<li>Define attributes of an energy efficient "green" school.</li>
2. Identify areas of energy waste in their school by:<p/>
<li>comparing their school to that of a LEED certified school;</li>
b. identifying areas that are within the school's capacity to change;
c. auditing the school's recycling program.
These activities will introduce your students to polar oceanography and how events that occur in oceans thousands of kilometers away affect them and the mid-latitudes.<p/>
The students will also explore how conditions are changing in the polar regions and the possible impacts upon life in the United States and other mid-latitude nations.
Students will be able to
1) Explain what genetically modified foods are and how they are created.
2) Use appropriate vocabulary to describe and effectively discuss the benefits of, and potential risks of, genetically modified foods.
3) Identify foods that they consume or encounter that do or likely contain genetically modified organisms and those that do not.
4) Discuss critically some of the issues that surround the GMO debate to include: globalization, safety, labeling, and impact on family farms.
<p itemprop="description">Students will:
<li>Participate in a class discussion of their ideas and opinions related to energy conserving</li>
efforts that could directly impact their school experiences
2. Read articles related to energy costs and consumption
3. Use computation skills to determine the economic effects of rising energy costs on average
4. Analyze data from a graph to determine the types of energy currently used in the U.S.
5. Participate in a class discussion of key terms related to energy including fossil fuels, renewable
and non-renewable resources, greenhouse gasses, and global warming
6. Participate in a simulation activity and conduct research and create a project that will be used
to teach others about alternative/renewable energy sources
7. Teach classmates about a specific alternative/renewable energy source using a model,
experiment, diagram, or interactive or multimedia display
8. Participate in a class discussion about the advantages and disadvantages of using alternative
Students will: 1. Compare and make distinctions among 5 alternative fuels
2. Understand the impact of different types of fuel on:the environment, lifestyle, the economy/personal finances of car choices 3. Use critical thinking skills to support multi-step decision-making for buying a car
Students will: Be informed of new EPA regulations on the emissions of mercury by coal-fire power plants. Identify a major human-related source of mercury in the environment.
Identify regions in the United States that are affected most by mercury emissions. Summarize the dangers of mercury in humans. Calculate the percent composition of coal to determine the amount of dangerous contaminants present. View an analogous demonstration of how mercury is detected in a lab sample.
<li>Use their prior knowledge about weather topics to answer questions on a weather quiz activity</li>
that will be used as a starting point for instruction.
2. Participate in class discussions about weather related topics
3. Hypothesize about how and why weather patterns and climate may be changing
4. Use critical reading skills to gather facts about weather and climate changes from selected
5. Conduct research about an assigned weather topic and create an interactive
project/presentation that can be used to teach classmates about a weather topic
6. Work with a partner or group to teach classmates about the selected weather topic
7. Engage in active listening and active learning strategies while listening to classmates' weather
Students will: Explore the characteristics of the polar ecosystems in Antarctica. Analyze the environmental impact of research and tourism in Antarctica. Investigate the impact of waste materials on Antarctic ice though a laboratory experiment.