Welcome to the Google Math and Science Initiative

Welcome to the Google Math and Science Initiative

The Greening of Science The Greening of Science MethodsMethods

•Applicable Standard(s): CA State Framework and Standards•Grade Level: Middle/High School •Lesson Author(s):SCED 173 F11

Science Lesson Task Science Lesson Task SummarySummary

Create a lesson plan on Sustainability within your content area ( Bio, Geo, Chem, Phys)

Look for ways to integrate this lesson plan with other subject content areas

Note the use of technology within the lesson plan for learners or/and instruction

Tick Tick Tick Boom! Tick Tick Tick Boom! (Human Population (Human Population Growth)Growth)

•Applicable Standard(s):6b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of non-native species, or changes in population size.6c. Students know how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death.

•Grade Level: High School•Lesson Author(s): Christine Kwong

Lesson SummaryLesson SummaryThis lesson demonstrates that

current trends of population growth and how it will affect the standards of living now and in the future.

Students will be able to extrapolate their current research findings to figure out the world population in 2100.

BAESI July 26-28 2011: SUSTAINABILITYhttp://upload.wikimedia.org/wikipedia/commons/thumb/b/b7/Population_curve.svg/550px-Population_curve.svg.png

Lesson Components: Lesson Components: ContentContentCapturing Interest (Student connection):Earth Apple Demo on the human population’s effect

on the Earth’s resources Resources: A Demo a Day: Earth Apple Demo

(page 286)Content Delivery ( Accessible to

Student):Content Delivery is a Power point Presentation that

includes a review of population dynamics and human population growth Own Power point

Content Interaction (Student Activity):

Human Population Explosion Video http://www.youtube.com/watch?v=4BbkQiQyaYc

Lesson ComponentsLesson Components

Integration of other content area(s):Math- students will take current

research data and extrapolate to figure out population in 2100

Social Studies- Looking at history for population growths and declines; looking at the future based on what is happening

http://www.ciese.org/curriculum/popgrowthproj/activity9.html

Balancing Greenhouse Balancing Greenhouse GasesGases

•Applicable Standard(s):Chemistry - 3a. Students know how to describe chemical reactions by writing balanced equations.•Grade Level: 9-12•Lesson Author: Colleen Carey

Lesson SummaryLesson SummaryStudents do a greenhouse mini-

lab to see how greenhouse gases affect the earth’s temperature.

Teacher presents a short lecture about greenhouse gases

Students do a worksheet where they practice balancing equations which produce greenhouse gases

BAESI July 26-28 2011: SUSTAINABILITY

Lesson Components: Lesson Components: ContentContent

Capturing Interest: Show an ugly picture of pollutionhttp://kassandraproject.files.wordpress

.com/2007/12/air-pollution-systems.jpgContent Interaction: Greenhouse Mini-

Labhttp://www.yale

.edu/ynhti/curriculum/units/2007/4/07.04.05.x.html

Content Delivery: Powerpoint presentation about greenhouse gases

Lesson ComponentsLesson ComponentsIntegration of other content

area(s): Balancing Equations

Worksheet: Balancing Pollution

12

The True Cost of FoodThe True Cost of Food

•Applicable Standard: 8:6c- Students know that living organisms have many different kinds of molecules, including small ones, such as water and salt, and very large ones, such as carbohydrates, fats, proteins, and DNA.•Grade Level: 8•Lesson Author: Kate Brown

http://www.sierraclub.org/truecostoffood/

13

Lesson SummaryLesson Summary•The main project for The Chemistry of Living Systems unit involves writing a menu plan that reflects their knowledge of necessary macromolecules, recommended daily intake of vitamins and minerals, as well as portion sizes in a healthy diet.•The sustainability lesson provides an opportunity to extend on the impact of food on the human body, and instead discuss how food choices impact our environment.


14

Lesson Components: Lesson Components: ContentContent Capturing Interest:

Introduce The True Cost of Food as something that will forever change the way students eat or shop for food.

Content Delivery: Show The True Cost of Food, a cartoon video about the hidden costs behind food choices. Resources: The True Cost of Food (film), produced by The

Sierra Club. Content Interaction:

Students complete an accompanying worksheet during the movie that highlights the hidden costs of foods, as well as the differences between buying local and buying from a big-box store. Additionally, students will be asked to write a supplementary paragraph for their menu plan, which reflects their newfound understandings of sustainability in food choices.


15

Lesson ComponentsLesson Components Integration of other content areas:

Social Studies - impact of food choices on society Nutrition/Health - impact of food choices on the body Math - measuring portion sizes and counting quantities


Population and Natural Population and Natural SelectionSelection

Applicable Standard(s):7.3.b Students know the reasoning used by Charles Darwin in reaching his conclusion that natural selection is the mechanism of evolution.•Grade Level: 7•Lesson Author(s): Kymber Marine

Lesson SummaryLesson SummaryStudents will begin by observing a power

point that will go over the important terms and concepts in a way that will provide visual connections for ELLs and students in need of special resources. The power point portion of the lesson will also encompass time for class discussion and sharing with partners. If necessary the lesson can include floor discussion to refocus attention. The lesson will progress to an activity that will demonstrate the issues of sustainability that population growth can place on an environment.



