www.oregon.gov/ENERGY/RENEW/index.shtml

• The New York Times. (2010). The New York Times. (2010). How Much Oil is on the Gulf Coast. How Much Oil is on the Gulf Coast. Retrieved June 17, 2010, from Retrieved June 17, 2010, from http://www.nytimes.com/interactive/2010/05/27/us/20100527-oil-landfall.html

• The New York Times. (2010). The New York Times. (2010). The Drill on the Spill. The Drill on the Spill. Retrieved June 16, 2010, from Retrieved June 16, 2010, from http://learning.blogs.nytimes.com/2010/05/05/the-drill-on-the-spill-learning-about-the-gulf-oil-leak-in-the-lab/

• United States Environmental Protection Agency. (2009). United States Environmental Protection Agency. (2009). Environmental Kids Club. Environmental Kids Club. Retrieved June, 17, 2010, Retrieved June, 17, 2010, fromfrom http://www.epa.gov/kids/game.htm

References References

Social StudiesSocial Studies

• http://www.gulfbase.org/facts.php

• http://video.nationalgeographic.com/video/player/news/

• http://aede.osu.edu/resources/docs/pdf/ZLI4ZEWG-DK35-WFK9-http://aede.osu.edu/resources/docs/pdf/ZLI4ZEWG-DK35-WFK9-PUBGL6RQQ8WRUD6M.pdfPUBGL6RQQ8WRUD6M.pdf http://coastalmanagement.noaa.gov/http://coastalmanagement.noaa.gov/

• http://www.associatedcontent.com/article/2971424/http://www.associatedcontent.com/article/2971424/the_gulf_of_mexico_oil_spill.htmlthe_gulf_of_mexico_oil_spill.html

• http://www.google.com/crisisresponse/oilspill/http://www.google.com/crisisresponse/oilspill/

• http://www.foe.org/gulf-oil-spillhttp://www.foe.org/gulf-oil-spill

• http://www.environmentflorida.org/issues/save-our-shores/stop-offshore-http://www.environmentflorida.org/issues/save-our-shores/stop-offshore-drillingdrilling

• http://www.cnn.com/studentnews/http://www.cnn.com/studentnews/

• http://learning.blogs.nytimes.com/2010/05/28/the-gulf-oil-spill-in-the-http://learning.blogs.nytimes.com/2010/05/28/the-gulf-oil-spill-in-the-classroom/classroom/