Capturing Interest (Student connection): Strange Days on Planet Earth DVD excerpts

Content Delivery ( Accessible to Student): Power Point

Content Interaction (Student Activity): Population Lab


area(s): Linear and exponential

progressions demonstrated in the lab

Mass, Acceleration, Mass, Acceleration, and Going Greenand Going Green

•Applicable Standard(s): • Physics 1c: Students know how to apply the law F = ma to solve one-dimensional motion problems that involve constant forces (Newton’s second law). • Investigation and Experimentation 1m: Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings.

•Grade Level: 9-11•Lesson Author(s): Nicholas Honda

Lesson SummaryLesson SummaryThere are many transportation

options available to us. Most vehicles use fossil fuels which pollute our environment and contribute to global warming.

Students will work in groups to investigate and present real data on the mass, acceleration, carrying capacity, and fuel costs of various vehicles.


Lesson Components: Lesson Components: ContentContentCapturing Interest: Cite carbon

footprint statistics related to transportation.◦ Resources:

http://hdr.undp.org/en/statistics/data/climatechange/footprints/

Content Delivery: Students gather vehicle data according to a guided activity worksheet.

◦ Resources: http://www.fueleconomy.gov/Content Interaction: Student groups

present their findings to the rest of the class.


area(s): Students use dimensional

analysis to calculate acceleration and fuel use given 0-60 mph times and gas mileage data.

How Green are Hydrogen How Green are Hydrogen and Corn-Based Fuels?and Corn-Based Fuels?

•Applicable Standard: Chemistry 7e (Hess’s Law)•Grade Level: High School•Lesson Author: Nick Zabalza

Lesson SummaryLesson Summary


My lesson incorporates analyzing what is written in a news article followed by ques-tioning the authority the article assumes in relation to how green alternative fuels really are. The students learn about thermochem-ical equations and Hess’s Law before ap-plying these concepts to the evaluation of how green hydrogen and corn-based fuels are.

Lesson Components: Lesson Components: ContentContentCapturing Interest: Warm-up has the

students reading quotes about how green a CNN article claims hydrogen fuel is followed by describing what they know about the sustainability of hydrogen fuel.

http://articles.cnn.com/2001-03-16/tech/hydrogen.cars_1_hydrogen-cars-hydrogen-vehicle-bmw/2?_s=PM:TECH

Content Delivery: Lecture on thermo-chemical equations. Students teach themselves Hess’s Law.

Peter Atkins and Loretta Jones “Chemistry Molecules, Matter, and Change 3rd Ed.” W. H. Freeman and Company:New York, 1997, pgs. 194-200, 212-217

Content Interaction: Students apply Chemistry knowledge (especially Hess’s Law) by determining the sustainability of hydrogen and corn-based fuels. Dr. Karen Singmaster

Lesson Components: Lesson Components: SequencingSequencingHydrogen Fuel Warm-upLecture on thermochemical

equations.Lecture Exploration: Hess’s LawSummarization Lecture of Hess’s

Law Lecture ExplorationSustainability Worksheet


areas: ◦Math: Manipulation of equations as

part of Hess’s Law could be used in Algebra.

◦History or English: Portions of lesson could be adapted for a “Media Literacy” unit.

Carbon Dioxide and Carbon Dioxide and Ocean acidification.Ocean acidification.

•Applicable Standard(s): Chemistry 2a; 3a, c; 5b, d, f, g; 6d; 9b, cInvestigation & Experimentation 1a, k, l•Grade Level: 9-12•Lesson Author(s): Paul Durdle

Lesson SummaryLesson SummaryStudents will perform a laboratory

experiment to see the effect of increasing ocean acidification on sea shells over a period of several weeks.

They collect data on the mass and pH of the samples. Learning sample handling and data recording techniques. Concluding with a lab report.


Capturing Interest Describe Lab activities and ask them to hypothesize about effects they might see.

Content Delivery Laboratory Resources: Materials per Lab sheet.

Content Interaction (Student Activity): Exploring the Effect of Acidification on ShellsResources: Lab is a shortened lab derived from

http://reinat.com/lpmnm/benthic_reef_environment/lesson5/ Acidification and Shells. Limited by equipment

Lesson ComponentsLesson ComponentsIntegration of other content area(s): Students record data over a period of weeks.

The reporting of data can provide opportunities for data analysis and math integration.

Biology and food webs can be discussed too.Resources:

http://earthtrends.wri.org/updates/node/245Conclude with map after lab reports completed

to compare hypothesis. Discuss ways to mitigate CO2

What’s For Dinner?What’s For Dinner?

•Applicable Standard(s): 2F, 3B, 5C•Grade Level: 9-12•Lesson Author(s): Sara Bourbour

Lesson SummaryLesson SummaryStudents learn the standards about Mendel’s

laws and genetic engineering by seeing its application in agriculture. Crop plant genes have been mixed for thousands of years; selective breeding is just a primitive form of genetic modification. GMO’s arose from the potential benefits of increased yield and enhanced nutrition, but controversy arises from the concerns of antibiotic resistance & impacts on humans. Sustainability is integrated into the lesson by talking about the agricultural impacts of GMO’s.


Capturing Interest : Do Now: What Similarities & Differences Do You See Between the Pairs of Fruits/Vegetables?

Content Delivery: PowerPoint, NYT Article, Film Inc.

http://opinionator.blogs.nytimes.com/2011/02/15/why-arent-g-m-o-foods-labeled/

http://www.foodincmovie.com/img/downloads/foodinc_PDF_091008.pdf

Content Interaction : Do Now, Discussion, Write a Short Story

Lesson Components: Lesson Components: SequencingSequencingDo NowNYT Article & Discussion Film clip from Food Inc.Discussion about film in groupsReflection: Short storyResearch at grocery store

Bioengineering Solutions Bioengineering Solutions to Global Warming.to Global Warming.

•Applicable Standard(s): Bio1f, 5c•Grade Level: 9-11•Lesson Author(s): Alec Glassford

Lesson SummaryLesson SummaryReleasing CO2 from fossil fuels at a rate

higher than can be absorbed by the biosphere produces an increase in atmospheric and oceanic CO2 levels.

Students will use their knowledge of photosynthesis to “genetically engineer” a plant to provide a trait that will increase its CO2 absorption. These creations will be displayed on a poster the students construct.

More practical solutions, such as reducing energy consumption will be discussed during class closure.


Lesson Components: Lesson Components: ContentContentThink/pair/share: Global warming is largely caused by a rise in

atmospheric carbon dioxide molecules. Where do these molecules come from?

Carbon cycle lecture with guided notes.

Plant design and poster construction.Closure discussion: What can we do right now in our daily lives to limit our

contributions to carbon dioxide emissions?

QuickTime™ and a decompressor

are needed to see this picture.

Sample from guided notes:

If more carbon dioxide is produced than is absorbed by the biosphere, it will produce an increase in carbon dioxide in the ________________ and ________________ carbon stores.

Lesson ComponentsLesson Components

Can be integrated with:

Chemistry: balancing equations.

Math: calculating carbon dioxide absorption.

OsmosisOsmosis

•Applicable Standard(s):1a: Students know cells are enclosed within a semi permeable membrane that regulate their interaction with their surroundings

•Grade Level: 9-12•Lesson Author(s): Dean Nguyen

Lesson SummaryLesson SummaryStudents will be performing a lab to

understand permeable, and semi permeable membranes

Students will see that the membrane of the gummy bear is permeable as they observe it gain in both weight and size.

Once they observe the concept, Students will be shown a water filter and asked how is osmosis applicable in this situation?



Capturing Interest - Students will be given a bag containing gummy bears which they will not be allowed to eat until after.

Content Delivery – Short Powerpoint about Osmosis and presentation of a water filter

Content Interaction – Lab activity with gummy bears and using knowledge gained from lab, apply that knowledge to the water filter


area(s): Mathematics is an integration in

the lab where they have to measure the results of mass and circumference size of the gummy bear both horizontally and vertically.

Chloroplast, Going Chloroplast, Going GREEN!GREEN!

•Applicable Standard(s): 7.1.d- Students know that mitochondria liberate energy for the work that cells do and that chloroplasts capture sunlight energy for photosynthesis. •Grade Level: 7th •Lesson Author(s): Jamie Newton

OsmosisOsmosis

•Applicable Standard(s):1a: Students know cells are enclosed within a semi permeable membrane that regulate their interaction with their surroundings

•Grade Level: 9-12•Lesson Author(s): Dean Nguyen

Lesson SummaryLesson SummaryStudents will be performing a lab to

understand permeable, and semi permeable membranes

Students will see that the membrane of the gummy bear is permeable as they observe it gain in both weight and size.

Once they observe the concept, Students will be shown a water filter and asked how is osmosis applicable in this situation?



Capturing Interest - Students will be given a bag containing gummy bears which they will not be allowed to eat until after.

Content Delivery – Short Powerpoint about Osmosis and presentation of a water filter

Content Interaction – Lab activity with gummy bears and using knowledge gained from lab, apply that knowledge to the water filter


area(s): Mathematics is an integration in

the lab where they have to measure the results of mass and circumference size of the gummy bear both horizontally and vertically.

Lesson SummaryLesson SummaryStudents will be introduced to

terrestrial sequestration, the carbon cycle and how plants, especially the role chloroplast play, in recycling carbon dioxide.

Students will be given supplemental readings on deforestation and terrestrial sequestration, be shown a PowerPoint, watch a clip on chloroplast and carry out a lab showing the effects of photosynthesis.

Lesson Components: ContentLesson Components: ContentCapturing Interest (Student connection): “Who

Dunnit” – photos of deforestationDeforestation Picture

Content Delivery ( Accessible to Student): Short PowerPoint, Articles on the Sequestration and DeforestationDeforestation Article Terrestrial Sequestration Article

Content Interaction (Student Activity): Terrestrial Sequestration LabAdapted from: Climate Status Investigations


area(s): Math – Predict future trend lines

for excess carbon in the United StatesResources: Carbon Emission Trends

All done….

Documents

Welcome to the Google Math and Science Initiative